Planning for challenge in the classroom

1. Planning for challenge in the classroom

2. Today’s workshop will……… • Consider the characteristics of AGT students • Consider the learning needs of AGT students • Offer a sample tool to aid planning • Offer a challenge for you as teachers

3. WHAT DO WE MEAN BY GIFTED AND TALENTED? • In pairs think about the possible differences between the two.

4. What do we mean • This is about 5-10% of our school. • Gifted and talented children are those who have one or more abilities developed to a level significantly ahead of their year group (or the potential to develop as such). • In England ‘gifted’refers to those pupils who are capable of excelling in academic subjects, such as History or English. • ‘Talented’refers to those pupils who may excel in areas requiring visio-spatial skills or practical abilities, such as PE, drama or art.

5. What are G & T students like? Think of a G & T child you have taught-what were their characteristics?

6. General Characteristics of Gifted, Talented and More Able Pupils are: • be a good reader • be very articulate or verbally fluent for their age • give quick verbal responses (which can appear cheeky) • have a wide general knowledge • learn quickly • be interested in topics which one might associate with an older child • communicate well with adults - often better than with their peer group • have a range of interests, some of which are almost obsessions • show unusual and original responses to problem-solving activities • prefer verbal to written activities

7. But may underachieve! • be logical • be self taught in their own interest areas • have an ability to work things out in their head very quickly • have a good memory that they can access easily • be artistic • be musical • excel at sport • have strong views and opinions • have a lively and original imagination / sense of humour • be very sensitive and aware • focus on their own interests rather than on what is being taught • be socially adept • appear arrogant or socially inept • be easily bored by what they perceive as routine tasks • show a strong sense of leadership • not necessarily be well-behaved or well liked by others

8. Given the characteristics outlined, what would constitute challenge in the classroom for AGT learners?

9. POSSIBLE SUGGESTIONS Simplified version of Blooms Taxonomy

10. What if? Speculate, hypothesize, create, design, invent Give your opinion, rate, make choices, decide options Sort, compare and contrast, put into categories, identify similarities and differences Transfer learning from one context and apply it in another Tell, name, recount, summarise in your own words, learn off by heart THE CHALLENGE PYRAMID Higher order Lower order

11. What’s its purpose? • To use as a simple model to help identify the level of tasks given to students.

12. How Challenging is this? In pairs look at the list of tasks-identify the level of challenge.

13. How would you use the pyramid to assist teaching and learning?

14. CLASSROOM USE Plan Schemes/units/lessons with higher levels in mind Review as above for student tasks & homework Use it when marking & giving feedback on pupils’ work Share with students, e.g. poster, for peer and self- assessment

15. YOUR CHALLENGE Identify one aspect of using the challenge pyramid Try it out next term Feedback ‘what worked well’ to others Thanks for listening