Raise Challenge

challenginglearning.com@JamesNottinghmjames@jnpartnership.comfacebook.com/challenginglearning

“When evaluating the quality of teaching in the school, inspectors must consider:

“the extent to which well judged teaching strategies, including setting challenging tasks matched to pupils’ learning needs, successfully engage all pupils in their learning”

“Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.”

“We need more challenge and less instruction, since

it is from challenge that one

grows in body, mind and spirit.”

Thinking in Education by Matthew Lipman, 1991

Tasks which have just the right amount of challenge

• generate a sense of achievement when mastered

• require learners to make links between knowledge and

experience and to apply their new knowledge to new

situations

• demand creative thinking

• help learners to develop resilience and confidence

• help teachers diagnose, intervene and evaluate

WHY challenge?

109876543210

How much challenge?

82

CA

SA

PA

Current Ability

Subconscious Ability

Potential Ability

Learning Zone

Practice Zone

Too Easy

Too Hard

What is challenge?The Teaching Target Model

The Teaching Target ModelChallenging Learning, 2010, p85

85Time

Perfo

rman

ce

CA

SA

PA

Learning Zone

Practice Zone

Challenge is “wobble”

Breakthroughwww.stonefields.school.nz

Breakthrough

Stretch

Practice

Do your pupils train their brains?Dweck, 2006

Completely focussedMy partner is completely absorbed in this new learning and is taking creative risks to extend their understanding DeterminedMy partner is determined to learn and is focused on making progress  InterestedMy partner is interested in the learning and is trying things to improve skill and knowledge CasualMy partner is not really interested in the learning but is having a go at it  UninterestedMy partner shows no signs of interest in the topic yet

31Attitudes

Highly skilledMy partner displays outstanding skill, makes no significant errors and can perform almost without thinking

ProficientMy partner can perform the skill or process in a very capable manner

PractisedMy partner is well practised and able to perform the skill quite well now

DevelopingThere are some signs that my partner is beginning to learn and develop the skill

BeginnerMy partner hasn’t moved beyond the beginner/novice stage yet

32Skills

A thorough understandingMy partner knows about and fully understands this new learning and is able to explain it’s wider significance A good understandingMy partner can give some good answers to the questions of what, why, when and how  A basic understandingMy partner can give a basic answer to each what, why, when and how question but with little detail One or two ideasMy partner has a bit of knowledge about the topic but cannot explain things yet No knowledgeMy partner doesn’t seem to have any knowledge about this topic yet

33Knowledge

Challenging tasks …

• require effort from the “whole” learner - attitudes, skills

and knowledge

• encourage creative solutions

• cause cognitive “wobble”

• exist in the zone of next development (ZPD)

• lead to progress

WHAT IS challenge?

Session 2: What strategies will help get challenge “right”?

Marzano – groups of 3 work best

Informal

Formal

Long-term

✔✔✔✔✔✔✔✔✔✔

✔✔✗✗✗✔✗✗✗✔

Pre-Test 410 - = 6

Progres

s

Challenge needs a destination

A: “Which road do I take?”

CC: "Where do you want to go?”

A: "I don't know.”

CC: "Then it doesn't matter. If you don't know where you are going, any road will get you there.”

Alice in Wonderland by Lewis Carol

Top 3 Learning Questions

1. Where am I going?

2. How much progress have I made so far?

3. What are my next steps?

Maths criteria sheetwww.brightonsc.vic.edu.au

Rank Influence Studies Effects ES

1 Assessment capable students 209 305 1.442 Piagetian programs 51 65 1.283 Response to intervention 13 107 1.074 Teacher credibility 51 51 .905 Providing formative evaluation 30 78 .906 Micro teaching 402 439 .887 Classroom discussion 42 42 .82

8 Comprehensive interventions for learning disabled students 343 2654 .77

9 Teacher clarity Na na .7510 Feedback 1310 2086 .75

Hattie’s Top Ten (so far)From www.visiblelearningplus.com

Writing Checklistwww.hipsburn.northumberland.eschools.co.uk

For exampleThe mud is squelchy and sticks to my wellies like syrup

The ogre in my story is really quite shy but he pretends to be brave and a bit bossy

Learning goalTo use descriptive words when writing about places and characters

Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because

✔✔✔✔✗✔✗✔✗

Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔

1. Draft2. Assess3. Edit4. Mark5. Complete

www.hipsburn. northumberland.eschools.co.uk

Introduction4+ sentencesProposition statedOutline of narrativeContext of topic

Body of essay3+ paragraphs6+ facts per paragraphInter-relationshipsArgument is relevantQuote with source given

Conclusion3+ sentencesSummationProof of propositionSpecific reference to assess/evaluate

History Marksheet by Frank Egan www.aranmore.wa.edu.au

“I can actually see

how to improve,

it’s obvious.”

Collect Samples

1. Best 2. Good3. Average

Learning Detectiveswww.amble.firstschool.org.uk

Learning Detectives

ListeningAsking questionsConcentrating

Giving reasonsParaphrasingConnecting

ConnectivesAdverbsMetaphors

Learning Detectiveswww.amble.firstschool.org.uk

21

Previewing can double the rate

of pupil progress (Hattie, 2012)

Preview clubs Home-prep Pre-course reading Small group preview

P-Review

Creating the right atmosphere for challenge

76%98%96%89%89%88%79%78%77%

Private vs. State School Athletes (UK)

Harrow School has • 2 All-weather multi-sport pitches• An indoor climbing wall• Weights room• Swimming pool• Sports hall• Courts for tennis, rackets, squash

& fives• 18 hole golf course• Olympic-standard running track

with a water jump for the steeplechaseFrom: www.bbc.co.uk/news/magazine-

21457349

7% attend private school in the

UK 20%

47%

9.5%

36%

8%

50%

Which group benefits?

High

Medium

Low

Marzano, 2001, p88Nottingham, 2012, p51

0.09

0.51

- 0.60

Impact of Ability Grouping

Application = Value x Expectation Eccles (2000)

Sport

ICT

Art

Aug Sept Oct Nov Dec Jan Feb0

10

20

30

40

50

60

7035

30

25

20

15

10

5

0

Aug Sept Oct NovDec

Progress Charts

How many of these phrases have you used?

Clever girlBright boyBrilliant linguistGifted musicianHe’s a naturalBy far the bestTop of the class

Mueller and Dweck, 1998

In six studies, 7th grade students were given a series of nonverbal IQ

tests.

68

Intelligence praise“Wow, that’s a really good score. You must be smart at this.”

Process praise“Wow, that’s a really good score. You must have tried really hard.”

Control-group praise“Wow, that’s a really good score.”Mueller and

Dweck, 1998

Number of problems solved on a 3rd testMueller & Dweck, 1998

Trial 1 Trial 34.5

5

5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

68

Boys get 8 times more criticism than girls (Dweck, 2010)

1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very

talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep

up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1;

25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing;

30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You

make me smile

Say, Avoid, Cringe?

Carol Dweck, Professor of Psychology and author of Mindset

BrightClever

GoodBad

StupidRacist

Naughty

challenginglearning.com@JamesNottinghmjames@jnpartnership.comfacebook.com/challenginglearning