Stretch & Challenge. A few ideas….
How can we ensure all students are challenged every lesson? Here are a few ideas I have used to encourage challenge in my Geography lessons recently.
What can you find out?
“Learning happens when people have to think hard” Prof. Robert Coe – Durham University. How often do we make students think hard – looking back I know that I don’t do it as often as I probably should…
So here is one idea I have used at the start of my lessons:
This example was for a Year 10 introductory lesson to Urban Issues.
I left my students with this image on the board/a copy each and then left them to think for 15 minutes (which felt like eternity) I then gave them some discussion time. Amazingly they came up with most of the ideas off the specification – they annotated their image to show their thoughts and added to them through discussion. I repeated this with my year 9’s and while there was more moaning, once they realised I wouldn’t help them they tried a bit harder and I had similar outcomes – they had summarised our whole topic in about 25 words and from one photograph. Have a go – you might be surprised what they come up with!
An old one, but a good one. I remember seeing hexagons everywhere a few years ago but I had forgotten about them until I came across an old example when tidying my classroom. So I started using them again and I remembered why I like them so much! There is no right answer – which means there is lots of room for discussion and often the students come up with links that you might not have thought of.
I used this idea to support an exam question in a year 13 lesson looking at LDC countries. I put images onto the hexagons and the students cut them out, stuck them next to others and then annotated the links between them. They then used this to plan their essay. It worked well due to two reasons – it supported lower ability students as the photographs helped as a prompt to start different sections but it also challenged the higher ability students because the ‘link’ is usually where this class fall down – they forget to link their ideas to both the question but also other topics.
Here is an example:
Command words – are the one thing every time I mark mock exams I wish my students understood. Despite doing a range of activities linked to command words and having them stuck around my room and on the table in front of them, I till find students explain when the question asks them to describe and vice-versa.
With the new examination changes and the increasing level of literacy needed to interpret some of the questions the focus on command words is more important than ever!
I went to a PIXL conference back in November and saw Rebecca Chew (@MissChewBeka) present her ideas on stretch and challenge… I have used every single one of them in various lessons since but my favourite is most definitely the IDEAL analysis.
It is based around a need for students to understand the different command words, but also that as we move through the word IDEAL the difficulty increases.
I – identify – what is it that you can you see?
D – describe – what does it look like, where are different objects/landforms?
E – explain – why is it like that, what are the reasons for what you can see?
A – apply – where else might this happen, how might it be similar/different?
L – link – how does this link to wider geography, other topics, other places?
Students seem to like it and more importantly find it useful. I recently marked a year 10 mock which asked students to use a figure (a photograph of the devastation caused by an earthquake) to support their answer and saw many of them plan their answer using IDEAL.
Below is also an example of a differentiated worksheet given to support some of the students in my class.
There are some more examples on my twitter if you want to take a look (@jennnnnn_x)
Hope some of these ideas are useful,