If we find ourselves challenged then the likelihood is that we are learning or, at least, in a position from which to learn.

This is because something is a challenge if we can’t do it with ease.

And if we can’t do it with ease then we need to learn about what we are faced with to be able to do it with ease in the future.

To put it another way, a challenge arises when we are pushed towards the edge of what we can presently do.

Normalising challenge means habituating learners into seeing it as a standard part of your lessons.

The second step is to get them to embrace challenge.

This is more likely if they see challenge as the norm.

If they do, and if they embrace it as a result, then they will make better progress – because they will be continually pushing themselves to go beyond what they can currently do.

We can use written feedback to normalise challenge.

Here are three ways in which to do it.

Set Challenging Targets

You can do this in several ways.

First, you can set a target and then ask yourself how you can tweak it to make it more challenging.

Second, you can set a target that requires learners to think again about what they thought they already knew.

Third, you can ask learners to change something on which they rely – such as an approach to planning.

Fourth, you can set a target based on knowledge or understanding that is beyond what learners are presently dealing with.

Fifth, you can ask learners to do something with a much higher level of accuracy than is presently the case.

As important as setting challenging targets is setting them regularly and giving learners the time, space and support necessary to successfully implement them.

Focus Feedback on the Level of Challenge

This sees you commenting in your written feedback on how learners have responded to the level of challenge, whether it is too low or too high, and what might be preferable moving forwards.

For example, you might indicate that the high proportion of strengths evidenced in a learner’s work is a sign that the level of challenge was too low.

This could then form the basis of your feedback.

You would set the learner the target of telling you if the work is too easy and doing so during the lesson.

This means you can make changes in the moment to ensure a level of challenge that is closely tailored to their needs.

Challenge Learners to Take the Lead

Instead of doing all the work for the learner through your feedback, do some of it and then pass ownership across.

Provide learners with a comment about what they have done well and then ask them to tell you how they could improve their work.

Follow this up with the suggestion that they make changes based on what they have identified – either to the work just produced or to the next piece they create.

Some learners may require a little extra support during this process.

One option is to note down three areas and then ask them to pick one they feel is ripe for improvement.

They can then develop a target based on the area they selected – which is slightly simpler than doing all the work themselves.