“ Thinking Hard” This Strategy has been devisied by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. Contact:

“ Thinking Hard” This Strategy has been devisied by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. Contact: Created by simon hardwick and Martin Jones Dartford grammar school for girls

The challenges of reformed GCSEs and A Levels
Challenge 1: “They’re harder!” Increased synoptic approach More challenging concepts and questions Increased mathematical content for many subjects Challenge 2: “There’s more stuff to remember” Increased content Exams at the end of two years

“Learning happens when people have to think hard”
Prof. Robert Coe – Durham University

In today’s session… Key question: How can we ensure that all students we teach are Thinking Hard and challenged beyond their learning comfort zone? Key objective: To introduce you to high challenge strategies with high impact on learning but low preparation for staff.

Challenge 1: “They’re harder!”
Solution: APPLICATION OF THE THINKING HARD DEVICES Challenge 2: “There’s more stuff to remember” Solution: ACTIVE THINKING through THINKING TALK to improve students’ memory and recall skills

Explain a time in a lesson recently when students had to think hard
Explain a time in a lesson recently when students had to think hard. What was it about the activity that caused deeper thinking?

Traditional strategies don’t challenge pupils to think hard!
We need to adapt our methods if we are going to prepare students for the rigor of the new exams. Adapted from: ‘Wars & Welfare: Britain in Transition ’, Thomas & Willis, 2016

Option 1 Option 2 Option 3 Low thinking options Make notes
Highlight important points Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA. Low thinking options Understand ? Able to revise from notes  Thinking and challenge ?? Option 3 Comprehension questions

Once upon a time a tawndy rapsig named Gub found a tix of pertollic asquees. So chortlich was he with his discovery that he murtled a handful to show Kon, a cagwitzpat. “Pagoo!” cried Kon. “With these you could treeple a frange!” “No,” smiled Gub, “I think I'll just paible a catwicine.” This is a nonsense paragraph that highlights one of the issues of a regular diet of comprehension questions. Students can successfully complete the answers to these questions but without understanding. How can we ensure that our activities promote thinking and understanding? Colleagues can complete these questions in order to make the point. Gross-Glenn, K., Jallad, B., Novoa, L., Helgren-Lempesis, V., & Lubs, H. A. (1990). Nonsense passage reading as a diagnostic aid in the study of adult familial dyslexia. Reading and Writing: An Interdisciplinary Journal, 2, 161–173. What did Gub find? How was Gub feeling with his discovery? After Kon cries “Pagoo”, what does he suggest to Gub?

High challenge, low preparation
Increase amount of active thinking for all and improve the chances that students will remember the material. All of this without increasing my workload… How can we increase thinking for all students without increasing teacher workload?

Thinking Hard Model Thinking Hard Devices Thinking Talk
Help teachers to create activities which challenge learners. Encourage active thinking which helps students to memorise key information, The devices require no new resources – low preparation, high impact. Use of thinking talk strategies to make thinking audible. Create a climate of thinking hard. The Thinking Hard Devices provide high challenge for all students in every lesson. Active thinking helps students to memorise key information Thinking Talk for example use of think-pair-share to make thinking audible Reading strategies to support thinking outside of lessons Explicit teaching of the ongoing process of reviewing and revising material

Knowledge and understanding Analysis and application
Thinking Hard Devices Knowledge and understanding Analysis and application Flexibility of thinking It’s important to construct our lessons and schemes of work around these goals. To pass their A levels students must, of course, have secure knowledge & understanding. To attain top grades, they must be able to analyse. To be sure of A* grades and to prepare for university study they must develop flexibility of thinking. This is fairly obvious. The question is how to develop these abilities. The Thinking Hard Process provides some simple devices to support lesson planning and delivery to ensure high challenge for all students. Thinking Hard Devices

