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Leading Teachers for gifted and talented education. Rotherham training programme 10 th January 2008 RPDC. The gap tasks – taking on the leading teacher role. Cluster Contact the rest of your cluster to introduce & discuss the Leading Teacher for G&T Teaching & Learning.

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leading teachers for gifted and talented education

Leading Teachers for gifted and talented education.

Rotherham training programme

10th January 2008

RPDC

the gap tasks taking on the leading teacher role
The gap tasks – taking on the leading teacher role

Cluster

  • Contact the rest of your cluster to introduce & discuss the Leading Teacher for G&T Teaching & Learning.
  • Invite them to a twilight meeting, organise a venue & date.
  • Plan the meeting agenda; e.g. consider the action points from the evaluation from 26th September.
agenda
Agenda

Session 1: Developing Thinking Skills

Session 2: Climate for Learning

Session 3: Articulating Thinking.

Session 4: Plenary

the five components of personalised learning
The five components of personalised learning

Inner core

Personalising theschool experience

Assessment

for Learning

Effective Teaching

and Learning

Curriculum entitlement

and choice

Organising the school

Beyond the classroom

session 1

Session 1

Developing Thinking Skills

objectives for session 1
Objectives for Session 1
  • To consider Blooms Taxonomy for Higher Order Thinking skills.
  • To explore, through group/cluster discussion a classroom strategy to promote the development of our pupils thinking skills.
  • To plan individually how you will use this strategy in your own classroom this term.
slide8

Blooms Taxonomy

Evaluation

Conceptual/Divergent

Synthesis

Analysis

Application

Concrete/

Convergent

Comprehension

Knowledge

applications for planning
Applications for planning
  • Questioning
  • Lesson Objectives
  • Verbs
  • Materials
  • Situations
  • Activities
  • Products
task 2
Task 2
  • Individually consider a topic or lesson which you are planning for this term.
  • In your cluster discuss, how could you use this questioning strategy to develop the higher order thinking skills of your pupils.
  • Adjust your planning to develop HOTS using questioning.
  • Before our next session try out the new planning & evaluate its effectiveness.
quality first teaching

Quality First Teaching

Strategies and Environments to Create and Nurture Challenge

what is education
What is Education?
  • Strip away the assessments, record keeping, targets, SATs, etc
  • What is left at the heart of education?
  • What do we want for our children – now and for the future?
challenge
Challenge
  • Quality First, whole class teaching
  • Mixed ability, collaborative learning
  • Open-ended, problem-solving
  • Hooking into their values (WiifM?)
  • Aiming for the Big Picture
  • Opportunities for identification
maths activity
Maths Activity
  • Choose a card to show to your partner
  • Two red cards = 3 points each
  • One black (5) one red (-2)
  • Two black = 0 points each
learning
Learning
  • Did the mixed ability context hinder you?
  • Did you learn anything?
  • What are the principles for success?
what do we want to develop
What do we want to develop?
  • Independence
  • Articulation
  • Engagement
  • Life-long learning
  • Self esteem
  • Care
  • Strong opinions rationally expressed
what are the important elements
What are the Important Elements?
  • Classroom environment
  • Teacher facilitation or mediation
  • Pupil collaboration
  • Parental involvement
  • Whole school commitment
classroom environment
Classroom Environment
  • Displays
  • Atmosphere
  • Ethos
  • Routines
  • Layout
teacher facilitation
Teacher Facilitation
  • Good use of questioning:
    • To draw in the reluctant
    • To probe perceptions
    • To encourage clear articulation and reasoning
    • To challenge thinking - thereby creating independence
pupil collaboration
Pupil Collaboration
  • Basic ground rules:
  • Listening
  • Speaking clearly
  • Valuing others
  • Giving reasons for everything
  • Being willing to change your mind
parental involvement
Parental Involvement
  • Encourage hobbies and interests
  • Have high expectations and celebrate success
  • Encourage family enrichment activities
  • Talk to their children
whole school commitment
Whole School Commitment
  • Regular discussion on pedagogy
  • Clear mission statements
  • Consistent approaches
so what does good classroom provision contain
So What Does Good Classroom Provision Contain?
  • Higher Order Thinking
  • Looking at different viewpoints
  • Verbalising their thinking
  • Reflection (metacognition)
  • Cross-Curricular/making connections (bridging)
some strategies
Some Strategies
  • Odd One Out
  • What ifs……
  • Plus, minus, interesting
  • WiiFM?
session 3

