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Hannah: Plan your questions into your lesson plan. Also set up the class for questioning (prepare them/warn them that they're going to be asked a question). 

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Hannah: Plan your questions into your lesson plan. Also set up the class for questioning (prepare them/warn them that they're going to be asked a question). 

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Allow pupils to choose from a selection of tasks.

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Allow pupils to choose from a selection of tasks.

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Independent/group research work for students find creative ways to problem solve & embrace failure as a learning tool

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find efficient ways to scaffold downwards  so that aspirations are raised

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I am going to teach a topic that I am curious about and explain to the students why I feel passionate about it.

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I am going to teach a topic that I am curious about and explain to the students why I feel passionate about it.

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using group work to harness students' ability and enthusiasm to teach each other - marketplace / crowdsourcing learning

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Using the challenge as the starting point, and helping pupils get there.

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I am going to try to plan into some of my lessons the idea of having the challenge as the main LO and the scaffolding around it. Challenge as the centre of the learning.

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I am going to have a carosel of research activities to promote curiosity and enjoyment of learning.

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I think adding choice into learning and having multiple entry points around a central challenging enquiry question. I am also going to use research tables.

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Jake
Give a problem and ask students to make a list of what they need to know to be able to solve it

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Mike

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Quiz quiz trade - students teach each other. They can't "move on" to another quiz card until they have learnt what is on the original card - Anoushka 

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Quiz quiz trade - students teach each other. They can't "move on" to another quiz card until they have learnt what is on the original card - Anoushka 

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Having students make resources for other students to use.

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Having students make resources for other students to use.

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Alex

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Use the most able students more as "mini teachers"

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Emma: I am going to group students into ability groups with the purpose of stretching them to achieve the next GCSE level in an exam style essay.

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Students to choose what workshop they want to learn next lesson and I will select a champion of this skill to lead the lesson. Encouraging students to think about their learning process

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To have differentiated questions to stretch ability without the students knowing - Pinar

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To have differentiated questions to stretch ability without the students knowing - Pinar

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Resourc as much as you can and then know when to take it away -selective. High order thinking questioning in group discussion - push high ability and then bounce to middle/low ability to respond

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Change my way of thinking about setting tasks

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Change my way of thinking about setting tasks

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Make the main activity central on the board and provide scaffolding for students who need it. Connor

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Use of market stall within the classroom - students then move around the classroom to the different stalls and teach each other to consoldate learning

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Change 'all; most; some' to something more inspiring to them in my subject

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Change 'all; most; some' to something more inspiring to them in my subject

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Incorporate higher order questions pose, pause, pounce, bounce

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Student resource making

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Nisha- Using 'bloom's taxonomy' to adapt my questioning to challenge different ability students. 

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Nisha- Using 'bloom's taxonomy' to adapt my questioning to challenge different ability students. 

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Include a task that challenges the students to take the lead and use their imagination - let them find the method that suits them instead of giving it to them myself.

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Students work back to back in pairs, articulating a keyword. Just like the classic game of articulation, students develop their speaking and listening skills whilst consolidating knowledge.