#ukedchat Archive
Join teachers and educationalists for #ukedchat each Thursday between 8-9 pm GMT for Edu chat. Education news, resources, and @UKEdSch website with @UKEdMag
Thursday August 25, 2016 3:00 PM EDT
Welcome to tonight's on challenge Q1 How do we ensure students are challenged across the ability range? Don't forget to reply A1
... and make sure you include the hashtag in your answers. https://t.co/BkIVri1fNr
Welcome to tonight's on challenge Q1 How do we ensure students are challenged across the ability range? Don't forget to reply A1
Flexible training options are available from tutor-led sessions at your premises or an alternate venue! https://t.co/UVUAq5Y0bu
A1 I pitch my lessons at a level higher than my students are and anyone below is fully supported,
a1 i work to understand standards above & below grade, assess well (doesn't mean test) & helps
What sort of challenges do we think children need? Not just academic, right? A1
A1: Provide open ended tasks where ch can find their own challenges. Support where necessary+praise those who find challenge.
I do this too, I find this works quite well https://t.co/wLNzbbV0Dt
A1 I pitch my lessons at a level higher than my students are and anyone below is fully supported,
a1 teach independence , procedures & expectations, listen & give
Is that a single 'pitch' or catered to individuals?
I think we need to allow enough time for consolidation and application/transfer of learning, as well as enough challenge A1
Layered targets. Hated in their day but with approach, new lease of life
Same challenge plus more scaffolding for lower sets? https://t.co/xS7UpZro6c
A1: Provide open ended tasks where ch can find their own challenges. Support where necessary+praise those who find challenge.
Best staff training I had was when the 'leader' of the session put us all on the spot (in front of every1) ... it was terrifying
Perhaps the word 'challenge' is overrated. Consolidation and application a challenge itself!
one pitch but offer extra support to lower level. I'm in post 16 alt prov it's mainly confidence that's the issue
Just a reminder to use the hashtag in all tweets!
Predetermine your rubrics, shared with home so that they can support (when effectively worded) if they achieve all, self discovery
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
And yet this was what we (teachers) were making our kids feel like every day... real eye opener!
Any ideas how we do that? https://t.co/av9br77oiu
I think we need to allow enough time for consolidation and application/transfer of learning, as well as enough challenge A1
So don't be tied to lesson plans? https://t.co/hkSEZfsDQE
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
nice idea given current obsession with learning objectives.
Q2 What strategies have you found effective to challenge students?
Could you expand on word 'challenge' being overrated?
I think in primary we need more targets depending on needs and gaps https://t.co/POr9MOA6CD
one pitch but offer extra support to lower level. I'm in post 16 alt prov it's mainly confidence that's the issue
Do you feel LOs in current form are on the way out?
Detailed lesson plans = straight jacket for & process. https://t.co/7PRq2mL0le
So don't be tied to lesson plans? https://t.co/hkSEZfsDQE
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
I think too much pressure on making (false) progress at the expense of consolidated (real) learning. https://t.co/Z4ppk7R4oo
Any ideas how we do that? https://t.co/av9br77oiu
I think we need to allow enough time for consolidation and application/transfer of learning, as well as enough challenge A1
Every teacher should teach a lesson once in a while without a plan!It's a real test of your skills. Often more creative!
I think lesson plans should be developed around process as well. https://t.co/zwUptsDGiB
So don't be tied to lesson plans? https://t.co/hkSEZfsDQE
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
a2 processed that allow children to lead learning. Love flipped and ..also menus
If poss, think alongside with the learners to define their learning goals and don't dictate too much A2 https://t.co/OyQxgCs0Gv
Q2 What strategies have you found effective to challenge students?
A2 best challenge is sometimes pretending that you have ABSOLUTELY NO answers, remind them of the power of the q's and internet!
our college is obsessed. To point you can be failed for lack. I prefer more open ed objectives.
these can be some of the best lessons
The best lessons I ever had didn't follow the plan, but left it and evolved into something better https://t.co/9PvOjOKVqF
I think lesson plans should be developed around process as well. https://t.co/zwUptsDGiB
So don't be tied to lesson plans? https://t.co/hkSEZfsDQE
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
How much 'without a plan' are you advocating? "Shall I teach English or maths now... errrrmmm..."
Any specific example of how you might do this in or prior to a lesson? https://t.co/CU9aelPpIU
If poss, think alongside with the learners to define their learning goals and don't dictate too much A2 https://t.co/OyQxgCs0Gv
Q2 What strategies have you found effective to challenge students?
A2: Give them the answer...they work out what the question is -easy winner.
