Stretching students

Stephanie Dyce Neil Matthews

Collingwood V Carlton

Aussie Rules

Task• Place the cards in the appropriate

position on the oval.

• NB There are 14 players outside the centre square and 4 who always start inside this square.

• Prize for first correct finisher

How many did you get?

Discussion

• Talk to a partner about the activity. What do we learn about stretching students from it?

Aims

• To understand the key principles behind stretching students

• To know a range of practical techniques

• To be able to explore how to apply techniques to your subject area

Outcomes

By the end of the session you will have:

•an understanding of interrelating features of high challenge

•a knowledge of interactive strategies that demand more of students

•begun to apply the concepts and strategies to your subject area

Key Principle 1

Know your students

 Stu-dent

MAG WW2 impact

Ready for War

Stalin WW2 

Censor45-53

Econ 45-53

Mock Khrush Brez WW2 1945-53 Khrush

Brez

1 C E B E C C C D C B C D  D

2 B B A C B B B C B C B  B  B

3 A B B A B C A A* A B A B  B

4 C C B C D C C D D B D D  D

5 C B B B B B C C A B B U B

6 A B B A B B C B A* A* A  A  A*

7 C D C B D C D C C C B C  B

8 C D C D D D D C B C D U  D

9 C C C C B D B A A B C  B A

1. Use the data

2. Keep on tracking…

3. Use your senses

Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs. Dylan Wiliam

Gots Needs 

 The difference between First past the post and proportional representation

What a coalition government is and why you might need one

Why a coalition government might be weak

 The difference between Fascist and Communist

What a constitution is        

Points for discussion

• What data is available to you and how are you using it?

• Is there any more information that you think would be helpful to you?

• What could you do better in the way that you use data to challenge students and raise their achievement?

Key Principle 2

Clarity of learning objectives and outcomes

Definitions

Learning Objectives

What the teacher intends pupils to learn

Learning Outcomes

How achievement will be demonstrated by pupils and measured by the teacher

Keep it simple…

Focuses on learning not tasks

•to know that … (knowledge/content)

•to understand … (concepts)

•to be able to … (skills)

Learning Outcomes

• Differentiated

• In pupil friendly language and shared with them

• Show genuine progression as opposed to different activities

• Mark schemes are useful

• Linked to grades/levels

Key Principle 3

Appropriate challenge

Scaffolding and supporting

Note taking grid

Key words to trigger memory

Main details

Apply to a question

Conscience

Heart

God’s authority

Moral truth

Moral truth – conscience is not a law unto itself. To invoke conscience is to be subject to moral truth. “I must live by it lest I turn from the truth and betraymy truest self.”

“Conscience should always be obeyed.” How would Gula respond to this quote?

Why did

USSR win?

Reason

Details

By end ’42 prod’n = 68% pre-war

Production

DEPORT

Directly – answer the question they have set

Explanation – should be evident in your paragraph

Punctuate/paragraph - on a regular basis; one paragraph = one theme

Opening – sentence to each paragraph focuses directly on the question

Relevant – factual support all the way through (green pen)

Tense – stay in the past tense at all times!

Building an argument

Cheat sheets

Points for discussion

• How would you use any of these strategies in your subject area?

• Do you use any other strategies that are effective?

Key Principle 4

Interactive strategies

More or less?

The Diamond 9

What would be the most effective ways of stretching students at your school?

Arrange the 9 cards into a diamond shape. The most effective strategies go at the top.

Justify

• On the paper write a justification for your top 3. Why do you think they are the most important? Also, explain why your bottom card is the least important.

• Move to another diamond nine. Read their justifications. Do you agree with them? Can you give extra reasons for points you agree with? Where you don’t agree, give reasons to try to persuade them to see it your way.

• Read the comments you have been given. Will you make any final changes?

Key Principle 5

Reflection

Reflection - key points

• Lesson by lesson

• Data trails

• Student voice

• To inform appropriate intervention

Over to you