Challenging Learning

James Nottingham

www.challenginglearning.com

Website

www.challenginglearning.com

Email

james@jnpartnership.com

Other Sites

www.community-designed-

education.com

www.carol-dweck.co.uk

www.p4c.com

My book: Challenging Learning

What do these 3 have in common?

Challenge and Learning

CA

SA

PA

Current Ability

Subconscious Ability

Potential Ability

Too Easy

Too Hard

Time

Pe

rform

ance

The Teaching Target Model (TTM)

CA

SA

PA

Philosophy for Children (P4C) in nursery

An Ethos for Learning

Not all of our questions

answered …

… but all of our answers

questioned

Pick a concept, any concept

Foreign Fairness

Culture Tourism

Home Telling lies

Language History

Names Number

Friends Thinking

Belonging Knowledge

EY and Primary Concepts

Me Fairness

Real Language

Home Telling lies

Growth/Change Same

Pets Emotions

Friends Thinking

Being nice Dreaming

Secondary Concepts

Hero Lies

History Sport

Identity Culture

Bullying Real

Fair Knowledge

Language Test

Drama Tourism

Poem Music

If A = B then

Does B = A?

Foreign Different

Different Foreign

For example …

Wobblers (If A = B)

Year 5 Concept - Tourism

If A = B then

If it’s NOT B = NOT A?

Friend Trust

Don’t trust Not friends?

For example …

Wobblers (If NOT A ?)

War

Sport

1 2 3 4

Coming out of the Pit with Venn Diagrams

Just because you can’t define something, doesn’t mean you won’t recognise it when you see it.

Ludwig Wittgenstein

Ranking to identify best answers

Play

together

Know each

other well

Understand

each other

Like each

other

Keep

secrets

Trust each

other

Examples from 7 year oldsExamples from 11 year oldsExamples from 14 year olds

Trying my best Always trying hard Persevering

Being willing to be helped Being open to advice Being open to support and coaching

Concentrating hard Thinking carefully Being focused on what’s relevant

Having a go Being willing to try new things Being open to new experiences

Not giving up Never-say-die attitude Resilience

Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback

Asking questions Being curious Enquiring and being curious

A selection of attitudes

Learning Intentions

Lesson 1

• To be curious about the rivers and the impact of them on

our lives (A)

• Ask relevant questions about rivers (S)

First 5 minutes – get pupils into the pit

e.g. Does a river have to have water in it?

15 minutes research about rivers

10 minutes in groups to collect questions, and group them

into categories

5 minutes to decide which is the best question and why

10 minutes sharing with whole class5 minutes planning for next lesson

The ASK model – Attitudes, Skills & Knowledge

S

A K

Lesson 3

Lesson 1

Lesson 2

Learning Intentions

Lesson 3

• Use 3 different types of thinking to ask and then answer

questions about rivers (S)

• Check your answers firstly with another group then in the

topic books or online (K)

Select 3 skills from:

• Classify

• Define

• Estimate

• Give Reasons

• Predict

• Rank

• Sequence

ANALYSE

ANTICIPATE

APPLY

CAUSAL-

LINK

CHOOSE

CLASSIFY

COMPARE

CONNECT

CONTRAST

DECIDE

DEFINE

DESCRIBE

DETERMINE

DISCUSS

ELABORATE

ESTIMATE

EVALUATE

EXEMPLIFY

EXPLORE

GENERALISE

GIVE

EXAMPLES

GIVE

REASONS

GROUP

HYPOTHESI

SE

IDENTIFY

INFER

INTERPRET

ORGANISE

PARAPHRA

SE

PREDICT

QUESTION

RANK

REPRESEN

T

RESPOND

SEQUENCE

SIMPLIFY

SHOW HOW

SOLVE

SORT

SUMMARISE

SUPPORT

TEST

VERIFY

VISUALISE

A selection of thinking skills