Shared language about thinking
Reduce Transform Deconstruct Derive Prioritise Categorise Criticise Trends and patterns Practise Make connections Compare Extend & Create 12 Thinking Hard devices These are the 12 Thinking Devices that support the Thinking Hard Process. The key messages are: supporting, providing questions and activities that require student to do something with the information. low teacher planning; high student thinking. Influenced by: Doug Lemov: Teach Like a Champion 2.0: 62 Techniques That Put Students on the Path to College Daniel T. Willingham: ‘Why don’t students like school?’ David Torn & Peter Bennett: ‘Brilliant Secondary School Teacher: What You Need to Know to be a Truly Outstanding Teacher’ A thought-provoking training session delivered by Mike Hughes at DGGS in 2013

The Thinking Hard Process
Knowledge and understanding Reduce Transform Deconstruct Derive Analysis and application Prioritise Categorise Criticise Trends and patterns Practise Flexibility of thinking Make connections Compare Extend Create These are the 12 Thinking Devices that support the Thinking Hard Process. The key messages are: supporting, providing questions and activities that require student to do something with the information. low teacher planning; high student thinking.

The CHERRY on the ICING on the CAKE
The CHERRY on the ICING on the CAKE. Flexibility of thinking to cope with complex or left-field questions. The ICING on the CAKE. The ability to analyse and apply. The CAKE. Detailed knowledge and full understanding

Knowledge and understanding
Reduce Transform Deconstruct Derive

The power of reducing

Reduce Reduce the text into 10 main points. Write a summary of the article, maximum 50 words. Write 5 questions which the article answers. Reduce the content of the commentary into 5 main bullet points. Pick out the positive statements made. Write a heading which sums up the content of the text.

Transform to understand… Images Music Words Charts & tables Performance Diagrams Poetry

Amateurism and professionalism
Participation in sport over time has been viewed as being played according to two very different codes. Firstly, there is the amateur code which stresses sport purely for the sake of it; secondly, there is the professional code which places far more of an emphasis on winning. Amateurism was associated with sport during the late nineteenth century. It’s values included: ‘Manliness’, robustness, striving and physical endeavour. Appreciating the value of health and fitness. Appreciating the value of rule regulated activity. High moral integrity. The characteristic of a ‘gentleman amateur’ included: Being a respected member of society with a public school background; high status in sport reflected by high status in society. Belonging to the social elite, having wealth and plenty of free time for sport. participation in sport was viewed as a character-building exercise; training was frowned uponas this would constitute professionalism. Playing a ‘range of sports’ using their natural talents. Playing sport to a high moral code. e.g. immediate acceptance of the rules of the game/refereeing decisions; showed restraint in victory, good humour in defeat; indeed a referee was deemed as largely unnecessary to proceedings as amateurs believed they could govern themselves. Source: BBC BiteSize

Amateurism and professionalism
Participation in sport over time has been viewed as being played according to two very different codes. Firstly, there is the amateur code which stresses sport purely for the sake of it; secondly, there is the professional code which places far more of an emphasis on winning. Amateurism was associated with sport during the late nineteenth century. It’s values included: ‘Manliness’, robustness, striving and physical endeavour. Appreciating the value of health and fitness. Appreciating the value of rule regulated activity. High moral integrity. The characteristic of a ‘gentleman amateur’ included: Being a respected member of society with a public school background; high status in sport reflected by high status in society. Belonging to the social elite, having wealth and plenty of free time for sport. participation in sport was viewed as a character-building exercise; training was frowned uponas this would constitute professionalism. Playing a ‘range of sports’ using their natural talents. Playing sport to a high moral code. e.g. immediate acceptance of the rules of the game/refereeing decisions; showed restraint in victory, good humour in defeat; indeed a referee was deemed as largely unnecessary to proceedings as amateurs believed they could govern themselves. Silently read this detailed information Reduce the text to 5 key phrases. Source: BBC BiteSize Transform: Change the most surprising fact here into an image. No words allowed!

