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How do we stretch and challenge our most able students?

ASPIRE. How do we stretch and challenge our most able students?. CHALLENGE. Aims: Define what G&T means to you and how it relates to your subject Give practical tips on how to stretch our most able students. Present an able student as a …. http://www.newtools.org/showtxt.php?docid=775.

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How do we stretch and challenge our most able students?

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  1. ASPIRE How do we stretch and challenge our most able students? CHALLENGE • Aims: • Define what G&T means to you and how it relates to your subject • Give practical tips on how to stretch our most able students

  2. Present an able student as a …. http://www.newtools.org/showtxt.php?docid=775 2 mins to plan 1 min to deliver How did it feel?

  3. Creative Thinking • Making links/ connections • Time pressure Why?

  4. Capable of excelling in academic subjects Excellence in areas of curriculum requiring visio-spatial skills or practical abilities Talented Gifted Do we agree?

  5. What skills/ dispositions can you think of? • Compare to list provided • In 3s – produce a Concept Star/ Map/ Double Bubble showing similarities/ differences What makes an able student in your area?

  6. What are the conditions needed to support able students in their learning? SHARE PAIR THINK

  7. Allowed to get it wrong • Take risks • Can ask for help • Be commended for effort as well as achievement • Value different types of ability • Acknowledge and cater for different learning styles

  8. Questioning

  9. How many ideas did you come up with? What’s the tag line? What would you do differently next time? How did you select the ‘best’ idea? What skills helped you to achieve your tag line? How did it feel to think in this way? What did you do to get to your final choice? How did you share & use ideas from others?

  10. How are you planning to do this? What will you need? • Why did you decide to start like that? • How did you reach that answer/ decision? • How do you know? • Why do you think that? • Why do you think this approach worked better than another approach? • How can you be sure? • Is there another way/ reason/ argument? • How many ways can you… • How many uses…? • What if/ if not? • How do you think it feels to be…? • What do you think happens next? • Who has a different idea? Higher order thinking

  11. Authentic differentiation through questioning

  12. How many ways can you think of challenging our most able students? Differentiation

  13. THINK OF AN OBJECT

  14. STAND UP IF… • Your object is expensive • Your object is valuable • Your object is eco-friendly • Your object is negative • Your object can be linked to ‘good’ design • Your object has something to do with patterns

  15. INCREASE THE CHALLENGE • Find 2 other objects which CAN BE LINKED to your object – discuss your thinking • Find 1 other object that cannot be linked to your object – can you find ways to make links?

  16. Why? • Efficient brains need to constantly make new (& sometimes unexpected) connections

  17. Your object • ? • ? • ? • ? • Gordano School For your object…

  18. How can we develop reflective learners • through the starter and plenary? Reflective Learners

  19. Start at the end Why? Effective learners know where they want to get to, what learning they want to happen and what it might look like. By planning in the same way, the journeys may collide Task Planning

  20. Outcome focused Planning Tool Intended Outcomes What do I want students to learn/ develop? Opportunities What variety of activities/ tasks exist/ can we create? Recognising achievement How will I/ students know they’ve achieved the intended outcomes? Sharing How will I share my intended outcomes with pupils?

  21. Breadth • Depth • Pace Task planning Additional material (enrichment) Asking students to delve deeper into given subject/ topic (extension) Speed in covering curriculum (acceleration)

  22. How can we use targets effectively with most able students? Use of targets

  23. How can we use with students? Exemplar material

  24. No more than 15 words • 5 images Sum up your main learning points in...

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