Session 3

Articulating Thinking.

objectives for session 3
Objectives for Session 3
  • To consider Concept lines as a strategy for articulating thinking.
  • To explore, through group/cluster discussion how you could use this strategy in your own classroom this term.
slide28

IS

IS NOT

CONCEPT LINES

slide29

Global Citizen

Not Global Citizen

Global Citizenship

Think about WHY you have placed yourself at each point……

slide30

Someone who buys all fair trade products

  • Travels all over the world
  • Supports missionaries and charities working in Africa
  • Works for a multinational company
  • Takes things to the recycling bank regularly
slide31
Task
  • In your cluster discuss, how could you use concept lines to encourage your pupils to articulate their higher order thinking.
  • Link this back to task 2 planning to develop HOTS in your classroom this term.
thinking around a problem
Thinking around a problem
  • 3 Strategies towards an answer
  • Looking from another perspective
  • Devising the question for an answer
  • Making a game more complicated
slide33

HIGH PERFORMANCE CONSTELLATION

SOCIAL EMOTIONAL SPIRITUAL LINGUISTIC MATHEMATICAL SCIENTIFIC

MECHANICAL - TECHNICAL

VISUAL - SPATIAL

AUDITORY - MUSICAL

MOVEMENT - KINAESTHETIC

ABILITIES

KNOWING THAT

KNOWING HOW TO

KNOWING WHEN TO

THINKING SKILLS

PROBLEM SOLVING STRATEGIES

KNOWLEDGE

PERFORMANCE

STAMINA

INTEREST - OPPORTUNITY

EGO – STRENGTH

MOTIVATION

SELF – ESTEEM

SENSITIVITY

MATURITY

CREATIVITY

IMAGINATION

DIVERGENT - LOGICAL THINKING

INDEPENDENCE

ORIGINALITY

FLEXIBILITY

renzulli s 3 ring model
Renzulli’s 3 ring model

Above-average

ability

Task

commitment

Creativity

6 colours
6 Colours
  • Red – emotion
  • What do you feel about the suggestion?
  • What are your gut reactions?
  • What intuitions do you have?
  • Don’t think too long or too hard.
the yellow hat
The yellow Hat
  • Yellow – optimism
  • The sunshine hat.
  • It is positive and constructive.
  • It is about effectiveness and getting a job done.
  • What are the benefits, the advantages?
black caution
Black – caution
  • The caution hat.
  • In black hat the thinker points out errors or pit-falls.
  • What are the risks or dangers involved?
  • Identifies difficulties and problems.
white hat facts
White Hat – facts
  • The information seeking hat.
  • What are the facts?
  • What information is available? What is relevant?
  • When wearing the white hat we are neutral in our thinking.
green creative
Green – Creative
  • This is the creative mode of thinking.
  • Green represents growth and movement.
  • In green hat we look to new ideas and solutions.
  • Lateral thinking wears a green hat.
blue control
Blue - Control
  • The control hat, organising thinking itself.Sets the focus, calls for the use of other hats.Monitors and reflects on the thinking processes used.Blue is for planning.
questions
Questions
  • How did it feel?
  • What benefits for learning?
  • When would/could you use these strategies?
other ideas for the future
Other Ideas for the Future…?
  • Cognitive Acceleration
  • Philosophy for Children
  • TASC Wheel
cognitive acceleration
Cognitive Acceleration
  • Foundation Stage to KS3
  • Variety of subjects – immaterial
  • Cognitive conflict in a collaborative setting
  • Development of thinking not content
  • Clearly structured – teacher facilitated
both pedagogies develop
Both Pedagogies Develop…
  • Questioning in the development of reason and reasoning
  • Constructivist learning to increase understanding of the personal and ethical world around them
our desire for children
Our Desire for Children
  • How can we move these thoughts forward in our own setting?
  • What would we hope to achieve?
  • Who will benefit?
  • How can we support you in this?
gap task
Gap Task
  • Choose one strategy to be a focus for change in your classroom
  • Decide how you will measure the change
  • Feed back to your cluster group
  • As a group choose one or a collation of all the projects to bring to the next meeting (2 - 5 minutes ONLY)
accreditation next steps
Accreditation Next Steps
  • Completion of the Stage 1 presentation structure, on going.
  • Decide if you will submit for recognition and/or accreditation.
  • Discuss your decision & cost implications with your line manager/the appropriate person within school.
  • Complete the fax back sheet & send it back to us.
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