Living conditions in 19th Century cities
Silently read this detailed information Pollution: coal was used to heat houses, cook food and heat water to produce steam to power machines in factories. The burning of coal created smoke, which led to terrible pollution in the cities. Overcrowding: due to large numbers of people moving to the cities, there were not enough houses for all these people to live in. Low wages and high rents caused families to live in as small a space as possible. Sometimes whole families lived in one room. Disease: typhus, typhoid, tuberculosis and cholera all existed in the cities of England. Cholera reached England for the first time in 1830, and there were further major epidemics in 1832 and Overcrowding, housing of a low standard and poor quality water supplies all helped spread disease. Waste disposal: gutters were filled with litter and the streets were covered in horse manure, collected by boys to sell to farmers. Human waste was discharged directly into the sewers, which flowed straight into rivers. In London, Parliament had to stop work because the smell from the Thames became too much. Poor quality housing: houses were built very close together so there was little light or fresh air inside them. They did not have running water and people found it difficult to keep clean. Houses often suffered from damp due to their thin walls and roofs made out of cheap materials. Many households had to share a single outside toilet that was little more than a hole in the ground. Lack of fresh water: people could get water from a variety of places, such as streams, wells and stand pipes, but this water was often polluted by human waste. Reduce each bullet point to a phrase of no more than five words Transform: Change the most serious problem here into an image. No words allowed!

Transform Read the text and transform it into 2 diagrams.
Read the text and explain to your partner what the main messages of the text are. Make a rap/song/poem about the facts given in the text. Act out the two main jobs of the respiratory system. Use your pictures to rewrite the text.

Transform Write a description to explain the differences in heart rate patterns of the fit and the unfit person, shown in this graph.

Transform Put into words what this graph is showing us about heart rate patterns.

Topic Main idea 1 Main idea 2 Main idea 3 Main idea 4 Specific detail B Specific detail D Specific detail F Specific detail G Specific detail L Specific detail A Specific detail H Specific detail J Specific detail E Specific detail C Specific detail K Specific detail I Taken from the article: ‘What Will Improve a Student’s Memory?’ By Daniel T Willingham DECONSTRUCT Taken from the article: ‘What Will Improve a Student’s Memory?’ By Daniel T Willingham

Energy sources Fats Free sugars Complex Carbohydrates Simple
Specific detail D Specific detail G Specific detail A Specific detail B Specific detail L Specific detail E Specific detail H Specific detail F Specific detail J Specific detail C Specific detail K Specific detail I

Derive What’s happening in this picture?
Deviance, negative deviance, positive deviance, sportsmanship,gamesmanship What’s happening in this picture? What do you think could have led up to this? Using key terms what kind of behaviours may this player be demonstrating? Why is this picture not demonstrating sportsmanship?

Analysis and application
Prioritise Categorise Criticise Trends and patterns Practise

Create a new baddie! Rank these baddies according to effectiveness. Explain why you have chosen your no.1 baddie. Who is the least effective villain here? Explain your thinking. How did you reach your decision? What’s your baddie-criteria? Can you think of another character with the same qualities.

Rank these benefits of exercise in order of importance.
Prioritise the most important and say why. Which is the least important? Why? Categorise these benefits into physical, emotional/psychological and social benefits. Can you think of any other benefits? This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-NC-ND

- Categorise these statements into for and against or both. Venn diagram. Rank these exercises in order of difficulty. Underline the 3 most important statements in the text. Explain why you have chosen them? Now choose one. Explain why? Prioritise Choose the most important muscle required to do this exercise. Explain why? Prioritise. Which other sports might you need these skills? Trends and patterns. Which other sports have the same or similar rules? Trends and patterns. Prioritise the 3 most important players of the match. Explain your choices. Improve this persons diet/lifestyle in 3 ways that will have the biggest impact. Criticise Imagine you are this swimmer’s coach. What advice would you give her to help her to improve? Criticise.

Prioritise Categorise Criticise Trends and patterns Practise Think of some activities for your own subject.

