Ensure that success criteria for a piece of work makes clear to students how they can demonstrate excellent quality work. Maybe occasionally, this approach should be used, but my advice is to avoid where possible. Knowledge Organisers: There's been a lot of discussion about these, especially from those in favour of their use. _(Ofsted 2012) 25.5% A-A* (GCSE); 20% A-A* (A2); 80% success at Oxbridge 2014 SSAT G&T Lead School -North Somerset Aspire G&T Coordinators -Head of Learning -Assistant Head Accelerated Curriculum - ZStage not Age It combines great stories with stimulating discussion and probing debate. If truth be told, many of us can forget to set homework or set something rushed just to keep up with the homework timetable. A classroom where stretch and challenge is embedded is one where students know the standard they are aiming for, actively seek out feedback to reach that standard, and have the tools to move their own learning forward by using this feedback to develop their knowledge, skills and understanding. This will help you create a learning baseline to build upon throughout theprogramme. The concept of "stretch and challenge" can be incorporated into all elements of teaching work including planning lessons, setting objectives, developing resources and working . Stretch and challenge in practice Debbie Light offers some practical strategies to raise the bar in your classroom for all pupils. To get over the problem of setting homework for homeworks sake, an alternative is to create a Homework Challenge Bank featuring a range of tasks that require students to consolidate and master key concepts and apply their knowledge in different contexts. 2. The tasks that push pupils vary enormously by subject. measure progress will motivate learners to complete more learning, increase their progress and reach their targets. wants to see that all learners have been stretched and challenged to achieve ambitious targets so set them! Second, it is the teacher who holds all of the power because they are the ones initiating the questions and deciding on the direction of the discussion.One way of embedding a stretch and challenge model is to experiment with different ways of encouraging greater participation in discussion. This chapter introduces and discusses individual learning plans (ILPs) and their use, particularly regarding the setting of learner targets. Stretch and Challenge. teachers and school leaders working in secondary education across the UK. Students stick the essay pieces in order, onto a larger sheet of paper (A3 is good, but the bigger, the better). They give employers validation that theirapprenticeship levyis being well spent. The expectation should be that every student is required to think deeply and make a contribution to discussion. This course outlines how to develop teaching and curriculum design to stretch and challenges pupils in science. Its often the last thing we think about after weve planned our lessons. As apprentices are progressing through the curriculum, you can set stretch and challenge activities to help them build advanced knowledge. Ensure that success criteria for a piece of work makes clear to students how they can demonstrate excellent quality work.Rather than setting a limit on what we think students can do by creating differentiated criteria, give all students the same criteria but make explicit to them how meeting the criteria becomes progressively more demanding.Once students have attempted a piece of work, teach students how to use pre-flight checklists which ask students to check their own or a peers work against the criteria and highlight areas for development before handing in their very best effort.Academic vocabularyVarying levels of literacy is one of the most significant factors in how well a student will do at school. progression Most students can be a bystander rather than an active participator. Explicitly teach students how to construct different types of questions to generate engaging discussion.Tasks, resources and groupingsFor many years, stretch and challenge was seen as something for the gifted and talented group. Having given this some thought I am of the view that this is an oversimplification. Rather than waste time getting students to copy down vague learning objectives and outcomes, move towards an enquiry question that will anchor the learning and everything the students do in a lesson or series of lessons to respond to the question posed by the teacher. For example, if we take the Roman topic, can a pupil: 1) Identify what the Romans have done for us? The strategies below(link for original source) are about empowering students and fostering curiosity without huge amounts of preparation and added work. Ask higher order questions using Blooms Taxonomy as a guide, Differentiate learning activities by how challenging (hot) they are, Students self-select activitieswith a little direction from the teacher, Give students help tokens which they need to spend if they want teacher input, Praise students who spend the least and have thought independently, Create a bank of cards that can be used in the classroom, Students can be given secret missions/or self-select to add depth to their work, Good quality homework gives students greater freedom to demonstrate what they really know and produce quality work. First of all, lets be absolutely clear: differentiated learning outcomes must be removed from all classrooms if a stretch and challenge model is to be embedded into everyday practice. 