This is really difficult for some teachers (me!) so examples appreciated! https://t.co/WxLdzPJseO
How much 'without a plan' are you advocating? "Shall I teach English or maths now... errrrmmm..."
Love! I always act like I don't know and they seem to love sharing what they will seek and learn! https://t.co/aUcoEpvadC
A2 best challenge is sometimes pretending that you have ABSOLUTELY NO answers, remind them of the power of the q's and internet!
not a fan of winging it but don't like ridge plans. Like to be able to adapt as lesson unfolds.
shouldn't both be included anyway?
They create a Kahoot and challenge each other
Ha... that's funny https://t.co/uQCiOuYrRB
How much 'without a plan' are you advocating? "Shall I teach English or maths now... errrrmmm..."
You obvious don't teach in an Academy. 😉
Q3 What impact can successful challenge have?
A2 Indeed, to quote it's all about the 'role of the grandmother'!
I personally wouldn't do away with lesson plans, they have their place. Lessons need structure
it's not winging it, you know exactly what you want to achieve but not spent hours planning
Not in 140 characters, but the essence is getting the teacher/learner partnership right https://t.co/eJ53Emkezj
Any specific example of how you might do this in or prior to a lesson? https://t.co/CU9aelPpIU
If poss, think alongside with the learners to define their learning goals and don't dictate too much A2 https://t.co/OyQxgCs0Gv
Q2 What strategies have you found effective to challenge students?
Yes but did you plan where students needed to go overall? Thinkdifferentiation needs conceptual planning https://t.co/IlFbJpAw2T
The best lessons I ever had didn't follow the plan, but left it and evolved into something better https://t.co/9PvOjOKVqF
I think lesson plans should be developed around process as well. https://t.co/zwUptsDGiB
So don't be tied to lesson plans? https://t.co/hkSEZfsDQE
Could be completely open ended for one off lessons. Be surprised where learning goes if we don't expect an outcome.
Subject area and topic given: e.g. maths-shape...make use of resources in room.
Adapting as the lesson unfolds can be essential to real progress but agree there is a happy middle ground! https://t.co/KyhyQPlObU
not a fan of winging it but don't like ridge plans. Like to be able to adapt as lesson unfolds.
A3 Amazing progress! Engagement + Challenge = Progress. Nothing achieveable without the 'hook'
I guess it is about the structure not being too rigid to inhibit challenge? https://t.co/lzWzLn3VeP
I personally wouldn't do away with lesson plans, they have their place. Lessons need structure
Yeah, that's different to winging it, and writing an intention in Word doesn't make it a better intention. https://t.co/M5cYGhKKMG
it's not winging it, you know exactly what you want to achieve but not spent hours planning
A bit like 'Whose lesson is it anyway?'
Q3 massive increases in confidence and personal well being one student has gone from crying at thought of small groups to uni
Does it for example improve results, self-confidence, relationships, attitudes...?
Dependant on situation though, if teaching same lesson for 5th year in a row, you're good to go really
a3 if it's done well Ss leave w/ sense of understanding who they are as learners and how to learn. That's the key 4 me!
Definitely, if a child challenges themselves but doesn't feature on your lesson plan - reject it? https://t.co/fUhiwkMa6V
I guess it is about the structure not being too rigid to inhibit challenge? https://t.co/lzWzLn3VeP
I personally wouldn't do away with lesson plans, they have their place. Lessons need structure
Absolutely. I plan every lesson using plans, but if the lesson takes different, more beneficial direction, I run with it
True. Our college is big on lesson plans though, so they're here to stay for now https://t.co/m4oLMdufMe
Dependant on situation though, if teaching same lesson for 5th year in a row, you're good to go really
OK. Assume it makes you more creative. (Would make interesting action research project). What's in it for the pupils?
yeah, mine do too. I adopted it from Norwegian students who us it alot at home.
Absolutely. It makes sense to nurture those unexpected light bulb moments https://t.co/43Ycd5ix5D
Definitely, if a child challenges themselves but doesn't feature on your lesson plan - reject it? https://t.co/fUhiwkMa6V
I guess it is about the structure not being too rigid to inhibit challenge? https://t.co/lzWzLn3VeP
I personally wouldn't do away with lesson plans, they have their place. Lessons need structure
I love it, it's just great! It can really set a positive tone for a lesson and really it motivates the students
so how useful is the plan if not stuch to? Need a more flexible approach? is the answer https://t.co/Rq5kYpzCCX
Absolutely. I plan every lesson using plans, but if the lesson takes different, more beneficial direction, I run with it
Assuming (big assumption) that the more you teach (facilitate) the better you get, the less detailed planning needed
Q4 How do you successfully manage challenge in a mixed ability classroom?
very true. Yeah, could do old spec upside down. In middle of new spec. So maybe pessimistic .
