TM Heathland 5/7/13‘Embedding Stretch & Challenge

for all’

Melanie Aberson (Science AST) @TeacherTweaksColleen Bell (SENCO) @colesbell

‘If you want to feel secure do what you already know how to do. But if you want to

grow......... Go to the cutting edge of your competence, which means a temporary loss

of security. So, whenever you don’t quite know what you are doing know that you are

growing...’ (Viscott, 2003)

PANIC ZONETi

red

Tense

Stresse

d

Exhausted

Fed up

Annoyed

Frus

trat

ed

DisinclinedAnxious

STRETCH ZONE AnticipatingExhilarated

Alive

Challenged Expectant

Excit

edW

illin

g to

risk

COMFORT ZONE

Safe

LifelessSecure

StableBored

Comfortable

Unchallenged

Easy

Reflect on your lessons from last week:• Which

‘zones’ were your students generally in?• Where does

the most learning occur?

Fearful

(Adapted from Senninger)

Encouraging Challenge?

Choice

Competition

Collaboration

Crutch

Differentiation Strategies Used In The LessonS – StarterNL – New Learning ActivityR – Reflection ActivityT - Throughout

Through task

Through questioning

Through groupings

Through teacher & other adults’

support

Every class is a mixed ability class (@headguruteacher)

Differentiation Strategies Used In The LessonS – StarterNL – New Learning ActivityR – Reflection ActivityT - Throughout

Through taskNL- Lesson objectives differentiated . This enables all students to be challenged. R- Students will have the option to use the key words and sentence structure suggestions sheet to enable them to develop constructive targets.

Through questioningS, NL and T- Students will be targeted in relation to SEN data to ensure they have full understanding. S, NL, T- lollipop sticks will be used to select students randomly for questioning. T- Each pair of students will be given traffic light cards to enable self assessment of progress within the lesson.

Through groupingsT- Use of seating plan in the classroom to increase pupil progress in relation to SEN and EAL needs.

T- Students will paired by ability and will be encouraged to support one another prior to needing the teachers intervention.

Through teacher & other adults’ supportT- The use of traffic light cards will enable the teacher to identify students who need additional support. T- SEN and EAL students will be supported according to the teaching strategies on their individual IEPS’s.

An example…

Task/ Resources

• Self levelling resources – questions that progressively get difficult, possibly that can be marked by students

• Warm, hot, scorching tasks (Make it hot by……. Make it scorching by……..)

• Levels of help – students choose when to get help and which help to use

• SOLO

• 5B’s before me

Groupings

• Vital to remember that all students need to have the opportunity to be challenged, not held back because they are helping other students

• Grouping by similar ability

• Giving responsibilities according to level of difficulty

• Avoid sitting all students with a statement of SEN or other SEN students together

• Use ‘teams’ of mixed abilities but have clear roles & responsibilities that students explain back to you

Adult support

• Guided group work – plan to focus on a particular group each lesson

• Teacher is the last resort for help

• Teacher discusses level that student selects – is this challenging enough? How will you tackle this task?

• Teacher’s help is ‘sold’ to develop independence and interdependence between students

• Avoid LSA ‘blocking’ –SEN students still need the subject specialist questions to ensure they are challenged

• Students are limited in the number of questions they are allowed to ask the LSA and the teacher

Questioning

• Planned levelled questions targeted to specific individuals

• Whole class: mini white boards

• Think-pair-share

• Developing questioning between students by modelling questioning

• 9 second thinking time for questions increased to 15- 18 seconds for SEN students (so don’t be afraid of silence!)

(see ican.org video)• Question starters for students

How will we get students into the yellow (and almost into the red?)Again, thanks to @headguruteacher

Reciprocal teaching – you teach

me

Struggle time

Synoptic or ‘extended abstract’

tasks

Problem solving

Cognitive conflict

Self directed

progression

Deep end instructions (Off you go)