1. My Action Research Tracey Low

2. How do I develop a classroom learning programme which stimulates, engages and extends more able students in their learning?

3. Step 1 What do the experts say? Joseph Renzulli, director of the National Research Center on the Gifted and Talented at the University of Connecticut and cofounder of Renzulli Learning provides 7 ideas says...

4. 1.Provide open-ended assignments The more you can offer open-ended learning opportunities in reading, social studies, and science, the better. While this allows high-achieving students to take their work to a deeper level, it is incredibly beneficial for all students. (Something reflected in Lane Clark’s work)

5. 2. Create opportunities for collaboration Group high-achieving and gifted students for more in-depth group assignments. This enables teachers to provide different assignments and content more easily. (Reflected in the work of Rosemary Cathcart)

6. 3. Use tiered assignments All your students will benefit from tiered assignments with shared content and themes. It gives all students a chance to share knowledge and ideas yet, at the same time, work at a level that is both academically challenging and comfortable. (Differentiating learning in the classroom)

7. 4. Let them pursue independent projects Give interested students the chance to pursue independent study or project work. One way to keep them engaged is to pose a few questions and let them choose one to solve. To add even more value to the project, consider ways that their work might help the school or the wider community.

8. 5. Find the right books Look for beyond-grade-level content for your advanced learners. Allow them to read appropriately challenging fiction and nonfiction books that relate to their interests. Your most advanced students should have the chance to encounter words and ideas that are new to them.

9. 6. consider an accelerated program Certain extremely advanced students may need or prefer an accelerated programme. There are many forms of acceleration such as grade skipping or content acceleration to challenge your gifted and talented students.

10. 7. Aim for school-wide enrichment The same learning opportunities that engage and motivate advanced students work with all students. We all want authentic learning experiences that are exciting and challenging. Work with administrators and other teachers to implement regular options for deep enrichment school-wide.

11. STEP 2 Survey Students on Inquiry Learning (use NEMP questions to guide the creation of the survey. Use Google Docs to create survey. Talk to kids. Tell them what I am doing and what I am trying to achieve. Get their feedback and input in order to gain an insight into their perspective. Gather Student Voice

12. KEY RESULTS

13. heaps 4 (18%) quite a lot 8 (30%) a little 10 (45%) not a all 0 (0%) THIS TELLS ME THAT 45% OF MY STUDENTS ARE NOT ACTIVELY ENGAGED IN STIMULATING INQUIRY AAAAAAAAAAAAAAARGH! How much do you like inquiry learning?

14. How much do you like inquiry learning in your own time (not at school)? love it 0 (0%) really like it 5 (23%) like it 10 (45%) don't like it 7 (32%) 48% LIKED INQUIRY LEARNING A LOT AND 45% A LITTLE, YET 32% DON'T LIKE IT AT ALL IN THEIR OWN TIME. WOW!

15. What can be done in the classroom to help you get more out of inquiry learning school? use the computer more often for inquiry study interesting topics to find out more it could be a fun topic that people want to do we can have fun and enjoyable inquiry learning Doing surveys with mates in the class room I reckon fun topics like what things can happen in an aftermath of a eruption or explosion. A better request and more information and explain it easier more inquiry do not know listen more often more time with the teacher a lot more quiet Have laptops for inquiry work

16. SO WHAT? I know my students are frustrated at the lack of time they get on the computer. What fascinates me is that students inform and direct every Inquiry yet they want more interesting and fun topics. Perhaps this is a reflection of the learning experiences they are provided within Inquiry Learning. Some thing for me to reflect on and address.

17. 3.IMPLICATIONS Facilitate the planning of inquiry tasks. Students identify where and how they will find answers to their questions. Unpack and explore the skills students need to succeed. To create, take advantage opportunities and complete tasks they identify as essential to their inquiry quest.

18. SO WHAT?… -Students were able to take their learning as deep as their skills would allow them while extending and further developing their skills to do so. (Other’s ability levels did not prevent them from moving forward) -Students choose their own research groups. (Criteria was that they would work well together to get the job done) students selected others who were of a similar ability to themselves when forming groups. -Students maintained ownership of their learning throughout the process. (This was a powerful incentive to take their learning further)

19. SO WHAT?… What started out as a quest to develop a classroom learning programme which stimulates, engages and extends more able students in their learning has ultimately benefited all students in the classroom.

20. More capable students are more engaged, take their learning in directions they would be unable to if I were in control of the groups learning rather that facilitating and supporting.

21. Some students took what they learned within the inquiry focus and built on it by applying skills to create an opportunity to make a difference to others in our country. (Christchurch Earthquake Victims)

22. OTHER IMPACTS NOT AIMED FOR THAT OCCURRED

23. Students are identifying ways they can use their skills to make a difference to others.

24. Students are identifying others with learning needs and asking to tutor them.

25. Students are taking on responsibility roles in the classroom

26. Initiating actions that will enhance their learning.

27. Students are communicating with me how they are feeling about learning experiences and tasks, asking for opportunities to take their learning further if I have not hit the mark.