But does it still need adapting to keep level of challenge up? https://t.co/5ZSaNJIvDs
Dependant on situation though, if teaching same lesson for 5th year in a row, you're good to go really
Digital Curriculum... sounds like a blast from the past :) https://t.co/IDtrlaW5CV
so how useful is the plan if not stuch to? Need a more flexible approach? is the answer https://t.co/Rq5kYpzCCX
Absolutely. I plan every lesson using plans, but if the lesson takes different, more beneficial direction, I run with it
Different structure to lesson may engage more students. They'd also help by coming up w/ questions themselves.
Q4 again: How do you successfully manage challenge in a mixed ability classroom?
A4 make class sizes smaller :) https://t.co/VKNNIAeHTK
Q4 How do you successfully manage challenge in a mixed ability classroom?
We try to teach the canon to all ability students for example through different levels of scaffolding. Does anyone have other egs?
Why can't that be part of a plan? (Pls, not having a go - Really trying to understand your thinking on this)
The best new ideas are nearly always old ones, developed ;)
of course. Every time I adapt a lesson I add different assessments & activities etc
4 we had 5 or more groups. Leaning became very targeted, fast paced (4 some) and diverse. Ss learn
Q4 planning for challenge is key at all levels - questions, tasks and exts
But keep them in ability sets or mix and place Ls strategically for peer support/teaching? https://t.co/rRdr2XBtNY
A4 make class sizes smaller :) https://t.co/VKNNIAeHTK
Q4 How do you successfully manage challenge in a mixed ability classroom?
I haven't written lesson plans down for a long time, but still think through ideas & experiment.
less children - less conflict, debate and challenge?
I agree. Do you have any specific examples/activities? https://t.co/sMg5BfZHs0
Q4 planning for challenge is key at all levels - questions, tasks and exts
I really like the idea of getting Ss to develop their own questions. I'm incorporating that this year https://t.co/mWJ4wnaXrf
Different structure to lesson may engage more students. They'd also help by coming up w/ questions themselves.
Possibly depending on their ability - but i wouldn't write it all down step by step.
Improvisation can be useful and creative, just don't understand why it has to be a fixed 'whole lesson'.
a4 Ss have 2buy off on allowing eachother 2 have own strengths & challenges. Not fast, but accurate, better problem solver
Look at our ongoing project. Accelerating mastering of concepts 2 years ahead of their time
Personalised learning can only be when it is low ratios. BTW fast paced learning not always best https://t.co/r0KjY1CIR3
4 we had 5 or more groups. Leaning became very targeted, fast paced (4 some) and diverse. Ss learn
Q4: providing 4 tasks allowing the children to choose their own learning. Build class ethos of challenging themselves
Isn't it more helpful to notionally plan, but then ditch plan & improvise if current thinking/ideas not working?
So agree! Good learning and growth is work! Lol once Ss get it, diversity and challenge corn together. https://t.co/qT5wttGJFH
of course. Every time I adapt a lesson I add different assessments & activities etc
Even my planned lessons are very flexibile. Teaching FE, I'm able to let the Ss needs lead the lesson https://t.co/EeDW5m7uOs
Improvisation can be useful and creative, just don't understand why it has to be a fixed 'whole lesson'.
you're right.It's beneficial for the teacher to gain confidence in an unusual situation&open their eyes to possibilities
Do you think high ability sets are always stretched much more than lower? How can we change this? https://t.co/sMg5BfZHs0
Q4 planning for challenge is key at all levels - questions, tasks and exts
You mean fewer children or less children? Let's debate... only takes the two of us ;) https://t.co/Z0Pw9I90Yz
less children - less conflict, debate and challenge?
Rather than posing 4 tasks, ask one killer question - open to interpretation & approach https://t.co/RAEdjcOwdI
Q4: providing 4 tasks allowing the children to choose their own learning. Build class ethos of challenging themselves
I'm in primary. My thinking exactly. My pupils can (and should be) also leading. https://t.co/9FgxEXJ0jX
Even my planned lessons are very flexibile. Teaching FE, I'm able to let the Ss needs lead the lesson https://t.co/EeDW5m7uOs
Improvisation can be useful and creative, just don't understand why it has to be a fixed 'whole lesson'.
