Redbridge Stretch & Challenge: SK2 Redbridge: Stretch & Challenge Subject Knowledge Day 2 2 nd December 2014 Misbah Arif Professional Development Leader
Redbridge Stretch & Challenge: SK2 Redbridge: Stretch &
Challenge Subject Knowledge Day 2 2 nd December 2014 Misbah Arif
Professional Development Leader STEM Education Centre London
@STEMedLondon
Slide 2
Redbridge Stretch & Challenge: SK2 Outline of the day
08:30Arrival and refreshments 09:00Sharing excellent practice
09:15What does research say? 10:00Holding the hook 10:30Raising the
challenge 11:00Break 11:15Talk to think 11:45Tackling 6 mark
questions 12:15Lunch 13:00Planning: SoW 14:30Coaching: what next?
15:00End
Slide 3
Redbridge Stretch & Challenge: SK2 Outcomes Share excellent
practice Consider what makes great teaching practice and how
students can be hooked and challenged Understand importance of talk
and how this can be applied Explore a method for tackling 6 mark
questions Start to co-plan scheme of work Plan next steps
Slide 4
Redbridge Stretch & Challenge: SK2 Sharing excellent
practice
Slide 5
Redbridge Stretch & Challenge: SK2 What we saw working well
Roles given to students during group work Students planning and
teaching lessons Students devising mark schemes Students giving
engaging problems to solve (e.g. how many particles in a can of
Coke) Students provided with independence, that was supported with
appropriate structure and scaffolding Who is working harder, you or
your students?
Slide 6
Redbridge Stretch & Challenge: SK2 What does research
say?
Slide 7
Redbridge Stretch & Challenge: SK2 Six principles of
teacher feedback (Coe et al., 2014) Sustained professional learning
is most likely to result when: 1. the focus is kept clearly on
improving student outcomes; 2. feedback is related to clear,
specific and challenging goals for the recipient; 3. attention is
on the learning rather than to the person or to comparisons with
others; 4. teachers are encouraged to be continual independent
learners; 5. feedback is mediated by a mentor in an environment of
trust and support; 6. an environment of professional learning and
support is promoted by the schools leadership.
Slide 8
Redbridge Stretch & Challenge: SK2 Effective instruction
Rosenshine (2010, 2012) has summarised at least 40 years of
research on effective instruction with a key set of principles that
maximise its impact. In outline the ten principles are: 1. Begin a
lesson with a short review of previous learning 2. Present new
material in small steps, with student practice after each step 3.
Ask a large number of questions and check the responses of all
students 4. Provide models for problem solving and worked examples
5. Guide student practice 6. Check for student understanding 7.
Obtain a high success rate 8. Provide scaffolds for difficult tasks
9. Require and monitor independent practice 10. Engage students in
weekly and monthly review
Slide 9
Redbridge Stretch & Challenge: SK2 The dynamic model of
educational effectiveness (Creemers & Kyriakides, 2006) 9
Slide 10
Redbridge Stretch & Challenge: SK2 Effectiveness of 10
learning techniques (Dunosky et al., 2013) 10
Slide 11
Redbridge Stretch & Challenge: SK2 What is great pedagogy?
(Husbands and Pearce, 2012) Effective pedagogies give serious
consideration to pupil voice. depend on behaviour (what teachers
do), knowledge and understanding (what teachers know) and believe
(why teachers act as they do). Involve clear thinking about longer
term learning outcome as well as short-term goals. Build on pupils
prior learning and experience. involve scaffolding pupil learning.
involve a range of techniques, including whole class, structured
group work, guided learning and individual activity focus on
developing higher order thinking and meta-cognition and make good
use of dialogue and questioning in order to do so. embed assessment
for learning are inclusive and take the diverse needs of a range of
learners, as well as matters of student equity, into account.
Slide 12
Redbridge Stretch & Challenge: SK2 Holding the hook
Slide 13
Redbridge Stretch & Challenge: SK2 What is a topic you find
difficult to plan an engaging lesson for?
