stretch and challenge 7 strategies to grow resilient students from tomorrow morning
TRANSCRIPT
Stretch and Challenge7 strategies to grow resilient students from tomorrow morning
Strategy 1: Provide a motivational classroom climateTo do this the following 3
factors need to be in place:1. Affiliation: I belong here: I
am safe2. Agency: I can do this: It is
pitched right for me3. Autonomy: I want to do
this: It is my choice
Idea: Look over your KS3 Schemes for Learning. Are they exciting?
Idea: Look over your KS3 Schemes for Learning. Are they exci
Safety Tips:Good relationshipsClear routines and tasksFocus on process rather than outcomesModel outcomesThink, pair, share activities so students can try out ideasAllow students to be successful
Strategy 2: Check your Dweck!Dweck argues that in
order to be resilient, humans need a growth mindset
Fixed Mindset Growth Mindset
Intelligence is fixed: I must look clever
Intelligence is expandable: I want
to learn more
Emphasis on ability & competition
Emphasis on achievement &
growth
Avoids challenges Embraces challenges
Learning is finite: I can...
Learning is a continuum: I am
learning to...
Likely to plateau early
Reaches higher levels of
achievementConsider using Solo Taxonomy
Strategy 3: Never bribe students with easiness• Bolster students’ self-belief: “I
think too much of your ability to let you do...”
• Use ICE stickers, credits and rewards, to reward students for taking risks
• Develop friendly competition with other classes/ year groups: “We’re going to do this so that we can be the best...”
• Rabbit of resilience• Meta questions in your SfL*
“It doesn’t help a child to tackle a difficult task if they succeed constantly on an easy one”Carol Dweck
*Sutton Trust second most effective strategy after feedback
Strategy 4: Verbal Resilience• Don’t allow students to answer
questions in 1 word. They should answer in at least sentences, and ideally paragraphs
• Increase the ‘wait time’ in questions to 5+ seconds, or use the register as a good time to set a question. Allow students to consult before answering
• Ask students to expand on each other’s answers: “John, what do you think of Jane’s idea?”
• Use modal language to encourage speculation:
Might, could, perhaps, if, possibly, arguably
Strategy 5: Encourage Resilience• Discourage lazy thinking in students. Rely on ‘What do you think?’ to keep them thinking, and never take ‘no’ for an answer. If a student can’t answer the question re-phrase it or give thinking time
• Ask questions for which there is no right answer. Reward answers by justification, rather than ‘rightness’
• Have a ‘no hands up’ rule. Instead have a different way of selecting students e.g. names out of a hat or a pack of cards with all the students’ names on it
• Pen of possibilityWhere do you allow ‘wrong’ or ‘speculative’ thinking?
Strategy 6: Develop independence• Play question basketball, not
tennis. Encourage questions and answers to go from student to student, not student to teacher
Once students have started a task, minimise your interruptions: While going round the class, don’t speak but communicate with post-its, or use your board as a twitter feed to pass new information/ feedback to the group
Speaking Game: Students can:Justify an idea put forward with evidence (1 point)Criticise the idea with evidence and come up with an alternative (2 points)Take the idea to the next level -dialectic (3 points)
Strategy 7: Have rules for Group Talk
• All students must contribute. No member must say too much or too little
• Every contribution must be listened to and treated with respect
• Contributions build on what has gone before
• Groups must achieve consensus and work at resolving differences
• Every suggestion has to be justified with a reason
3B4ME• Board
• Buddy
• Brain
• Book