I've used this method and I find it works well. Students like choice, esp. in FE https://t.co/eUHiTyY8Z2
Q4: providing 4 tasks allowing the children to choose their own learning. Build class ethos of challenging themselves
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
So true! But some Ss learn/already know standard.get them problem solving, thinking deeper & let move on. https://t.co/zqAJAqWpy2
Personalised learning can only be when it is low ratios. BTW fast paced learning not always best https://t.co/r0KjY1CIR3
4 we had 5 or more groups. Leaning became very targeted, fast paced (4 some) and diverse. Ss learn
Ah! Everyday is unusual in a school. 😉 https://t.co/CP93KASdsX
you're right.It's beneficial for the teacher to gain confidence in an unusual situation&open their eyes to possibilities
Love that is the core of my planning! :) process not strict content. https://t.co/zqAJAqWpy2
Personalised learning can only be when it is low ratios. BTW fast paced learning not always best https://t.co/r0KjY1CIR3
4 we had 5 or more groups. Leaning became very targeted, fast paced (4 some) and diverse. Ss learn
Lastmin change of plan=teacher without a plan=panic!Trying to give teachers more confidence&creativity in this situation
Q5 again: How can we ensure curricula, schemes of work and individual lessons are challenging?
same! The docs r great for challenging all children too. Great examples of deepening thinking
specific questions/char work set with different levels to meet using key triggers e.g recall, analyse etc
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
I've done this several times. If it doesn't work, improvise and try something new or get Ss to choose
So student voice is important in planning for challenge? https://t.co/ad2EQIfxrJ
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Everyday is pretty much crazy. Sometimes it's good to add to it!
Also, carousel work same activity all involved outcome differs all abilities involved + learning
Students need to feel ownership with their education, not something that's enforced + they are told to do https://t.co/GKp7ppyyie
So student voice is important in planning for challenge? https://t.co/ad2EQIfxrJ
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Can diff levels limit exp for lower ability if they choose/are expected to complete the less chall tasks? https://t.co/odiVJ8OMGP
specific questions/char work set with different levels to meet using key triggers e.g recall, analyse etc
Don't forget the hashtag https://t.co/qntetKmAyc
Low threshold high ceiling collaborative problem solving tasks provide challenge for all.
Great. Any examples? https://t.co/kn8g11yur1
Low threshold high ceiling collaborative problem solving tasks provide challenge for all.
a5 know standards, understand different ways of learning, know our students, develop sense of community. https://t.co/gSAv2TxaVw
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Interesting. Our curriculum is high in challenge but low in student input https://t.co/jlAoP5A4y3
Students need to feel ownership with their education, not something that's enforced + they are told to do https://t.co/GKp7ppyyie
So student voice is important in planning for challenge? https://t.co/ad2EQIfxrJ
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
What better way to personalise learning, than to give the students input into their learning/assessment https://t.co/mg4c0scObG
So student voice is important in planning for challenge? https://t.co/ad2EQIfxrJ
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
A5: Sometimes knowing pupils abilities can mean we scaffold too much-plan a lesson for a different group-probably more challenging
Plus, plan to use colour coded models eg green, yellow, red easy to see progression of diff + all can attempt
I'm intrigued. How does 'carousel' work?
In terms of standards, how impt is subject knowledge in promoting challenge in the classroom? https://t.co/yJLD5M1OUC
a5 know standards, understand different ways of learning, know our students, develop sense of community. https://t.co/gSAv2TxaVw
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Hi. You may not be aware, but discussion is on between 8-9pm. Pls engage with the topic. Thx https://t.co/eyRoQQdDxY
OK. Hmmm. How can it be that students don't have input on their learning (future)? https://t.co/RmBT6zdswu
Interesting. Our curriculum is high in challenge but low in student input https://t.co/jlAoP5A4y3
Students need to feel ownership with their education, not something that's enforced + they are told to do https://t.co/GKp7ppyyie
So student voice is important in planning for challenge? https://t.co/ad2EQIfxrJ
Let kids look at them in advance to see how they rate them. A5 https://t.co/OJGvBwZkhT
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Don't forget use use the if you are joining in tonight's discussion. https://t.co/hKChVFKfPx
I was taught to plan for the highest ability and then differentiate down. That way you always ensure the work is suitable.
Q6 How can we continue to challenge students beyond the classroom?
takes some prep but once done you sit back and watch them teach themselves
all about relationships. R.Pierson advocate of this. Less time planning, more time building them https://t.co/KBmnuUlcFf
a5 know standards, understand different ways of learning, know our students, develop sense of community. https://t.co/gSAv2TxaVw
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
Set up group work, diff q's or tasks at stations, timed move on, all contribute, all engaged, adapt as needed.1/2
Brilliant :) https://t.co/ryaVNg9u3T
Lots of them available to all on nrich. Some on Jo Boaler's youcubed site as well.
so important.That's when Ss lead b/c u can guide 2 growth regardless of topic. important 4 new teachers 2 have mentors
Carousel is a lot of prep initially but really encourages independence!