Flexibility of thinking
Make connections Compare Extend

Flexibility of thinking: Connection map
Health Exercise Housework Infectious diseases Effort Fitness stress Performance high blood pressure This is a possible activity for teaching staff to enable them to make a range of connections with different ideas. They connect with a line and then write on and annotate the line with an explanation of the connection. How could this be applied in lessons? At the beginning, middle or end of a topic of teaching? Diabetes Sedentary Strength Emotional well being Hypokinetic disease

Flexibility of thinking- Some ideas
Three questions to ask a Professor of... Make a five-step guide for a Year 10 student answering these questions Compare characters / case studies / events / laws / themes across different topics. Write an exam-style question about this topic. Write a mark-scheme to go with it. What do the experts say? Importance of introducing the work of scholars into our classrooms latest arguments from historians/psychologists/sociologists latest scientific research use of statistics in the latest studies latest art exhibitions and reviews literary criticism political analysis concert reviews

Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA.

Understanding and knowledge
Reduce Reduce the paragraph about extrinsic and intrinsic motivation to 4 bullet points. Maximum 12 words per bullet point. Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA.

Transform Change the information about motivation into four pictures or images. No words allowed. Reduce Reduce the paragraph about extrinsic and intrinsic motivation to 4 bullet points. Maximum 12 words per bullet point. Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA.

Analysis Transform Change the information about motivation into four pictures or images. No words allowed. Reduce Reduce the paragraph about extrinsic and intrinsic motivation to 4 bullet points. Maximum 12 words per bullet point. Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA. Prioritise Underline the three most important sentences here. Rank 1-3. Briefly explain number 1. Cross out the least important sentence. Which is the most effective in your opinion? Explain your thinking.

Analysis Transform Change the information about motivation into four pictures or images. No words allowed. Reduce Reduce the paragraph about extrinsic and intrinsic motivation to 4 bullet points. Maximum 12 words per bullet point. Criticise How would you improve the performance of a demotivated team of players? Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA. Prioritise Underline the three most important sentences here. Rank 1-3. Briefly explain number 1. Cross out the least important sentence. Which is the most effective in your opinion? Explain your thinking.

