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

2. CONNELL LEARNING COMMUNITY
STRETCH & CHALLENGE

3. 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.

4. 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.

5. 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.

12. 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

13. 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)

21. Come up with as many hypotheses as you can.

22. Describe the person who wears these shoes.

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

24. Evaluate the view there is a ‘typical criminal’.

25. REFLECTIVE INQUIRY

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

28. 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

29. 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.

30. 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

31. 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

32. 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