“A question for you: What does high challenge teaching look like?”
“Oh, easy answer: make the work harder”
“OK, another question – what is harder work?”
“Er… more difficult work?”
“And what is the nature of more difficult work?”
“[now trying desperately to break out of synonym soup] I suppose work which moves pupils on further and faster…”
“And how does the work achieve this?
“Umm… by being highly challenging?”
We were asked the first question at one of our regular trust Curriculum and Assessment Group meetings. Perhaps aware that playing with synonyms wasn’t going to take us any nearer to a useful definition, we didn’t spend time on this game!
We were also unlikely to attempt to define challenge by using descriptions of good summative performance. In so doing, as Christodoulou explains, we simply confuse ‘the description of a phenomenon with its explanation’. Sure, an observer with subject expertise…
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