G

G& &T
T
NQT
NQT Training
Training
12 th & 13th
th July 2007
12 & 13 July 2007
th

Suzanne Hinchcliffe &

Heather Williams
 Designing Classroom
Challenges
• Day to day classroom provision, on a lesson by
lesson basis, is the foundation for developing
high aspirations and high attainment.
• Inclusion and personalisation in the learning
environment is vital.
• Differentiation, in the classroom, can be
defined as recognising individual differences
and devising strategies which take account of
them.
 What can we do?
Models of provision
• Acceleration – same as everyone else but
quicker
• Broadening – extra curricular, activities
out of school, after school clubs
• Deepening – thinking skills/questioning
• Independence – ownership and choice
• Reflection
 HOTS (Higher Order
Thinking Skills)
• Links to Bloom’s taxonomy
• Bloom’s – remembering, comprehending
and applying are lower level thinking
skills while analysing, synthesising and
evaluating are HOTS
• What makes a question more
challenging?
 Higher Order Thinking
Skills
‘Higher order thinking occurs when a person
takes new information and information
stored in memory and interrelates and/or
rearranges and extends this information
to achieve a purpose or find possible
answers in perplexing situations.’

Lewis and Smith (1993, p.136)

 Professor Philip Adey
• ‘What the research shows consistently is
that if you face children with intellectual
challenges and then help them talk through
the problems towards a solution, then you
almost literally stretch their minds. They
become cleverer, not only in the particular
topic, but across the curriculum.’
 Goldilocks & the Three
Bears
Knowledge
• What happens in the story?
• What did Goldilocks do in the bears’ home?
Comprehension
• Why did it happen that way?
• Why did Goldilocks like the little bear’s
bed best?
 Goldilocks & the Three
Bears
Application
• What would you have done?
• What would have happened if Goldilocks
had come to your house?
Analysis
• Which part did you like best and why?
• Which parts could not be true?
 Goldilocks & the Three
Bears
Synthesis
• Can you think of a different ending?
• What would you have done if you were
Goldilocks?
Evaluation
• What did you think of the story?
• Was Goldilocks good or bad and why?
 Task
• Choose a traditional tale and make up
one question for each of Bloom’s
thinking skills.
• Try them out on another
group/person.