Understanding and knowledge Flexibility of thinking
Analysis Flexibility of thinking Transform Change the information about motivation into four pictures or images. No words allowed. Reduce Reduce the paragraph about extrinsic and intrinsic motivation to 4 bullet points. Maximum 12 words per bullet point. Criticise How would you improve the performance of a demotivated team of players? Conscription: Until 1916, the British armed forces relied on me nvolunteering to serve. Between 1914 and 1916, volunteerism was very successful. 2 million men volunteered. Recruitment posters and propaganda encouraged young men to join up. Volunteerism, however, could not supply new recruits in sufficient numbers. In January 1916, the first Military Service Act introduced conscription for single men aged Following the terrible casualties on the Somme in the summer of 1916, the second Military Service Act extended conscription to married men. In February 1918, with Russia pulling out of the war, a third Act extended conscription to 50 year olds. Men refusing to sign up could be imprisoned. Control of industry: Although there were some trade union-led anti-war demonstrations in 1914 against a ‘capitalist war’, it soon became obvious that most workers supported the war effort. From 1915 onwards, the government and unions signed dilution agreements (to allow semi-skilled and unskilled workers and women to be trained to do jobs previously reserved for skilled craftsmen). These agreements were particularly important for the increased output of munitions. Trade unions were expected to work closely with employers and avoid strikes. In return, trade unions demanded state controls on profits and rents, safeguards so workers would get their old jobs back when the war was over, and exemption of highly-skilled workers from conscription. Industrial relations were not always harmonious (there were major strikes on Clydeside (1915) and South Wales (1917), however, the number of working days lost to strikes fell from 10 million in 1913 to under 3 million in 1916. Overall, the war enhanced the reputation of the trade unions. War production: 270 machine guns had been produced in 1914; 120,000 were made in 1918. 2 million shells had been produced by early 1915; by 1918, shell production had reached 187 million. 1915 Neuve Chapelle (failed British offensive) - failure blamed on a shortage of shells: Lloyd George then persuaded Parliament to extend the Defence of the Realm Act (DORA) in order to increase state powers over industry. He also successfully campaigned for a Ministry of Munitions to oversee the purchase, production and supply of all war materials. He was also appointed to head this new ministry himself. The Ministry of Munitions set up a central purchasing system for buying essential war materials. It organised British science to help the war effort and encouraged the development of new weapons (such as, mortars and the tank). It encouraged factories to convert from peacetime to wartime production and set up many of its own factories (e.g. a MoM factory in Leeds employed 16,000 workers and produced 25 million shells by 1918). By 1918, the MoM directly managed 250 state factories, supervised another 20,000 factories and controlled almost 4 million workers. It encouraged women to enter jobs previously dome by men. It controlled prices, wages and profits, rationed essential foods, bought 90% of imports and had charge of transport and fuel. Key industries came under state control (railways, docks and coal mines). The state altered clocks by introducing BST, reduced the strength of alcoholic drinks and limited opening hours for pubs. Feeding soldiers and workers: Problem: there was a shortage of agricultural workers; German U-boats were sinking merchant ships bringing supplies to Britain. A Department of Food Production was set up to increase the amount of homegrown foodstuffs. The government paid farmers to plough wasteland, allocated scarce fertilisers, supplied prisoners of war to work on the land and encouraged women to volunteer for farm work. Raising money: Old ideas about ‘balancing the budget’ had to be abandoned. Instead the government had to borrow money from its own people and from neutral countries.. The cost of the Great War was staggering. Government spending rose from £200m in 1913 to £2,600m in 1918. As well as borrowing, the government also had to increase income taxes on the affluent middle classes and manual workers. During the war, Britain’s national debt increased by 1,200%. Reliance on the USA: Many traditional export markets were blocked off by the war. One obvious solution was to rely on the growing economic power of the USA. Britain bought huge amounts of war materials from American suppliers, much of it financed through the New York banking firm, JP Morgan. In 1915, Britain secured a loan of $5,000m. The war cost Britain $5m per day, of which $2m was raised in the USA. Prioritise Underline the three most important sentences here. Rank 1-3. Briefly explain number 1. Cross out the least important sentence. Which is the most effective in your opinion? Explain your thinking. Extend Write a knowledge style essay question that could be asked by the examiners on this topic.

Categorise Reduce Transform Prioritise Extend
What other warm up rituals help you prepare for the main event? Reduce Change this photo into six words. Transform Explain how this photo makes you feel? what’s happening? Prioritise The three most important lessons to learn here. Extend Write down three questions you’d like to ask the All Blacks about their ritual?

Moving from… Answer all questions To…
Increasing challenge in mathematics and the sciences, without increasing time required for preparation… Adapted from an Edexcel specimen paper To…

Make a flow-chart to show the steps required to complete Q4. Flexibility of thinking Make a five-step guide to support a Year 12 student encountering these questions for the first time. Flexibility of thinking Write your own exam question and mark-scheme for this topic. Analysis and application What are the two most difficult questions here? Why are they so hard? Answer the most difficult. Flexibility of thinking One of these questions cannot be answered. Which one and why?

Thinking Hard: ‘No prep-quick win’ strategies
P.E. complex text Identify three messages contained in this text. Explain each message in 15 words max. Transform the argument of paragraph 2 into an image. No words allowed. Break this text into five chunks. Explain why the information in each chunk might be true/criticise each chunk. Underline the three most important sentences. Briefly explain your no. 1. Cross out the least important sentence here. Explain your thinking. Sort this information into three categories. Highlight and think of a suitable title for each category. Improve this paragraph in three ways. Write down three questions you’d like to ask a professor about this text. Write your own exam question and mark-scheme for this topic. Influenced by: Doug Lemov: ‘Teach Like a Champion 2.0: 62 Techniques That Put Students on the Path to College’ Daniel T. Willingham: ‘Why don’t students like school?’ David Torn & Peter Bennett: ‘Brilliant Secondary School Teacher: What You Need to Know to be a Truly Outstanding Teacher’ A thought-provoking training session delivered by Mike Hughes at DGGS in 2013

