RETHINKING " CHALLENGE " IN THE CLASSROOM : FROM PRINCIPLES TO PRACTICE
BY : ANN MCCARTHY
How often do you use the word " challenge " when planning or discussing lessons ? Is there a shared understanding of and approach to challenge across your school ? How often do your students experience real cognitive challenge , including the most able ?
The notion of " challenge " is ubiquitous in education , but not always accompanied by a clear understanding of what it means or how to achieve it . In a recent project , UK-based charity NACE ( the National Association for Able Children in Education ) set out to examine the notion of " cognitive challenge ". This is summarised in a publication focusing on the experience of schools accredited with the NACE Challenge Award – granted to recognise high-quality provision for more able learners within a context of challenge for all – against a backdrop of relevant research .
" Cognitive challenge " can be summarised as an approach to curriculum and pedagogy which focuses on optimising the engagement , learning and achievement of highly able children . NACE uses this term to describe how learners become able to understand and form complex and abstract ideas and solve problems . Cognitive challenge prompts and stimulates extended and strategic thinking , as well as analytical and evaluative processes .
This is distinct from the common use of the word " challenge " to refer to closed , standalone " challenge " or " extension " activities . These can successfully increase pupils ' repertoire and skills , extending learning at specific times on specific topics – with useful , but limited benefits . This limited approach can lead to learners becoming disengaged and can mean opportunities to develop cognitively challenging learning are missed .
Moving away from this narrow view of challenge to focus on developing cognitive challenge in a way that is strategic , embedded and consistent can provide greater long-term learning gains , changing the way pupils think and increasing their capacity for flexible thought and imagination . It can improve pupils ' learning expertise , appetite for learning and wellbeing .
What does this look like in practice ?
In the NACE project , participating schools focused on key principles and actions designed to provide cognitive challenge and impact on the present and future cognitive growth of learners . The project identified three core strands :
1 . Design and management of cognitively challenging learning opportunities
In the most successful ' cognitive challenge ' schools , leaders have a clear vision and ambition for pupils , which is implemented consistently across the school . All teachers engage with the culture and promote it in their classrooms , involving pupils in their own learning . When you walk into any classroom , pupils are working to the same model and expectation , with a shared understanding of what they need to do .
Pupils are able to take control of their learning and become more self-regulatory and increasingly autonomous . Through intentional and well-planned management of teaching and learning , children move from being a recipient in the learning environment to an effective learner who can call on the resources and challenges presented . They understand more about their own learning and develop their curiosity and creativity by extending and deepening their understanding and knowledge .
34 Term 1 Sep - Dec 2021
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