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)