Q6 again: How can we continue to challenge students beyond the classroom?
Can have group expert at table to discuss/engage each group. Ss moving around actively learning
q6 we're in unique position that we continue to support them and stay in contact for around a year after leaving
allow children to see the bigger journey or the final piece not just the lesson, by doing this kids push themselves
Yes! How would you encourage new teachers to plan for challenge? https://t.co/BgFYvo68pP
so important.That's when Ss lead b/c u can guide 2 growth regardless of topic. important 4 new teachers 2 have mentors
have you tried it? Could you tell me how it works?
Some might argue not that important.Teachers learning from students. We could be teaching the next Hawking https://t.co/ch2QO00kkv
In terms of standards, how impt is subject knowledge in promoting challenge in the classroom? https://t.co/yJLD5M1OUC
a5 know standards, understand different ways of learning, know our students, develop sense of community. https://t.co/gSAv2TxaVw
Q5 How can we ensure curricula, schemes of work and individual lessons are challenging?
a6 Ss need to learn how to learn, how 2 manage challenge, how 2 challenge, & have joy or interest in risk taking. Fail & get up
Help them find a passion and them help them pursue where they can get by following it (what school should do more of btw) A6
Our school currently crazy on this!Does work but also you can direct learning too. 50/50
thank you Susan! I love this idea. It's perfect for FE
great targeted questioning can differentiate effectively.
For example, can homework be used to extend challenge? https://t.co/mIfNWhosXp
Q6 How can we continue to challenge students beyond the classroom?
Q6 I use to update parents on current learning and ideas for extension and challenge at home
I have, needs planning so activities don't overlap, works well all abilities, teacher circulates
Children need to know how they learn too for self challenge to take place https://t.co/yIb43bPT1h
a6 Ss need to learn how to learn, how 2 manage challenge, how 2 challenge, & have joy or interest in risk taking. Fail & get up
Honestly, give plans, let them modify if want, take that pressure off 1st yr let them observe team teach. https://t.co/lypKds5vCl
Yes! How would you encourage new teachers to plan for challenge? https://t.co/BgFYvo68pP
so important.That's when Ss lead b/c u can guide 2 growth regardless of topic. important 4 new teachers 2 have mentors
Would not knowing ability potentially raise our expectations as teachers therefore increasing challenge? https://t.co/89rK3Bcmn2
A5: Sometimes knowing pupils abilities can mean we scaffold too much-plan a lesson for a different group-probably more challenging
might be controversial, but if you are teaching enough why do you need to set homework?
I plan for one group with teacher, intense input! others independent.
Not world's best keeping up with hwk but can be used to consolidate difficult learning when short of time? https://t.co/cUmfxZBXFp
might be controversial, but if you are teaching enough why do you need to set homework?
A6 Challenge them to do something useful/valuable/inspirational with their free time (not doing homework) https://t.co/tBypVnVNeT
Q6 How can we continue to challenge students beyond the classroom?
Your thoughts on this ? https://t.co/Iw1J9IFWDL
might be controversial, but if you are teaching enough why do you need to set homework?
Spot on! In our year we juggle so much that modifying lessons as we go is probably the best way to go https://t.co/9Ji8zgvSkG
Honestly, give plans, let them modify if want, take that pressure off 1st yr let them observe team teach. https://t.co/lypKds5vCl
Yes! How would you encourage new teachers to plan for challenge? https://t.co/BgFYvo68pP
so important.That's when Ss lead b/c u can guide 2 growth regardless of topic. important 4 new teachers 2 have mentors
This works as well dependent on group dynamics - carousel good when mixed up
A6: Get them to contribute findings to online forums etc, or play games on a learning platform. Traditional homework does little!
Does anyone use in their school for staff communication? Is it useful?
Interesting. How might they evidence/showcase this? https://t.co/nkKJ7CFTq3
A6 Challenge them to do something useful/valuable/inspirational with their free time (not doing homework) https://t.co/tBypVnVNeT
Q6 How can we continue to challenge students beyond the classroom?
I feel is up to Ss. It's an opportunity to try out new learning without me or parents. My Ss set their own
Gotta go to host Maybe some people can join when has finished!
Love this. Working backwards from high-level model cn be best way to make challenge tangible for students https://t.co/Ff8D4iU5UM
Model challenge. Offer students routes through learning to take more responsibility. Shared subject know
Use of blogs, based on the lesson ask 2 simple q's. "Now you know that, what else can you tell me/ links can you see?"