Slide 14
Redbridge Stretch & Challenge: SK2 What would get children
hooked? Transformers Biofuels Resistors and diodes Plant hormones
Chlor- alkali industry Whats on your passed on post-it note
Slide 15
Redbridge Stretch & Challenge: SK2 Raise the challenge
Slide 16
Redbridge Stretch & Challenge: SK2 How you would increase
the demand? Practice exam questions Carrying out a practical with a
set method Analysing data in a practical write up format Writing a
description of how something works (e.g. a power station)
Slide 17
Redbridge Stretch & Challenge: SK2 Squashed Tomatoes How is
food transported? The problem: Many farmers in Nepal grow their
crops (including tomatoes) on the mountainside. To sell them at the
local market they need to transport them to the bottom of the
mountain, BUT its a long and hazardous journey and they need to
cross a river. Tomatoes are quite easily squashed so need to be
transported with care. scale Design and build a scale model that
can transport as many cherry tomatoes at the same time without
squashing them. Video of aerial ropeways in Nepal (from Practical
Action) Extension: How would you test the load to scale?
Slide 18
Redbridge Stretch & Challenge: SK2 General ways to increase
demand Set more open ended tasks and encourage a greater diversity
of reporting methods Do more investigation work where the outcome
is unpredictable Allow more discussion Foster enquiry by asking
what questions could be asked Use more problem solving activities
in In search of solutions
Slide 19
Redbridge Stretch & Challenge: SK2 Talk to Think
Slide 20
Redbridge Stretch & Challenge: SK2 Read and answer the
questions Twas brillig and the slithy toves Did gyre and gamble in
the wabe All mimsy were the borogoves And the mome raths outgrabe
What activity did the slithy toves get up to? Where did they do
this and when? How were the borogoves during this time? What was
the reaction of the mome raths?
Slide 21
Redbridge Stretch & Challenge: SK2 The value of talk design
a pendulum! Using any of the materials provided, and a timing
device, design and create a pendulum that swings 60 times in one
minute. One person in the group should act as scribe and note key
words/phrases used during the process.
Slide 22
Redbridge Stretch & Challenge: SK2 The Value of Talk One
person from each group moves to next group to tell them what they
did Scribes again note down key words/phrases used Return to
original groups and prepare to recount to the whole group what
youve done
Slide 23
Redbridge Stretch & Challenge: SK2 Scaffolding Providing
subject specific vocabulary Using a speaking frame to move them to
greater precision Providing key phrases Model how to write a text
of this type
Slide 24
Redbridge Stretch & Challenge: SK2 Subject specific
vocabulary pendulum weight mass length, the longer the slower
frequency oscillation
Slide 25
Redbridge Stretch & Challenge: SK2 Speaking frame We first
considered.and agreed that we needed to start with We tried this
out and found that. When we adjustedwe found that What we learnt
from this is that.
Slide 26
Redbridge Stretch & Challenge: SK2 How a corkscrew works A
corkscrew is a device for removing corks from the necks of wine
bottles. It consists of a pointed metal spiral - a worm attached to
a handle. The worm is screwed into and grips the cork firmly
allowing the user to pull it from the bottle. In order to remove
the cork an upward force must be applied to overcome the frictional
force holding the cork in a bottle.
Slide 27
Redbridge Stretch & Challenge: SK2 What is difficult about
writing (and talking) for an academic audience and purpose?
Informal communication:Formal communication: Information spread
outInformation more densely packed Everyday termsAbstract and
technical terms Simple sentences Complex sentences
Slide 28
Redbridge Stretch & Challenge: SK2 Why talk-then-write? The
use of appropriate language demonstrates a level of expertise and
elicits respect Talking builds confidence allowing learners to
demonstrate knowledge concisely and precisely This impacts on
assessment which is usually written By rehearsing the use of
language through exploratory talk, students develop their thinking
and better thinking leads to better writing.
Slide 29
Redbridge Stretch & Challenge: SK2 Exploratory talk Report
back to class Write recount text / note taking Active reading
Speaking as an expert (formal talk) Writing Exploring the teaching
and learning sequence from talk to text
Slide 30
Redbridge Stretch & Challenge: SK2 Moving along a continuum
informal (often spoken) formal (usually written) exploratory group
work reflection on task (unprepared) teacher scaffolding oral
presentation (prepared) written notes from reading jointly
constructed text final draft Based on the work of Michael Halliday
and Language in Learning across the Curriculum, 2007, State of
South Australia, DECS
Slide 31
Redbridge Stretch & Challenge: SK2 Tackling 6 mark
questions
Slide 32
Redbridge Stretch & Challenge: SK2 How to get maximum marks
in 6 mark questions in science? Prepare students for these
questions by teaching them to: Read questions to identify what they
are asking Plan answers so that they are well structured Write
answers so that good knowledge, plus good spelling, punctuation and
grammar (SPaG) are demonstrated
Slide 33
Redbridge Stretch & Challenge: SK2 Spot useful words in
questions Circle all the words and phrases that give you a clue
about what you should be included in an answer.
