Dr Carrie Winstanley C.Winstanley@Roehampton.ac.uk. Key Issues in Gifted and Talented Education. Omagh / Belfast February 2008. Session Outline. Who are we talking about? Key issues and questions Arguments for and against provision Implications for teachers and learners .
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Questions raised by school managers and teachers:
1. Is it ethical to focus on more able pupils, or will this create an elite group?
2. Aren’t schools doing a good enough job already?
3. Able pupils will do well whatever the circumstances
so schools should put their resources into
learners with difficulties.
‘Children and young people with one or more abilities developed to a level significantly ahead of their year group
(or with the potential to develop those abilities).’
The nature of high ability:
Does high ability exist at all?
Can it be measured?
What is dyssynchronous development?
The behaviour of the able:
Are they happy / unhappy?
Are there specific behaviour patterns to discern?
What is the cause of disaffection among the able and what might be the outcome?
Should society invest in able children since they are the experts and high achievers of the future?
Is high ability merely
a product of privilege?
Should we fund any and
all enrichment activities?
Does high ability equate with high achievement?
Which teaching methods and schooling structures are most appropriate for more able children? Is this just good practice?
How should we group children
of different abilities?
How can we train and develop teachers to best meet the needs of the able?
Meeting children’s needs requires some equality, in terms of the quality of their experience in school.
More than the usual
What constitutes good practice?
Challenge depends on:
5. Building on existing motivation / igniting passions;
6. Metacognition, reflection and review;
7. Like-minded peers … and age peers.