Give examples of how you think lessons could be criticised for lacking pace and challenge.

1. Pace and Challenge Give examples of how you think lessons could be criticised for lacking pace and challenge.

2. Objectives Pace and Challenge • To know what is meant by pace and challenge. • To understand how to develop challenge in the lesson.

3. Pace Pace. • What is pace? “The pace is just right, no time is wasted and students move quickly from one learning activity to another. However there is no sense of rushing and everybody has enough time to think.” Grade 1 lesson

4. MAINTAINING COGNITIVE PACE • Slick start to the lesson. • Brisk well ordered transitions. • Appropriately timed activities. • Engaging, concise exposition delivered with enthusiasm.

5. Challenge Challenge • Are students extending their existing levels of knowledge, understanding skills? • Are they working to capacity? • Are they thinking for themselves and solving problems or are they being spoon-fed by the teacher. “The best conditions for learning exist when children have a challenge that extends their cognitive range.”

6. Challenge Are students challenged to think? Bloom – Good frame of reference.

7. National curriculum thinking skills Organising information Finding relevant information Making inferences or deductions Giving reasons Representing/communication information Arguing/explaining a point of view Reasoning Information processing Thinking Skills Planning research or study Generating ideas Engaging in enquiry or process of finding out Developing evaluation criteria Creative thinking Enquiry Designing innovative solutions Evaluation Asking questions Judging the value of information and ideas Applying evaluation criteria Imagining or hypothesising

9. Learning outcomes Questioning CHALLENGE Home work Activities Metacognition Teacher support/scaffolding.

10. Creating challenge byquestioning • What is a good question? “A good question makes the mind buzz, it offers a challenge to thinking, a search for understanding.”

11. What do you think? Hot seating Planned Quality not quantity What if? Open ended Creating a questioning classroom Question of the day Good questions How do you know? Promote H.O.T. Question boards Questioning to learn/to challenge Piggy backing Encouraging children to question Thinking time Provide opportunities for students to ask questions Allow 3 seconds after the question. Model a questioning mind by asking good questions Talking partners

12. Supporting challenge • Modelling - Respond to events, questions in ways that model good learning. - Demonstrate high expectation for thinking/processes, products. - What to do if stuck. • Scaffolding - Put steps in place to support a challenging activity. - Remove steps to begin to increase challenge. • Nudging - Once students working on a challenge ask questions to prompt student to think about how they are doing the task, i.e – How did you do that? Can you see if there is another way of getting the answer?

13. Metacognition‘Thinking about thinking’ • Encouraging students to understand the process of thinking. • Focuses upon process not final product. • Planning, monitoring, reviewing.

14. Planning What do you have to do to be successful? As a group, how can you use our individual skills efficiently.

15. Monitoring • How much progress are you making against your plan? • Which success criteria are you not yet meeting? • How do you plan to meet this?

16. Reviewing • How did you get to that solution? • Why did you discuss option b and c? • What would you do differently next time?

17. Fox thinking tool. • Summarise the key points • Share your ideas • Synthesise the key points • Extend your thinking

18. SYNTHESIS TRIANGLE SHARE! PAIR! THINK! 1 2 3 1 2 3 4 5 6 1 1 1 1 2 2 2 2 3 3 3 3

19. A B HOW TO ORGANISE THINKING.

20. Challenging activities.

21. Challenging activities.