Challenging All

Ideas to support

Support

Below are links to some resources that may be of use when looking at supporting your area. Some woud require more training than others but may inspire ideas.


Challenge Based Learning

This concept really engages the students in the learning process and comes under the idea of co-construction. the students are as much a part of content as they are of the outcome. It gives a real stretch to students at all levels as they work collaboratively to solve the challenge.

It incorporates technology to allow them access to information related to the topic they are looking at.

Students taking a lead

One key thing to really challenge your top learners is for them to create resources to introduce or summarise learning that is taking place.


Using the iPods students can film, take audio or create presentations that can be shared with all. This not only acts as a great resource but will add to students understanding of the topic.


Utilising Edmodo with this gives students the opportunity to set the learning up or share a review. It also shows that learning can take place outside the classroom.

SOLO Taxonomy

SOLO Taxonomy is a great way of structuring progression and independence in a group. The structure may at first seem complicated but it is actually very simple.


the stages of SOLO are;


Pre structural - learners at this point know nothing about the topic

Uni structural - learners may know one thing about the topic

Multi structural - learners will know a few things about the topic

Relational - learners can make links between the bits of information

Extended Abstract - learners can take the information and apply it elsewhere.


As you can see there is an obvious move up the phases which lead to higher order thinking skills. The difference between this and blooms is that it makes no judgement on what learners do at each stage (describe, analyse, evaluate etc) but instead that they can make the links.


Ideas for integrating this are to use it as a tracking grid to allow students to mark progress through a session, what did they start the lesson at? Where are they at the end? You can also use it to allow for differentiated work groups called SOLO stations. Here you set up activities based around the phases and students choose to go to the station that they feel they are at. The work at that station is set up to help move them to the next phase.

Using this method technology can play a huge part as it allows for each group to have a different focus and have access to information at all times.