Planning for challenge

1. Planning for challenge

2. Key issues addressed by the study This study explored: the extent to which pupils are challenged in their work the most effective strategies for promoting challenge teachers’ perceptions about challenging pupils

3. The key elements of the study This study included: a survey which found out about pupils’ perceptions about challenge a literature review which looked at the evidence for constructing challenge in the curriculum focus groups where teachers discussed their experiences of constructing challenge

4. The survey: pupils’ experience of challenge Asignificant proportion of pupils felt that they were under-challenged in their school work. In 2008, 31% of secondary pupils said that lessons were not too difficult for them. By 2010, this had risen to 58% There was some correlation between pupils finding lessons hard and their (self-reported) attainment level. So those who found their lessons hard seemed to be attaining at a higher level.

5. The literature review: promoting challenge A number of strategies were found to be effective for promoting challenge. These were teachers encouraging pupils to take responsibility for their learning building on pupils’ starting points using strategies such as collaborative problem solving

6. The literature review: taking responsibility Encouraging pupils to take responsibility for their learning was found to be effective for promoting challenge. This involved teachers taking a more facilitative role planning tasks that revealed the points at which it was possible to step back and let pupils work independently

7. The literature review: pupils’ starting points An effective way of promoting challenge was building on pupils’ starting points. This involved: finding out what pupils knew and could do already by using diagnostic tasks designing tasks and resources that built on this For example, teachers used a test to find out about pupils’ understanding of a concept in algebra. They then provoked ‘cognitive conflict’ by asking the pupils to do the same task using a different method. The teachers helped the pupils resolve the ‘conflict’ by organising group discussion of the new concepts and methods.

8. The literature review:collaboration and inquiry Using collaborative problem solving was found to be effective for promoting challenge. This involved: changing pupils perceptions of learning from being about receiving knowledge to investigating issues developing pupils’ group work and thinking skills For example, teachers encouraged pupils to generate their own questions and enquiries in science lessons. They discussed their ideas with their peers and used a computerised database to help them with their investigations.

9. The focus groups: teachers’ experiences of planning for challenge • The teachers identified a number of issues in planning for challenge. These included • the difficulties in identifying pupils’ starting points • concerns about over-challenging pupils • knowing when to step- back

10. The focus groups: identifying pupils’ starting points • The teachers thought that identifying pupils’ starting points could be difficult because of a lack of time to: • listen to pupils’ explanations in depth • observe pupils carrying out activities

11. The focus groups: strategies for identifying starting points The teachers suggested a number of strategies which could support the identification of pupils’ starting points. These included refraining from doing most of the talking asking probing questions planning structured written tasks that ask pupils to record what they already know developing pupils’ skills so that they can work independently whilst the teacher carries out observation

12. The focus groups: over- challenging students • The teachers thought that over-challenge could result in the pupils: • losing confidence and self-esteem • becoming disinterested • behaving disruptively • developing misconceptions

13. The focus groups: strategies for overcoming the risk of over-challenge The teachers suggested a number of strategies which could help reduce the risks of over-challenge. These included developing an ethos where it is ‘okay’ to be stuck or ‘fail’ at a task initially building up a relationship of trust by being upfront about the nature of the challenge stepping the challenge so that it gets progressively more difficult

14. The focus groups: stepping-back • The teachers thought that knowing when to step-back could be difficult because • it was hard to let go • there was a lack of time to help pupils develop the independent learning skills that they needed • the students might develop misconceptions

15. The focus groups: strategies for stepping-back The teachers suggested a number of strategies for stepping-back. These included helping pupils develop independent learning skills explaining to pupils that they were expected to work things out for themselves structuring tasks so that the learning was scaffolded and students were not completely left to their own devices in the early stages

16. What was the size of the study? • The surveys involved over 2000 pupils from over 60 schools in 2008 and 2009, and over 8,000 pupils from over 100 schools in 2010 • The literature review involved consideration of 7000 studies from which 45 studies were identified in-depth data extraction. • 52 teachers from across England took part in the focus groups. The groups included teachers with a primary and secondary background who had responsibilities for maths, English or science.

17. How was the information gathered? Three online surveys of pupils were carried out over consecutive years A review of research into how teachers construct challenge was carried out. This systematically identified 45 studies. The findings from these studies were synthesised into a literature review. 6 focus groups were held with teachers to explore the findings from the review

18. How can teachers use the evidence in this study? • Encouraging pupils to take responsibility for their learning was found to be effective for promoting challenge. The teachers suggested that it was important to help pupils develop independent learning skills. • You might like to discuss with a colleague how you have you made these skills explicit to pupils. Which skills do you think your pupils particularly need to develop? Which skills do your pupils think they need to develop? • How do you structure tasks so that the pupils are encouraged to take an increasing level of responsibility for their learning?

19. How can school leaders use the evidence in this study? • A significant proportion of pupils felt that they were underchallenged. • To what extent do the students in your school feel challenged? You might want to work with your leadership group to design a questionnaire or classroom activity which will help you gather this information. • Teachers found it difficult to step-back and let students take responsibility for their learning. • Could you provide opportunities for staff to discuss strategies for stepping back? How could you support staff in using these strategies?

20. Follow-up reading • CUREE (2010) QCDA Building the evidence base-Constructing challenge in the curriculum: teachers’ views of the difficulties and risks involved and ways of overcoming them. (unpublished report) • CUREE (2010) QCDA Building the evidence base student data- final report. (unpublished report) • CUREE (2009) QCDA Building the evidence base – challenge review report. Coventry: CUREE