Breadth, Challenge & Application Jaclyn Andrews November 2018

1. Breadth, Challenge & Application Jaclyn Andrews November 2018

2. Purpose of the training • Further develop understanding of how to ensure breadth within their classrooms • Further develop understanding of how to ensure challenge within their classrooms • Further develop understanding of the definition of application and how to ensure it within their classrooms • Look at practical examples • Self-evaluate in relation to breadth, challenge and application

4. For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to show that they: • have achieved a breadth of learning across the experiences and outcomes for an aspect of the curriculum • can respond to the level of challenge set out in the experiences and outcomes and are moving forward to more challenging learning in some aspects • can apply what they have learned in new and unfamiliar situations Building the curriculum 5

5. What is meant by breadth of learning? Breadth refers to the number and range of experiences and outcomes encountered by learners. CfE Briefing 2 Curriculum for Excellence: Assessing progress and achievement in the 3-15 broad general education

6. What is meant by breadth of learning? Examples of where an increase in breadth can show that a learner is progressing include: • A growing confidence and competence in skills for learning, life and work • A broadening range of texts, performances or presentations • An improving range and competence in skills and concepts • A broadening use of more advanced language, formulae and equations • A broadening amount of detail in the descriptions and explanations they give CfE Briefing 2

7. Ensuring Breadth Varied approach for: • Learning and teaching • Assessment approaches (say/make/write/do) Breadth is not ‘coverage’ or ticking off lots of boxes.

8. Breadth in Numeracy & Mathematics • Work confidently with an increasing number of connected experiences and outcomes • Identify mathematical ideas and concepts required to interpret questions • Use an increasing range of mathematical language and notation, formulae and equations • Use an increasing range of mathematical tools

9. What is meant by challenge in learning? Challenge refers to the attributes, capabilities and skills, including higher order thinking skills which are embedded in learning. For example, many of the Experiences and Outcomes include skills such as analysing, evaluating and creating. CfE Briefing 2

10. Examples in Numeracy & Mathematics

11. What is meant by challenge in learning? Examples of where an increase in challenge can show that a learner is progressing include: • Learning in more complex contexts • Using and/or presenting increasingly complex texts in terms of length, structure, vocabulary, ideas, and/or concepts • Responding to and producing increasingly complex pieces of work, information and concepts • Responding accurately and confidently to more complex contexts • Learners becoming more adept at evaluating their own and other’s learning • Demonstrating increasing responsibility and independence in learning

13. Challenge is not something that should be provided for only high achievers It is an important balance. That balance is that you’re providing a learning experience that is challenging without becoming frustrating. Challenge is important for students because it forces them to grow. Not too easy/not too difficult

14. The importance of ‘struggle’ https://www.youcubed.org/resources/the-importance-of-struggle/ Professor Jo Boaler Stanford University ‘Mistakes are powerful’ https://www.youtube.com/watch?v=vm98SR_UWIo

15. Pace • Moving at a brisk pace keeps learners focused • It is not ‘rushing’ through everything at speed • https://www.youcubed.org/resources/speed-video/

16. Ensuring challenge in the classroomAwareness of previous knowledge/skills is essential.Learners are working on appropriate tasks and the teacher is responsive to the ability and interests of the pupils or group.Learning intentions and Success Criteria are expressed overtly.Learners are clear about how to use their learning.

17. Ensuring challenge in the classroomA balance of active, collaborative, and independent learning is within the classroom/school learning areas. All pupils are involved – everyone has something to say or do to contribute to their learning. Sound knowledge of prior learning is essential.Don’t complete pages and pages of work just to keep them busy.Don’t give the answers away too readily – take a step back!

18. Questioning Questions can help pupils to develop their thinking from the concrete and factual to the analytical and evaluative. Higher order questions help pupils explore ideas and make connections. Questions prompt pupils to inspect their existing knowledge and experience to create new understandings.

19. Questioning • Ask fewer but better questions • Use more ‘open’ questions • Reframe questions • Prepare key questions before the lesson • Allow proper ‘thinking time’ • Allow time for learners to discuss

20. Interactive Oral Mental Mathematics • What is 6 - 4?Show me two numbers with a difference of two. • Is 16 an even number?What even numbers lie between 10 and 20? • What are four threes?Show me two numbers with a product of 12. • How many centimetres in a metre?Tell me two lengths that together make a metre. • Continue this sequence: 1, 2, 4,Find different ways to continue this sequence: 1, 2, 4, ...