2010 2013 last Ofsted reports. Ego-driven feedback, focusing on the student rather than the task, and grades rather than comments, leads to a decrease in student progress.Feedback needs to be framed in such a way that it is clear to the student what their learning gaps are and how they can close them before moving onto new learning. The Education Endowment Foundation (EEF) Teaching and Learning Toolkit informs us that homework in secondary school can have a significant impact on student outcomes. Outline. Varying levels of literacy is one of the most significant factors in how well a student will do at school. Click Accept to consent and dismiss this message or Deny to leave this website. The learning actions extend the opportunities to provide challenge across a wide ability range. All of these resources are available for our members to use across their school. That increases the risk for joint pain, strains, and muscle damage. While these homework projects can be a lot of fun, many students struggle with such open-ended tasks. A useful metaphor is a chasm that must be crossed: those learners who struggle need you to build a bridge to help them to get over it. Prof Wiliam examines the importance of success criteria and pre-flight checklists in Embedding Formative Assessment. Begin by providing a description of the word before asking students to create their own description and example in their own words. In many state schools, the pupil premium agenda skews curriculum access over a rigorous stretch & challenge programme. Activate your 30 day free trialto continue reading. The idea comes from the criticism that some children could be working at a greater depth or taking their ideas to new levels. One simple strategy is to ask the class to write down the things they already know about a topic, before you begin to study it, and any questions that they want answered during your studies. Ego-driven feedback, focusing on the student rather than the task, and grades rather than comments, leads to a decrease in student progress. One parent wrote, 'I love . This course outlines how to develop teaching and curriculum design to stretch and challenges pupils in science. Linked to this, they will need to be taught to think in specific ways so that, when they face difficulties, they can draw upon subject-specific strategies and questions to ask themselves to help them select the right domain of knowledge to complete a task.Where a student has access to support from a teaching assistant, it is vital that the student doesnt fall into the trap of learned helplessness. More activity by Ellie. RPL Funding Calculator This however has to be achieved without increasing work load or work sheets. Prof Wiliam examines the importance of success . Independence, resilience and TAsAsk any teacher what they want from their students and nearly all of them will say I want them to be more independent. ADD ANYTHING HERE OR JUST REMOVE IT pros and cons of saturday school Facebook david coulthard daughter Twitter dwayne washington 40 time Pinterest busch stadium 2021 rules linkedin how much did anthony joshua get paid Telegram In reality, rather than being about preparing different activities, differentiation is a subtle skill that is not easily spotted in action. Don't bolt on challenge - build it in. UX Research Programme Using these type of accessible resources causes the learner to really think about how all of the parts fit together, a gateway to critical thinking. Once students have started a task, minimise your interruptions: Get students to engage with the learning objective by explaining it, or underlining priorities in it, Get students to engage with the success criteria by introducing a red herring success criteria which needs to be removed, Build in lesson time for students to respond to teacher feedback. The effective use of questions is vital for stretching your highest-attaining learners. Negator of Challenge: over simplifying and over scaffolding. , but they could be about further qualifications or promotions. Session 3: Stretch and Challenge Strategies Specifically Targeting More-Able Learners. Students are notoriously bad at acting upon the feedback given to them by their teachers. However, this type of differentiation is the most time-consuming for teachers in terms of planning. Find ways to assess and ascertain the prior knowledge of your class before you start a new topic, and incorporate this information into your teaching. Students are notoriously bad at acting upon the feedback given to them by their teachers. When apprentices are progressing nicely through theirprogramme, let them know about the different grades they could achieve atEPA pass, merit, distinction. Prof Hattie identifies classroom discussion, where students are given the opportunity to respond to challenging questions posed to them, as being integral to accelerating students learning. As well as Marzano and Pickerings work, Doug Lemov in Teach Like A Champion has introduced two strategies that raise the language demands of students: Right is Right and Stretch It. marriage transits astrology Accept X High-quality maths: Ofsted findings undermined by MPs call for oracy education to be post-Covid priority.