P.E.: worksheet of Qs Make a flow-chart to show the steps required to complete Q4. What are the two most difficult questions here? Why are they so hard? Answer the most difficult. Which is the easiest question here? Why is it so easy? Which skills will you require to answer these questions? Group together exercises that require the same technique. Highlight in three different colours. One of these questions cannot be answered. Which one and why? Make a five-step guide to support a Year 12 student encountering this sport for the first time. Write your own exam question and mark-scheme for this topic.

“We are what we repeatedly do
“We are what we repeatedly do. Excellence, then is not an act but a habit” Aristotle

Willingham on practice
“It is difficult to overstate the value of practice. For a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery, is necessary. That students would benefit from practice might be deemed unsurprising. After all, doesn't practice make perfect? The unexpected finding from cognitive science is that practice does not make perfect. Practice until you are perfect and you will be perfect only briefly. What's necessary is sustained practice. By sustained practice I mean regular, ongoing review or use of the target material (e.g. regularly using new calculating skills to solve increasingly more complex math problems, reflecting on recently-learned historical material as one studies a subsequent history unit, taking regular quizzes or tests that draw on material learned earlier in the year). This kind of practice past the point of mastery is necessary to meet any of these three important goals of instruction: acquiring facts and knowledge, learning skills, or becoming an expert.” Professor Daniel T. Willingham, University of Virginia

High challenge, low preparation
No new resources required No additional preparation required beyond careful lesson planning to ensure students become active in their thinking

In your groups… Think: Reflect on what you have just heard about the Thinking Hard Process. Consider a lesson you taught this week. How could you have increased thinking by using one of the methods? Pair: Share your thoughts and ask questions to clarify understanding Share: What is your best point to share with the group? Gives colleagues the opportunity to reflect on the Thinking Hard Process and their individual subject area. They might want to plan out or add a Thinking Device to an upcoming lesson.

Thinking Hard – Planning Sheet The Thinking Hard Process
Questions that unlock thinking Explanation – Why might that be the case? How would we know that? Who might be responsible for…? Hypothetical – What might happen if…? What would be the possible benefits/impact of X? Evidence - How do you know that? What evidence is there to support this view? Clarification - Can you put that another way? Can you give me an example? Can you explain that term? Linking and extending - Can you add to what X just said? How does this idea support/challenge what we explored earlier in the lesson? Summary and synthesis – What remains unknown at this point? What else do we need to know or do to understand this better? Metacognition – What was the most difficult part of that task? How would you do it differently next time? How could you approach this question? The Thinking Hard Process Knowledge and Understanding: Reduce Reduce the key argument into a tweet (140 characters) OR 12 words. Reduce the paragraph to three key points Reduce this paragraph to 6 words. In pairs compare your words, add to of the best to your list Explain … in a maximum of 12 words Knowledge and Understanding: Transform Change this image into six words/a paragraph. Transform this paragraph into a diagram/chart/sketch. No words allowed. How does this text/image/performance make you feel? Change this idea/event/character into a model. Analysis: Prioritise Change the most serious problem here into an image. No words allowed! Label your partner’s image. Why do you think that this problem is so serious? Diamond Nine activity. Justify your top three choices. Any ranking exercise and justification of top and bottom responses. Which of these questions is the most difficult/easiest? Explain why. Underline the most important/thought provoking/surprising/ shocking statement. Neatly cross out the least important point. Explain your thinking. Analysis: Categorise Sort this information into three categories. Highlight and think of a suitable title for each category. Group together questions that require the same technique to answer. Highlight in three different colours. Flexibility: Extend Write down three questions you would like to ask…about…. Flexibility: Making connections How is this question/text/image similar to X? How is it different? Flexibility: Deconstruct Write a three-step guide for a Year 12 student to answer these types of question. Think-Pair-Share Teacher asks a question Students are given time to think about their responses Students pair up and discuss their responses Think-Pair-Share Various Perspectives State a question and ask pairs to “think” in terms of a different perspective e.g. A character in a story, a particular scientist or thinker, a person from history. Etc… This is a printable short summary for teaching staff to use to support both planning and in class lesson delivery Think-Pair-Share (Listen) – When students are sharing ideas in their pairs remind them to listen to their partner’s ideas. When are asked to share, students share the idea of their partner not their own. Think-Pair-Silent Share – The students share their ideas as a silent written dialogue in the form of a spider diagram. This allows students to deepen thinking by taking time to present information in a written form. Think-Pair-Square – Students share with two other students after they have completed Think-Pair-Share (4-square). Think-Write/Draw-Share – Students write or draw their own ideas paired discussion with a partner. This allows ideas to be developed more before sharing.