Slide 34
Redbridge Stretch & Challenge: SK2 In this question you
will be assessed on using good English, organising information
clearly and using specialist terms where appropriate. There are
millions of plastic bags in use. After use, most of These plastic
bags are buried in landfill sites. The amount sent to landfill
could be reduced if the plastic bags: Could be reused Could be
recycled by melting and making them into new plastic products Could
be burned to release energy Use the information above and your
knowledge and understanding to give the positive and negative
environmental impacts of using these methods to reduce the amount
of plastic bags to landfill. Plastic bags question
Slide 35
Redbridge Stretch & Challenge: SK2 Plastic bags question
How should your answer be structured? Three paragraphs, One for
each method, Each paragraph containing at least : one positive one
negative
Slide 36
Redbridge Stretch & Challenge: SK2 Antibiotic question How
should your answer be structured? Two paragraphs, One for each
issue Impacts on the patient - Positive and negative Impacts on
society- Positive and negative
Slide 37
Redbridge Stretch & Challenge: SK2 What are the features of
a full mark answer? In pairs Read the good answer to the plastic
bag question Annotate the text to identify the features that make
this a six mark answer
Slide 38
Redbridge Stretch & Challenge: SK2 Reusing the plastic bags
has the advantage of reducing the amount of raw materials needed to
produce plastics and also reducing the amount of fuel used in the
manufacture of plastic. However, when the bag splits it may end up
in landfill, where it may never decompose. Recycling the bags has
benefits because also reduces the amount of raw materials used to
produce plastics and the amount of fuel used in their manufacture.
However, the down side is that the recycling process still requires
energy from the combustion of fuel, and the carbon dioxide released
into the atmosphere will worsen the greenhouse effect. Combustion
of the plastic bags releases carbon dioxide and Toxic gases into
the atmosphere. On the other hand, the energy released could be
used to generate electricity, which would reduce the amount of fuel
used.
Slide 39
Redbridge Stretch & Challenge: SK2 Success criteria for
extended answers Shows a sound knowledge and understanding Uses a
wide range of key words accurately Answers in continuous prose
Organises information clearly, putting points in logical order and
linking them together Uses all the information provided to give a
clear, detailed answer to the question Faultless spelling,
punctuation and grammar
Slide 40
Redbridge Stretch & Challenge: SK2 Summary of approach but
what order? 1.Agree best structure to new question(s) for 6 marks
2.Identify success criteria 3.Identify what the model question is
asking 4.Peer assessment using success criteria 5.Model how to plan
the structure of the answer 6.Annotate a good answer to the model
question 7.Pupils write their own answer 8.Pupils practice this
skill by planning the structure of a further question (or
several!)
Slide 41
Redbridge Stretch & Challenge: SK2 Good practice 1.Identify
what the model question is asking 2.Model how to plan the structure
of the answer 3.Pupils practice this skill by planning the
structure of a further question (or several!) 4.Agree best
structure to new question(s) for 6 marks 5.Annotate a good answer
to the model question 6.Identify success criteria 7.Pupils write
their own answer 8.Peer assessment using success criteria
Slide 42
Redbridge Stretch & Challenge: SK2 Planning: SoW
Slide 43
Redbridge Stretch & Challenge: SK2 Long term memory Short
term memory data If: attended to perceived as needed relevant Data
Some visual data transferred direct to long term memory Transfer
if: rehearsed applied Each retrieval: Transfer back to short term
memory Memory is reconstituted: not an exact remembrance Stimulus
Sensory registry of brain If not transferred to the next stage:
forgotten Based on research brought together by Dr Karl Wall,
Institute of Education
Slide 44
Redbridge Stretch & Challenge: SK2 Outcomes Evidence of
learning Activities Differentiation (including literacy and
mathematics) Assessment for learning Planning: What to include What
do you need to consider in your context?
Redbridge Stretch & Challenge: SK2 Coaching: What
next?
Slide 47
Redbridge Stretch & Challenge: SK2 vision Keep focusing on
your vision Align actions against your personal subject knowledge
audit Assess the likely impact and efficacy of actions Assess the
cost of actions Prioritise
Slide 48
Redbridge Stretch & Challenge: SK2 What are you going to
do? Why are you going to do that? How will you go about doing that?
Who will you do it with? When will you do it?
Slide 49
Redbridge Stretch & Challenge: SK2 Client: brings challenge
or discussion Coach: listens, paraphrases and questions Observer:
Notes and feeds back
