The aim of this article is to consider the benefits of learning that brings high levels of challenge alongside low levels of stress for both staff and students. Many of the specific tasks described here I have used myself or seen at first hand but it is by no means exhaustive. The examples I provide below are designed to reveal the principles of high challenge, low stress learning rather than to offer 'off the peg' activities that can be seen as a means by themselves to bring about good quality learning.
Before and after.
The activity is a very simple one. Start with an image and simply ask pupils to discuss what came in advance of that moment and what they know or think might have followed. For example, an image of a banana could lead pupils to consider plants and their reproduction, globalisation or even the digestive system of mammals. Teacher questioning and guidance can reshape answers towards those that are most relevant but from the very first moment all pupils are able to make suggestions. At the same time the task encourages pupils to think deeply about the content and explore the possibilities for learning.
It is very common for teachers to ask pupils to 'make notes', 'record the most important issues, 'think about links', 'brainstorm ideas' or 'work together on this one'. Using hexagons is a simple but effective way to do all of these things at the same time without extensive instructions or complicated rules to follow.
There is a need to make a resource for this which is a little time consuming but once created it will last a very long time so it is time well spent. Teachers will need to provide a set of laminated hexagons for each group. Each shape should be roughly the size of one quarter of A4 paper and laminated. Then, with a stimulus such as a video, image, audio clip or text, ask students to record their ideas on hexagons; one idea or point on each shape, so you will need to have many hexagon shapes prepared. Finally, through discussion, pupils move their hexagon to reveal links, create groups or organise the information/ideas in another way. The hexagons help to provide a structure for he conversation about links and connections. Any point a student has recorded has six possible links through each of the sides of the shape, so there are many possible good answers, none of which are in the teachers' head or online meaning that students find their own meaning and understanding. This helps to limit stress and anxiety as there is almost no wrong answer, yet at the same time the task can challenge students to create their own 'big picture' and justify its structure.
Planning for talk
Providing students with ways of finding their own way to understand an idea is an important step between dependence on instruction and independent learning. Both are important elements in high quality teaching of course but here I will just describe some methods of structuring discussions for learning that do not rely on the will and personality of the teacher.
Think-pair-share is a very common strategy but works well by ensuring students have time to process information and consider their own thoughts (think), opportunities to explore them safely with a partner (pair) before takin these to a wider audience such as a small group or whole class (share). The teacher has time to listen in to many pupils, identifying misconceptions and using questions to extend thinking. Studnets also have opportunities to explore ideas, make and correct mistakes and practice language before bringing their answers to an audience or committing them to a page.
When walking around the class in discussion or to check on work, let students know that you will pick on them when it comes to q and a/feedback because they have such good understanding. Anxiety levels tend to be minimised by giving prior warning, especially when it is simply to repeat a point that has already been made in front of two or three others.
Another simple structure for effective talk is for students to work in pairs taking it in turns to talk about their work/the topic/a stimulus for two minutes with no interruptions. This is followed by one minute of questions. Partners then swap over. End with an open conversation relating to a big question or issue.
These are just a handful of examples of ways in which to create an atmosphere that is challenging but does not raise anxiety levels. I will write in future about the learning zone which is found between the comfort zone and the panic zone, but this article provides some simple tools that colleagues can use or adapt to bring about a high challenge, low stress environment.
