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The teacher assesses the pupil’s current understanding and
learning needs. The teacher then presents the pupil with Challenge
and provides support for the learning process.
Points Arising
from Research
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Challenge is closely related to stress, but the dividing line between
these is different for different pupils |
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The brain is not prepared for learning when it is under stress
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Challenge is motivating for pupils, particularly boys
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Too high a level of challenge produces stress and is
counter-productive |
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Too low a level results in boredom and is demotivating
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Challenge should be appropriate for the individual and
differentiation is required |
Key Elements of Challenge
Benefits:
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Challenging tasks provide opportunities for collaborative and independent
work |
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Such activities develop skills and attitudes which are valued in the world of work and in
society generally |
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The provision of appropriate levels of
challenge allows pupils to succeed, which helps develop self-esteem |
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Success in challenging tasks helps develop
independence and a sense of responsibility |
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Collaboration over challenging tasks
promotes skills of communication between learners |
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Pupils perceive challenging tasks as
meaningful |
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The process of mutual support in tackling a
challenging task helps develop relationships between pupils and teachers and amongst pupils |
Environment:
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The creation of stress should be avoided
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The teacher may welcome the class in a
friendly way and make interpersonal connections in order to relax pupils
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The physical environment of the classroom
should give appropriate messages, suggesting that active pursuit of challenge is encouraged
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Pupils can be given a degree of choice and a
sense of control over what and how they learn |
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Questioning of pupils should be carefully
gauged to avoid causing individuals stress |
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The atmosphere in the classroom should be one
of respect between all learners and teachers |
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Resources should be readily available to
allow for pupils to engage with challenging tasks |
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The teacher should recognise effort and show
that it is valued |
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The layout of the classroom should facilitate
pupil discussion and collaboration, but also where possible the opportunity for independent working
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Tasks:
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Prior to setting tasks, the teacher must have
good information on the current
levels of understanding of pupils, their needs and support required
|
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The teacher needs to consider the best way to
organise activities |
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A range of tasks should be available to
provide each pupil with appropriate levels of challenge
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An element of choice in tasks will help
engage all pupils |
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A wide variety of experiences, exploiting a
wide range of resources, including those available in the local community, will be likely to motivate pupils
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Pupils should be led to address their own
levels of knowledge and understanding
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Pupils should respond to the challenges of
others |
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Tasks should not be repetitive, trivial, or
merely mechanical |
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Part of the challenge should involve pupils
justifying their thinking |
Broader Context:
Just as building challenge into curricular activities promotes skills needed in
society in general, so it is possible to create activities in a non-curricular context which will assist pupils in school work. For example, Outward Bound courses have
been used to provide pupils with focussed challenges in order to develop personal skills, interpersonal skills and attitudes to challenge in the classroom. Problem-solving days can work in a similar way. Work which benefits the local community is particularly recommended.
ICT:
Researching topics on the internet can
provide challenging tasks for pupils. Print materials can also be very effective resources for open-ended research and investigation, but ICT resources offer more
extensive material in accessible format. “Webquests” are examples of such activities.
Reflection and
Discussion
Do you create the right balance between
stress and challenge?
Can you think of tasks which could be amended
to present pupils with more of a challenge?
Do the suggestions relating to the classroom
environment sound realistic and could you improve yours to promote the notion of challenge?
How can we resolve the tension between
creating a stress-free environment and maintaining sound discipline?
|
Some Activities for
Consideration of Promoting Challenge in the Classroom |
|
Key Element |
Objective |
Action |
| |
Some
examples and suggestions |
|
Benefits |
The provision of
appropriate levels of challenge allows pupils to succeed, which helps
develop self-esteem. |
In a mixed ability
class, groups can be formed to tackle challenging tasks, with less able
pupils reporting findings. Each group member can take a task of appropriate
difficulty to contribute to the final product. |
|
Environment |
The physical
environment of the classroom should give appropriate messages, suggesting
that active pursuit of challenge is encouraged. |
Displays of
products of challenging tasks gives a sense of pupils influencing the
environment. Resources arranged accessibly give the message that pupils
should make decisions about using them. |
|
Tasks |
Tasks should not be
repetitive, trivial, or merely mechanical. |
Ask pupils to
respond in unexpected ways e.g. "Write a poem about a triangle" or
"Draw a picture of the poem you've read" |
|
Broader Context |
It is possible to create
activities in a non-curricular context which will assist pupils in school
work. |
Is there a whole-school
opportunity here? Is it worth considering a challenge within the community,
for example? Each pupil (group?) to learn some new skill? (How to tie a bow
tie? How to juggle?) |
|
ICT |
"Webquests" are examples of such
activities. |
The internet offers ready-made
quests (see reference below). Teachers can also prepare them. |
Selected References
Further Reading
There is a short explanation of the relationship between stress and challenge in
Closing the Learning Gap by Mike Hughes. The book also
gives much food for thought on creating a productive atmosphere in the
classroom. Publisher: Network Educational Press Ltd, PO Box 635, Stafford, ST16
1BF ISBN: 1 85539 051 5
Websites
An internet search for “Webquests” will provide a number of options.
Examples of ready-made ones can be found at the following site:
http://sesd.sk.ca/teacherresource/webquests.htm |
