Independent Thinking - Blog. The following model is the one we use as the cornerstone to underpin relational practice.
It is based on a model originally created by Malcolm Glaser, but more recently promoted by Ted Wachtel and Paul McCold. It’s called the Social Discipline Window and it's the basis for a restorative practice model built on high challenge and high support. (Actually, the original version uses the word ‘control’, but I replace it with the word ‘challenge’ in the work I do for reasons that will become clear.) Teaching Strategies that Enhance Higher-Order Thinking. One of the main 21st century components that teachers want their students to use are higher-order thinking skills.
This is when students use complex ways to think about what they are learning. Higher-order thinking takes thinking to a whole new level. Students using it are understanding higher levels rather than just memorizing math facts. They would have to understand the facts, infer them, and connect them to other concepts. Here are 10 teaching strategies to enhance higher-order thinking skills in your students. 1. One-step-at-a-time - achieving goals. Stretch and Challenge. Objectives.
Why do people leave them till last?
Objectives are a starting point. You start projects with objectives, you start a journey with a destination (objective!) In mind! So why why why do teachers so often plan lessons based on a topic and then at the end (usually after creating a beautiful PowerPoint) think about what the objectives for the lesson should be? I see this a lot in trainees, but often in class teachers who’ve been doing the job a long time. For trainees I understand why it happens, as a trainee you’re so focused on including so many things into their lessons you can over look the objectives because you perhaps don’t see the value in them.
Value the Objectives They really are the most important things! After I observe teachers I always ask the same two important questions; What did you want them to learn? With someone who didn’t have clear objectives on which everything else was based this is where they come unstuck. Objectives throughout the lesson. Using Webb's Depth of Knowledge to Increase Rigor. The word "rigor" is hard to avoid today, and it provokes strong reactions from educators.
Policymakers tout its importance. Publishers promote it as a feature of their materials. But some teachers share the view of Joanne Yatvin, past president of the National Council for Teachers of English. To them, rigor simply means more work, harder books, and longer school days. "None of these things is what I want for students at any level," Yatvin says. Calculating Cognitive Depth For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level? Level 1: Recall and Reproduction Tasks at this level require recall of facts or rote application of simple procedures. Level 2: Skills and Concepts At this level, a student must make some decisions about his or her approach.
Bloom's and Webb's. Why is ‘challenge’ such a challenge? ‘Challenge’ is one of those buzz-words being bandied about in education at the moment.
You must challenge your students! Students in the UK are institutionally under-challenged! The new curriculum is designed to create rigour and challenge! In the video below – nicked from Shaun Allison’s post on challenge – John Hattie clarifies the great potential of acceleration and challenge. Pace and depth of learning. When evaluating the quality of teaching in the school, inspectors must consider: “the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring of learning during lessons and any consequent actions in response to pupils’ feedback” (Ofsted evaluation schedule January 2012) The above reference to ‘Pace and depth’ of learning in the January Ofsted framework, on which this set of posts was originally based , is not included in the latest (September 2012) Handbook for school inspection.
It is mystery (to me anyway) why it was removed, nevertheless I suspect it remains a fundamental part of the judgment process and as I believe that pace and depth of learning are inseparable from progress, I decided to do the post anyway. Pace: When referring to ‘pace’ the main thing to bear in mind is: Pace is not the same as speed! High challenge, low threat. Things I notice in schools We are a challenge seeking species.
We all know someone, and it might even be us who spends some of their downtime working on a crossword, doing a sudoku, a puzzle or a word search. Why are we spending money and time on things which are essentially 'testing' ourselves? Companies make a small fortune out of the fact that we like 'testing' ourselves. But what is challenge and how should teachers approach it? Gawd, Toby, it’s bloody obvious!
Nobody cares about a blog where you try to be contrary about something that we already know: challenge is MAKING THEM WORK HARDER. No, wait: hang on.