2. Read the paper youve been provided with. The little pieces
match with the larger ones.Those of you with key words find
yourpartner who has your definition and standnext to
them.EngagementActivity 3. To understand what teaching for
challengemeans. To understand and explore a range ofchallenge
activities. Challenge To analyse and create an effective
challengeactivity and appropriate it for your lesson. 4. Look
around the roomat your colleagues.Write any nice thing ona post it
note. Then goand stick it about theirperson.Rule: You cannot be
daft oroffensive!Teaching for Challenge 5. Look at the image. What
do you want to knowabout it to understand it?-write your question
on the paper provided-pin it next to the imageG&T Focus on the
background and setting inthe images. 6. In your pairs, retrieve a
picture. Begin torespond to the questions posed. Be prepared to
discuss your responses. 7. What does a classroom Is there
anythinglook like when there is worse?no engagement orchallenge
?Question? 8. What does a classroom Is there anythinglook like when
there is worse?no engagement orchallenge ? What is the
totalopposite?Question? 9. People learn best whenthey are
interested,involved andappropriatelychallenged by theirwork when
they areengaged with theirlearning.Active Engagement 10. Where
pupils are actively Consequently, they:engaged in their learning,
develop higher self-they: esteem; have a longer make faster
progress;concentration span; develop a belief in complete work on
time;their ability to improve stay on-task and have and learn;few
behaviour problems; encourage and work maintain a good well with
other pupils.attendance record.Active EngagementImpact 11. What can
you do toensure that pupils areengaged in theirlearning?Reflection
Engagement 12. Pupils are more likely to engage in their learning
whenthe teacher provides opportunities for them to: be clear about
the purpose and relevance of their work; relate new knowledge and
experiences provided duringlessons to something they already
understand; experience some variety in the way information
ispresented during lessons; experience activities that generate
curiosity andinterest; ask questions and try out ideas; see what
they have achieved and how they have madeprogress; understand how
they are thinking and learning; get a feeling of satisfaction and
enjoyment from theirwork; build positive images of themselves as
learners. 13. The letter T on thissquare grid has anarea of 200cm
14. The letter T on thissquare grid has an Calculate thearea of
200cm perimeter of the T. 15. Creating sound bitesand
answeringquestions usingtechnology- it adds abit of fun
andengagement with thetheorists.Be creative Be inspiring 16. Be
creative Be inspiring 17. You are going to follow the steps on
yourcard and try and figure out how to solve theproblem 18.
Activating prior knowledge Challenge Cooperative group work Modes
of representing information Scaffolds Deep and surface learning 19.
they are trying to understand and make senseof material; they are
relating ideas and information toprevious knowledge and experience;
they are not accepting new informationuncritically; they are using
organising principles tointegrate ideas; they are relating evidence
to conclusions; they are examining the logic of arguments. 20. To
understand what teaching for challengemeans. To understand and
explore a range ofchallenge activities. Challenge To analyse an
effective challenge activityand appropriate it for your lesson.
