Give examples of how you think lessons could be criticised for lacking pace and challenge. - PowerPoint PPT Presentation

1 / 21
About This Presentation
Title:

Give examples of how you think lessons could be criticised for lacking pace and challenge.

Description:

Give examples of how you think lessons could be criticised for ... Slick start to the lesson. Brisk well ordered transitions. Appropriately timed activities. ... – PowerPoint PPT presentation

Number of Views:38
Avg rating:3.0/5.0
Slides: 22
Provided by: Prof318
Category:

less

Transcript and Presenter's Notes

Title: Give examples of how you think lessons could be criticised for lacking pace and challenge.


1
Pace and Challenge
  • Give examples of how you think lessons could be
    criticised for lacking pace and challenge.

2
Pace and Challenge
  • To know what is meant by pace and challenge.
  • To understand how to develop challenge in the
    lesson.

3
Pace.
  • 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

4
MAINTAINING COGNITIVE PACE
  • Slick start to the lesson.
  • Brisk well ordered transitions.
  • Appropriately timed activities.
  • Engaging, concise exposition delivered with
    enthusiasm.

5
Challenge
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.

6
Challenge
Are students challenged to think?
Bloom Good frame of reference.
7
National 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
8
Thinking 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?
9
Learning 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.

11
What 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?

17
Fox thinking tool.
  • Summarise the key points
  • Share your ideas
  • Synthesise the key points
  • Extend your thinking

18
  • SYNTHESIS TRIANGLE
  • SHARE!
  • PAIR!
  • THINK!

19
A
B
HOW TO ORGANISE THINKING.
20
Challenging activities.
Activity Information processing Reasoning Creative thinking Enquiry Evaluation
Fox thinking tool.
Synthesis triangle
Double Bubble
21
Challenging activities.
Activity Information processing Reasoning Creative thinking Enquiry Evaluation
Fox thinking tool.
Synthesis triangle
Double bubble
Write a Comment
User Comments (0)
About PowerShow.com