Updated: Jan 19, 2019
Choose at least 3 strategies to try on Challenge Day:
· Essay Club – planning likely exam answers
· Devil’s Advocate - arguing from perspectives that are in contrast to their personal opinion
· Scholarly viewpoints: research different strengths/weaknesses of and then present them to each other.
· Bloom's Taxonomy: Evaluative questioning in lessons - see here
· Use of synonyms to encourage and develop literacy ability.
· Nando’s homework grid (see CALL blog) - i.e. extra hot homework
· Question wall/ideas wall - the more able ask a challenging question to the class by sticking it on the wall - to be answered by the end of the lesson.
· Give me the answer: students to offer you the answer to concepts before you teach them. For example: How do you think a perfect competition diagram would look like? - discuss in the group and draft.
· Reading lists to promote high level literacy for students
· Competition – POM/Journalism club to promote literacy skills
· Debates in class
· All students in KS3 covering GCSE content
· Using GCSE criteria for KS3 for more rigorous assessments
· Learning pairs/lead learners to promote independent thinking skills for HA and support for M/LA
· Expanding texts to secure high-level thinking. Independent reading - selecting own texts for coursework
· Research and use critical theories/theorist
· Extension/stretch questions embedded into lesson PowerPoints
· Bono’s Hats; one student offers all the positives, another student offers the negatives, anotheone offers the emotional view point etc - see video.
· Write model answers to younger groups
· Plenaries i.e. “Would I Lie to You”, write two truths one lie – students to spot the lie
· Young geographer/economist/ scientist of the Year competition.
· Criteria of significance - students are challenged to use one that is not normally used within their conclusion. Alternatively, students are told which criteria to use - preventing them from using the same one repeatedly.
· Develop my point: first student writes a judgement, then swap books and second student has to add a counter argument; then first student finishes with a conclusion combining both ideas.
· Key words card sort, which students have to categorise into their own themes, and then link these back to criteria of significance.
· SCAMPER = Substitute; Combine; Adapt; Modify; Put to another use; Eliminate; Reverse e.g. for flood defenses students would suggest which method they would substitute / combine together / adapt / modify / put to another use / eliminate one and reverse another.
· ABCDE = first student gives an answer; second does ‘because’; third gives a Counter argument; fourth defends the counter argument; fifth explains / extends; sixth goes further.
· Use of questions from Oxford PAT exams, Olympiad exams, RSC Analytical Team Competition, Cambridge University Challenge, RSC Top of Bench Competition to develop higher level problem solving skills
· Challenge-led lesson, e.g. determine the power of a candle given basic equipment, determine the specific heat capacity of a 2p coin
· Context driven lessons, e.g. tennis. What areas of physics are involved? Writing exam questions based on this context for other students
· Discussion of real-life, e.g. the ITER fusion reactor. Higher level application of content of lesson
· Open Thinking Questions - “How might……
· Lesson without objectives given at start. What LOs would you write?
· Reverse Q : If this is the answer… what is the Question
· Hinge Question: Give them two or three answers (could be multiple choice) - but they are very similar. Can they identify the mistakes as well as the correct answer?
· Analysis of practicals - discussion and exam style questions including what is wrong with this method/equipment in addition to data analysis
· Evaluation of data - precision, accuracy.
· Sports Academy Pathway - students are identified as a more able athlete using the PE department criteria. Students then attend weekly sports academy sessions depending on their ability and progress. Sports academy is broken up into three groups (bronze, silver, gold).
· Lead Learners - in both practical and theory lessons more able students take a leading role within lessons. This could be through leading activities or leading roles within group work.
· Differentiated Task - more able students access differentiate tasks, homework and materials within theory lessons to develop and challenge their understanding of various topics.
· Questioning / Teaching to the top - teacher led, open-ended questioning is used throughout lessons to develop students responses and challenge all students, teaching to the top.
· Line-Up Game: Students are given a category. Each student has to select an example of this category. The students then have to line-up in an order e.g. most important/significant/dangerous. The students have to justify their choice
· Post-it Game: Individually, students have to write single words on post-its to describe something e.g. a city, an author, an event. They need to have as many ideas as possible. They can then share their post-its with their team, removing any replicated post-its. The team have to decide on three categories under which to organize their post-its, and how to organize them within these categories. The teams have to justify their choice.
· Use of A-Level material, which mirrors many of the GCSE topics for Gifted & Talented students at KS4.
· Use of GCSE level speaking structures and vocabulary in Y7.
· Use of “booster sheets” at KS4 to encourage higher ability students to incorporate more complex structures into their work
· Weekly awards i.e. Linguist of the Week
· Less scaffolding and structure given to Gifted & Talented students on some complex tasks.
· KS3/4/5 puzzle of work competition: students submit solutions to earn points on our leaderboard
· KS3 and 4 Gifted & Talented lunch time clubs
· National challenges
· Team challenges – Junior and Senior – lunchtime club to prep.
· STEP club for Y11-13 students aspiring for the very top Universities
· Give students more unstructured problems.
· Use of problem solving web-sites such as Nrich.
· Counter-intuitive arguing: Students need to try to argue from the opposite side, or turn an argument on its head. Can they think sideways, or diagonally?
· PMI: Students are given an idea: what if humans could fly, what if we banned cars, what if school was voluntary. They need to come up with a many pluses, minuses, and interesting thoughts on this idea as possible. This could be played as two or more teams.
· Odd One Out: Students are given three subjects e.g. Germany, Britain and France, or Red, Blue and Green. They have to find as many odd ones out as possible between three.
· Ideas Flow: In Groups students need to generate as many ideas as possible no matter how improbable – it is what leading Research and Development Teams do.
· Dialectic: Students come up with an idea: the thesis. Students come up with an opposite idea: the antithesis. Now they need to try to put the two together to get a better overall idea.
· Ideas Mapping: What does the idea look like? Can students map it out? Does it have sides or a shape, or different layers.