1. Practical Approaches to Stretch and Challenge
Simple Methods and Activities to Enhance Motivation and Achievement

2. Warmer Task
Table activity: know and want

3. If you did this task with your students:
What opportunities are there for stretch and challenge
Name other examples of starter activities & how they support stretch and challenge
Table Discussions

4. Suggestions Collaborative discussions Student-centred
Analysing own practice through discussion
Peer learning
Timed activities
Drawing on prior knowledge
Whole group feedback
Directed questioning

5. Structure of the session:
We’ll demonstrate activities that can be used for stretch and challenge and allow you opportunity to reflect on how these approaches could be used in your own practice.

6. Explain the role of stretch and challenge in classroom practice
Outcomes
Identify approaches for stretch and challenge you can try in your practice
Explain the role of stretch and challenge in classroom practice
Decide on one approach you can try with your students
Recap on objectives

7. The Origins of Stretch and Challenge
‘Differentiation suggests that you can challenge all learners by providing materials and tasks on the standard at varied levels of difficulty, with varying degrees of scaffolding…
Teachers can encourage student success by varying ways in which students work: alone or collaboratively, in auditory or visual modes, or through practical or creative means.’
Carol Ann Tomlinson (2000)
Tomlinson, C.A. (2000) How to Differentiate Instruction: Reconcilable Differences? Standards-Based Teaching and Differentiation, vol 58.pp 6-11

8. Pace, stretch and challenge: Why Bother?
Inspectors found in their evaluation of that high performing teachers:
‘Set relevant and interesting assessments that encompass a wide range of research and presentation skills, provide challenge for learners at all levels and have a strong link to their future career aims. They provide high quality feedback that is focused sharply on further skill development.’
(Ofsted, 2014)
Ofsted (2014) Teaching, Learning and Assessment in Further Education and Skills – What Works and Why, Manchester: Ofsted

9. Professional Standards
4. Be creative and innovative in selecting and adapting strategies to help learners to learn 5 Value and promote social and cultural diversity, equality of opportunity and inclusion 8 Maintain and update your knowledge of educational research to develop evidence-based practice 9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

10. Differentiation through:
Looking at the resources on Differentiation and Blooms Taxonomy :
Which approaches you would like to try and how they can help you stretch and challenge a specific group or individual?
Option: Use Google Images to find an image showing Bloom’s Taxonomy that you find useful.

11. Differentiation through:
Task, outcome, time allowed
Different preferences and support needs
Differentiate feedback and individual targets
Cathy to do
Categorize the approaches and discuss how they could work for you? And where do they fit with Blooms Taxonomy

12. If you did this task with your students:
What opportunities are there for stretch and challenge in this task
Name other examples of where you have differentiated by task

13. Suggestions Analysing own practice through discussion
Different task for different groups
Student-centred
Analysing own practice through discussion
Peer learning
Timed activities
Making links to current experience
Q&A through whole class feedback

14. Target setting and questioning
As teachers we tend to ask questions and tasks in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is, as it doesn’t encourage our students to develop their higher order thinking skills.
(Bloom, et al., 1956)
Bloom, B. S. Engelhart, M. D. Furst, E. J. Hill, W. H. Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company

15. Review Task
1 min
(minutes in bold are total times for 60 min session)

16. Outcomes
Identify approaches for stretch and challenge you can try in your practice
Explain the role of stretch and challenge in classroom practice
Decide on one approach you can try with your students

17. Next Steps
Which activity or approach will you take away and try?
How will you stretch and challenge a specific learner next lesson?
What was useful or interesting about today?

18. References:-
Tomlinson, C.A. (2000) How to Differentiate Instruction: Reconcilable Differences? Standards-Based Teaching and Differentiation, vol 58.pp 6-11 Ofsted (2014) Teaching, Learning and Assessment in Further Education and Skills – What Works and Why, Manchester: Ofsted Bloom, B. S. Engelhart, M. D. Furst, E. J. Hill, W. H. Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company