Title: Give examples of how you think lessons could be criticised for lacking pace and challenge.
1Pace and Challenge
- Give examples of how you think lessons could be
criticised for lacking pace and challenge.
2Pace and Challenge
- To know what is meant by pace and challenge.
- To understand how to develop challenge in the
lesson.
3Pace.
- What is pace?
- The pace is just right, no time is wasted and
students move quickly from one learning activity
to another. However there is no sense of rushing
and everybody has enough time to
think. Grade 1 lesson
4MAINTAINING COGNITIVE PACE
- Slick start to the lesson.
- Brisk well ordered transitions.
- Appropriately timed activities.
- Engaging, concise exposition delivered with
enthusiasm.
5Challenge
Challenge
The best conditions for learning exist when
children have a challenge that extends their
cognitive range.
- Are students extending their existing levels of
knowledge, understanding skills? - Are they working to capacity?
- Are they thinking for themselves and solving
problems or are they being spoon-fed by the
teacher.
6Challenge
Are students challenged to think?
Bloom Good frame of reference.
7National curriculum thinking skills
Finding relevant information
Organising information
Making inferences or deductions
Giving reasons
Representing/communication information
Arguing/explaining a point of view
Reasoning
Information processing
Thinking Skills
Planning research or study
Generating ideas
Engaging in enquiry or process of finding out
Developing evaluation criteria
Creative thinking
Enquiry
Designing innovative solutions
Evaluation
Asking questions
Judging the value of information and ideas
Applying evaluation criteria
Imagining or hypothesising
8Thinking skills (National Curriculum) Cognitive goals (Bloom) Key questions
Information processing Knowledge Comprehension Application Who? What? Where? How? What do we mean by ? What for? What other examples?
Reasoning Analysis Why? What is the evidence?
Enquiry What more is there to find out?
Creative thinking Synthesis How can we add to or improve?
Evaluation Evaluation How do we judge or assess?
9Learning outcomes
Questioning
CHALLENGE
Home work
Activities
Teacher support/scaffolding.
Metacognition
10- What is a good question?
- A good question makes the mind buzz, it offers
a challenge to thinking, a search for
understanding.
11What do you think?
Hot seating
Planned
Quality not quantity
What if?
Open ended
Creating a questioning classroom
Question of the day
Good questions
How do you know?
Promote H.O.T.
Question boards
Questioning to learn/to challenge
Piggy backing
Thinking time
Encouraging children to question
Allow 3 seconds after the question.
Provide opportunities for students to ask
questions
Talking partners
Model a questioning mind by asking good questions
12- Modelling
- - Respond to events, questions in ways that
model good learning. - - Demonstrate high expectation for
thinking/processes, products. - - What to do if stuck.
- Scaffolding
- - Put steps in place to support a challenging
activity. - - Remove steps to begin to increase challenge.
- Nudging
- - Once students working on a challenge ask
questions to prompt student to think about how
they are doing the task, - i.e How did you do that?
- Can you see if there is another way of getting
the answer?
13- Encouraging students to understand the process of
thinking. - Focuses upon process not final product.
- Planning, monitoring, reviewing.
14- What do you have to do to be successful?
- As a group, how can you use our individual skills
efficiently.
15- How much progress are you making against your
plan? - Which success criteria are you not yet meeting?
- How do you plan to meet this?
16- How did you get to that solution?
- Why did you discuss option b and c?
- What would you do differently next time?
17Fox thinking tool.
- Summarise the key points
- Share your ideas
- Synthesise the key points
- Extend your thinking
18- SYNTHESIS TRIANGLE
- SHARE!
- PAIR!
- THINK!
19A
B
HOW TO ORGANISE THINKING.
20Challenging activities.
Activity Information processing Reasoning Creative thinking Enquiry Evaluation
Fox thinking tool.
Synthesis triangle
Double Bubble
21Challenging activities.
Activity Information processing Reasoning Creative thinking Enquiry Evaluation
Fox thinking tool.
Synthesis triangle
Double bubble