1. NQT Federation Workshop Angela Kemp Judith Weaver LA AST for G&T Education AST for Science Gifted & Talented Co-ordinator kp@holt.wokingham.sch.ukkp@holt.wokingham.sch.uk Wv@holt.wokingham.sch.ukWv@holt.wokingham.sch.uk

2.  What is challenge & differentiation?  What are the key building blocks to challenge?  How can we get challenge into our classrooms?

3.  ‘A rising tide lifts all ships’  Integral with good teaching  Part of the remit for all teachers  No special ‘extra’ resource required, just good pedagogy  Strategies for increasing challenge are generic  Learning is personalised and dynamic

4.  Coast  Don’t take risks- Passive thinker  Don’t push themselves-Passive learner  Quiet = Underachievement  Bored and act up =Underachievement

6. 6 main types of differentiation that are the most useful for stretch and challenge Stimulus Material The more able the student, the more complex the stimulus material can be. eg. Advanced magazines/newspaper articles, video footage or textbook Task Challenge The more able the student, the greater the ability to deal with high level tasks. Eg. Thinking skills, enquiry, mystery, & P4C Pace The more able the student the greater the capacity to work swiftly & purposefully – taking on broad new concepts readily & with ease. eg. Through a set of ideas presented by the teacher, some independent thinking or their own work Independent Learning The more able the student the greater their capacity to work without the constant attention of the teacher. The emphasis is on learner autonomy, with decisions and judgments' made by the learner on such matters as the setting of deadlines, allowing the teacher to set increasingly open ended and less prescriptive tasks. Depth/breadth The more able the student, the more comfortable they are studying a topic in greater depth and/or breadth eg. taking the learning beyond the general to the specific and vice versa, to deepen learning and uncover underlying principles, making links to other topics and subjects. Setting tasks Adapted from B Brin & S Craven Questioning The more able the student the higher the level of questioning - to foster higher order thinking, develop imagination, creative thinking and pitch challenge

7. SYNTHESIS (CREATE) EVALUATE (JUDGE) ANALYSIS (RELATIONSHIPS) Create Compose Invent Hypothesise What would happen if? Design Be original Combine from several sources Give an opinion Judge Rate from best to worst etc. Choose Recommend What could be done differently? Categorise Compare and contrast Alike and different Cause and effect Relevant and irrelevant Find fallacies Fact and opinion APPLICATION (USE) Use what you have learnt in another situation or place KNOWLEDGE AND COMPREHENSION Tell Find or locate Describe in your own words Name BLOOM’S BUILDING BLOCKS

8. How did you challenge your students today ? http://www.online-stopwatch.com/bomb- countdown/full-screen/

9. Flexible thinkers But lack motivation Ideal Not keen & motivated Spoon fed thinkers Work hard but are spoon fed by us! Active Passive Active Passive ATTITUDE TO THINKING ATTITUDE TO LEARNING

10. Strategies to develop a deeper understanding

11. To deepen learning and uncover underlying principles, making links to other topics and subjects.

12.  Generate 16 words from the class on their current topic.  Write words on Post Its or cards  Arrange in a 4X4 pattern on desk Challenge 1: Arrange the cards so that each one is similar in some way to the card next to it on the left & right. Challenge 2: arrange so that each is now linked also to the one above and below Challenge 3: (for most able) arrange the cards so that they are all logically linked with the cards that touch their corners as well.

13.  Roll the dice twice to decide which 2 words you need to try to link  If the student can link the 2 words then they colour them in. If they cannot link the words then they cannot colour them in  The winner is the student who colours in the most words in their colour

14. To promote learning, foster higher order thinking, develop imagination, creative thinking and pitch challenge

15.  Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new partner  The teacher prepares a set of question cards for the class, or each student creates a question card

16.  Read the text provided  Start at the bottom of the ladder and try to come up with questions that fit the ladder.  Pass your questions to the next group  Receiving groups try the questions and then write a comment next to each question e.g We liked this one because......; We found this one difficult because..... relevant/irrelevant; made us think/didn't make us think http://www.online- stopwatch.com/bomb- countdown/full-screen/

17. The more able the student, the more complex the stimulus material can be eg. Advanced magazines/newspaper articles, video footage or textbook

18. Challenge

19. A Question of…… Hurricanes 1 32 4 56 7 89

20. Higher order skills include critical thinking, analysis, and problem solving

21.  Students write 3 statements (2 true and 1 fiction) and read them to teammates. Teammates try to “find” which of the 3 statements is the “fiction”

22. promotes higher-order thinking creativity multiple-solutions thinking metacognitive reflection Quirky & ’outside the box responses’ SEEK JUSTIFICATIONS!

23.  Think of a class you are going to be teaching in the next week.  Working in pairs plan an activity which incorporates opportunities for challenge.