21. The Answer Is…What is the Question? x + 7 – 

22. The Answer Is…What is the Question? x 7 x 1 3·5 x 2 1·75 x 4 + 3 + 4 1·2 + 5·8 -1 + 8 7 – 8 – 1 10 – 3 29 – 22  35  5 63  9 77  11

23. What Else Do You Know? 12 x 5 = 60

24. What Else Do You Know? 60 12 = 5 60  5 = 12 6 x 5 = 30 5 x 12 = 60 12 x 5 = 60 12 x 10 = 120 1·2 x 5 = 6 11 x 5 = 55

25. What Else Do You Know? 60 12 = 5 3 x 5 = 15 60  5 = 12 6 x 5 = 30 12 x 25 = 30 5 x 12 = 60 12 x 5 = 60 12 x 10 = 120 24 x 5 = 120 1·2 x 5 = 6 12 x 05 = 06 11 x 5 = 55 10 x 5 = 50

26. What Else Do You Know? 20% of 60 = 12 1 12 1 5 of 60 = 5 of 60 = 12 60 12 = 5 3 x 5 = 15 60  5 = 12 6 x 5 = 30 12 x 25 = 30 5 x 12 = 60 12 x 5 = 60 12 x 10 = 120 24 x 5 = 120 1·2 x 5 = 6 12 x 05 = 06 11 x 5 = 55 10 x 5 = 50

28. Challenge in Numeracy & Mathematics • work with increasingly complex questions involving more steps and operations • work with open-ended questions and tasks • use an extended range of mathematical knowledge in tasks • interpret increasingly complex numerical information and use this to draw conclusions, assess risk, make reasoned evaluations and informed decisions • communicate understanding by articulating ideas, approaches and processes with increasing clarity, both orally and in written form.

29. What is meant by application of learning? Overlapping with both breadth and challenge, application refers to how knowledge and understanding, attributes, capabilities and skills, including higher order thinking skills, are used in new and unfamiliar contexts so that they become transferable. This is about learners becoming flexible and adaptable in the way they apply their learning. CfE Briefing 2

30. What is meant by application of learning? Examples of progress in application of learning include: • Using skills and knowledge in different situations • Using skills and knowledge in creative and innovative ways • Finding, selecting, sorting and linking information from a variety of sources • Using information for different purposes • Creating texts to persuade, argue and explore ideas • Presenting, analysing and interpreting evidence to draw conclusions CfE Briefing 2

31. Summarised Inspection Findings ‘Across the school, children have regular opportunities to write, often linked to the current class theme or topic. This gives the children opportunities to practise and apply their writing skills in a meaningful context.’ ‘Staff recognise the need to ensure children have regular opportunities to revisit topics and offer children more opportunities to demonstrate and apply their learning.’ Bothwell Primary - Summary Inspection Findings 22/5/18

32. Summarised Inspection Findings ‘Teachers use a range of assessments to monitor children’s progress and plan next steps for individuals and groups. Commendably, this includes a holistic approach to assessing children’s application of learning in new and unfamiliar contexts. ‘ ‘They can also talk about a range of real-life contexts and occupations were the application of numeracy and mathematics is a key skill. ‘ Corsehill Primary – North Ayrshire 12/03/18

33. Application of Learning Swedish Example

34. A major goal of schooling is to prepare students for flexible adaptation to new problems and settings. The ability of students to transfer provides an important index of learning that can help teachers evaluate and improve their instruction. https://www.nap.edu/read/9853/chapter/6#77

35. Examples of Application • Outdoor learning • Problem solving • Using their learning in another curricular area, e.g. - report writing in science - talking and listening in health and wellbeing - numeracy in science - ICT across all areas - many, many more…

36. Application in Numeracy & Mathematics • make connections and apply knowledge, understanding and skills across the numeracy and mathematics experiences and outcomes • use numeracy and mathematical skills in other curricular areas • understand and explain how numeracy and mathematics impacts on the world of learning, life and work.

37. Numeracy Example – St Columba’s • In June, P7/6 will be going to Iona for a day trip to learn about St Columba. There will be 23 children going and 3 adults. We must travel from Oban to Mull by ferry and then when we arrive on Mull, we must travel by bus from Craignure to Fionnphort before getting the ferry from Fionnphort to Iona. We must also have time to explore the Iona Abbey before returning to Oban. • You must plan our day. This should include when you get up, what time you need to leave your own house and you must ensure that we leave on the ferry from Oban no earlier that 8am and that we are back in Oban by 6pm. You must also calculate the average cost per person.

38. Examples of holistic assessments Literacy • End of 1st Level • Create a game for the Christmas Fayre and write a clear set of instructions to help others play the game. • Design a poster to persuade visitors to the fayre that your game is worth playing! • Try each other’s games by reading the instructions provided and choose your favourite, giving a reason for your choice.

39. Examples of Application Work in small groups to share examples of where you or a colleague have provided opportunities for learners to apply their learning. Make brief notes on the paper provided.

40. Self-evaluation Template provided

41. Jaclyn.Andrews@eastrenfrewshire.gov.uk 0141 577 4681