Which factor is most significant for student progress? CONCEPT CORNERS FEEDBACK ASSESSMENT Which factor is most significant for student progress? CHALLENGE ENGAGEMENT

CONNELL LEARNING COMMUNITY STRETCH & CHALLENGE

CHALLENGE Without challenge there can be no progress; but challenge needs to be differentiated in order to appropriately stretch all students at their different levels of ability.

HIGHER ORDER THINKING ANALYSIS EVALUATION SYNTHESIS Examine, question, compare, contrast, differentiate Compare & contrast the performance of Man United & Man City this season. EVALUATION Debate, judge, prove/disprove, justify, assess, argue Evaluate the introduction of seated stadiums to the supporters’ experience of football. SYNTHESIS Create, invent, compose, propose, design, formulate Propose an alternative stadium design to increase public participation.

S&C: Use the blank card & pen to add an additional point. EVALUATION In groups: Organise the cards to evaluate the key features for stretch & challenge. S&C: Use the blank card & pen to add an additional point.

The Knight in Shining Armour: coming to the rescue Here’s one I Prepared Earlier: pre-digested resources Negator of Challenge: over simplifying and over scaffolding Sage on the Stage: being the wise font of all knowledge Accepting the first response too readily and not grilling students Life Support Machine: creating need not independence Blue Peter Presenter: over praising and giving approval too readily Echo Chamber: paraphrasing each student’s comments

CONNELL LEARNING COMMUNITY CAROUSEL (A Culture of Challenge) STATION 1 (SCAMPER) STATION 4 (A Culture of Challenge) STATION 2 (CHALLENGE MENUS) STATION 3 (Open Activities)

Come up with as many hypotheses as you can.

Describe the person who wears these shoes.

Make this number sentence true in as many ways as you can: _____ x _____ = ______ x ______

Evaluate the view there is a ‘typical criminal’.

REFLECTIVE INQUIRY

REFLECTIVE INQUIRY GROUP SHARE TUESDAY 12TH DECEMBER You will need to bring: Session 2 booklet Completed learning visit Resources/evidence of resources

REFLECTIVE INQUIRY GROUPS Becky Clarke Cole Hudson Malcolm Connolly GROUP 4 Emma Soper Davis Sherman Reuben Harris GROUP 7 Erin Rosenberg Aimee-Leigh Warhurst Luke Peacock GROUP 2 Matt Philips Adam Wooley Terry Roache GROUP 5 Tom McGaskill-Baxter Gemma Neild Catherine Cushnie GROUP 7 Ruth Moore Daniel Morris Iram Anwar GROUP 3 Jon Griffin Craig Embery Abigail Hopcroft GROUP 6 Stuart Callaghan Josh Cammiss Aileen Higginbottom Doug Rhodes

REFLECTIVE INQUIRY GROUP SHARE PART 1: COACHING Each member of the team with be coached, coach and observe. PART 2: TLA MARKETPLACE You will have the opportunity to share best practice with all other teaching staff.

PART 1: COACHING Coach Be coached Observe Observe Coach Be coached Spend a few minutes refreshing your memory on the coaching process. 7 mins per coaching session. 1 min each for feedback from the observer, then coachee, then coach. Coach Be coached Observe Observe Coach Be coached Be coached Observe Coach

All members of the group, leave your resources on the table. PART 2: MARKET PLACE All members of the group, leave your resources on the table. Market Trader: 1st 5 mins Market Trader: 2nd 5 mins Market Trader: 3rd 5 mins

1 member to either group 1, 2 or 3 STATION STARTERS STATION 3 Emma Soper Aimee-Leigh Warhurst Stuart Callaghan Craig Embery Jon Griffin STATION 1 Becky Clarke Terry Roache Catherine Cushnie Doug Rhodes Daniel Morris STATION 5 Sundeep Manik David Sherman Erin Rosenberg Luke Peacock Abigail Hopcroft Rhian Brady STATION 4 Tom McGaskill-Baxter Reuben Harris Adam Wooley Ruth Moore Iram Anwar Clare Lenge STATION 2 Cole Husdon Matt Philips Gemma Neild Aileen Higginbottom Josh Cammiss SLT 1 member to either group 1, 2 or 3