A PiXL PLC for STAFF use ….

Bruegel, Pieter the Elder. Pieter Bruegel (about 1525-69),

The Thinking Hard Process
Knowledge and understanding Reduce Transform Deconstruct Derive Analysis and application Prioritise Categorise Criticise Trends and patterns Practise Flexibility of thinking Make connections Compare Extend Create These are the 12 Thinking Devices that support the Thinking Hard Process. The key messages are: supporting, providing questions and activities that require student to do something with the information. low teacher planning; high student thinking.

Carry out some classroom action research. i. e
Carry out some classroom action research. i.e. Create some activities and questions based on Thinking Hard devices and trial them in your lessons. Evaluate the effectiveness of what you did. Adapt, change or improve it and try again. Trial with a different class. Go through the training again ensuring you understand the Thinking Hard Process. Start to create activities and questions based on Thinking Hard for your own subject area. Make it a focus of learning walks and book scrutiny. IMPLEMENTATION Launch the strategy to SLT. Create classroom displays and use a common language across subject areas. Launch the strategy to Curriculum Leaders. Launch to whole staff and deliver whole staff CPD Including LSAs. Establish PLG to embed the strategy.

CPD – Looking at new specimen material and past papers ask departments to analyse exam questions and identify which thinking devices are needed to answer the questions correctly.

Flexibility of thinking CONSOLIDATE AND REVIEW
Phase 1 Introduce new knowledge and skills Arouse curiosity and interest Ask hypothetical questions Ignite the thinking HOOK STARTER OBJECTIVES Phase 2 Explain, teach demonstrate new knowledge and skills. Make the learning stick through memorisation and thinking hard. Expert questioning to encourage high quality thinking talk. Reduce Transform Deconstruct Derive New Information Knowledge Understanding Give students a range of differentiated TH activities to allow them to process the knowledge and or apply the skills. Ask higher order thinking questions. provide stimulus and opportunities for hard thinking an in-depth discussion. Prioritise Categorise Criticise Trends and patterns Practise Phase 3 PROCESSING Analyse Apply Flexibility of thinking Review the learning. Review the thinking. What was difficult? How did we overcome? What next? What if? Make connections Compare Extend Phase 4 CONSOLIDATE AND REVIEW Metacognition 69

These resources have been adapted by the PiXL Think and Curriculum teams building on the strategy for PiXL Thinking Hard and Thinking Talk devised by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. The PiXL Club Ltd, Company number

“ Thinking Hard” This Strategy has been devisied by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. Contact:

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“ Thinking Hard” This Strategy has been devisied by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. Contact:

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Presentation on theme: "“ Thinking Hard” This Strategy has been devisied by Simon Hardwick and Martin Jones; Deputy Headteachers at Dartford Grammar School for Girls. Contact: "— Presentation transcript:

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