1. "Learning happens when people have to ___________ " Professor Brian Coe, 2013

2. 2 "Learning happens when people have to think hard " Professor Brian Coe, 2013

3. thescienceteacher.co.uk Dr Jasper Green @sci_challenge jasper.green@thescienceteacher.co.uk The role of challenge as a formative assessment tool for science teachers.

4. What does a great lesson feel like? time of lesson How hard are students thinking Hurts Medium Not Inadequate Requires improvement

5. What does a great lesson feel like? time of lesson How hard are students thinking Hurts Medium Not Inadequate Do now Hook I We You Plenary Requires improvement Great +

6. What is the purpose of challenge? What is it doing?

7. What do I mean by (optimal) challenge? Challenge refers to a moderate level of difficulty that allows students to experience a sense of mastery and competence when they succeed. Vygotsky, L. S. (1978). http://thescienceteacher.co.uk/challenge/

9. Flow theory Flow is a state when you are so into a task you forget about the world around you Activities that challenge students, but are still within their ability to accomplish, are optimal emotional and motivational experiences as well as optimal learning. People are happy! Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass. Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. J. Bass (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72–89). Baltimore, MD: Johns Hopkins University Press.

10. Source: http://www.gamasutra.com

11. Why challenge students? 1.Address misconceptions and reorganises students’ thinking 2.Develops cognition 3.Makes assessment for learning visible so rapid feedback can be given 4.Motivates students

12. 2. How can we challenge students effectively in science?

13. How can we challenge students (PCR)? Preparation How high do I go? Challenge Match skill with difficulty Rapid Feedback

14. Preparation Determine what your students already know and be clear on what prior knowledge and skills are necessary before you begin Establish what resources students are going to need to solve the problem

15. Assessing prior knowledge http://thescienceteacher.co.uk/prior-knowledge/

16. Step 1. Sketch and complete this spider diagram into your book using a blue pen to show what you know already about this topic. Membrane proteins. What I already know http://thescienceteacher.co.uk/prior-knowledge/

17. Step 2. Now discuss your spider diagram with your partner. Can you add their ideas onto your spider diagram using a red pen. Membrane proteins. What my partner already knows

18. Membrane proteins. What my class already knows Step 3. Now discuss your spider diagram as a class. Can you add the class ideas onto your diagram using a green pen. The teacher may help by putting everyone’s ideas on the board.

19. Challenge: how can we challenge?

20. http://thescienceteacher.co.uk/graphs/

21. Hourly variations in surface temperature for a location at 45° North latitude over a 24 hour period. Source: http://www.physicalgeography.net/fundamentals/7l.html

22. Cognitive conflict You present some new knowledge that is incompatible with students’ current ideas Students have to reconsider their own ideas and accommodate this new information Understanding becomes rooted and brings about conceptual change 22

23. Pace, set a time-limit Identify the deliberate shortcoming of these five models. All materials are represented at room temperature. Source: National Strategy.

24. Off you go…open ended but with a clear outcome http://thescienceteacher.co.uk/acids-and-alkalis/ Contributed by Sana Badri

25. Probing questions http://thescienceteacher.co.uk/natural-selection

26. http://thescienceteacher.co.uk/particle-pictures/

27. Rapid feedback As with most feedback it is best given during the task Make it specific and about the task, not the individual Re-teaching using the whiteboard and direct instruction can be a powerful way to rapidly address whole class difficulties

28. Be cautious when using challenge to first teach knowledge and skills Best learning occurs when high skills are matched with high challenge Assess prior knowledge first so you know how high to aim: challenge does not just mean difficult Challenge is most effective when used alongside rapid feedback

29. thescienceteacher.co.uk Search Share Newsletter

30. Resources Editable MSWord file PDF

31. Pedagogy

32. Thank you Susie Sell, editor Jill White and Tom Kitwood for resources and valuable discussions Science teachers and students for inspiration @sci_challenge thescienceteacher.co.uk jasper.green@thescienceteacher.co.uk