Meeting the Needs of More Able and Gifted Students Ben Rule Sue Strassheim

Why focus on Able, Gifted & Talented? “A Rising Tide Lifts All Ships” Ofsted (2003): In lessons and schools where teachers stretched the most able students there was an increase in the attainment of all students. Equality of Opportunity “Nothing is more unequal than equal treatment of students with unequal abilities.” Students have an equal right to progression and having their learning moved forward. Personalising Learning A clearer understanding of the learning needs of different groups of students. In response to this, a bigger range of teaching & learning strategies is needed to meet these needs.

Key Questions 1.What do we mean by more able and gifted? 2.What are the learning needs of gifted students? 3.What makes for good classroom practice?

What do we mean by more able and gifted? Each school should decide their own definitions as well as the criteria they will use to identify students. Principle of Triangulation: 3 different criteria should be used in the identification process. The drawbacks of each will be offset by the others. CATs 115+ = more able, 120+ = gifted SATS 5.0 or 7 = more able 5.3 or 7.3 = gifted Subject specific checklists of characteristics Mapping ability subject by subject is crucial.

More AbleGifted Knows the answers Is interested Has good ideas, makes sound judgements Will answer the question well Understands ideas Absorbs information Is alert and can work quickly Is pleased with own learning Asks the questions Is curious Has unusual ideas, makes controversial judgements Discusses question – elaborates its parameters Constructs ideas Manipulates information Is observant and can think quickly Can be very self critical

Characteristics of Able and Gifted students in ICT Demonstrate ICT capability significantly above that expected for their age Learn and apply new ICT techniques quickly Use initiative to exploit the potential of more advanced features of ICT tools Transfer and apply ICT skills and techniques confidently in new contexts

Characteristics of Able and Gifted students in ICT Explore independently beyond the given breadth of an ICT topic Initiate ideas and solve problems, use ICT effectively and creatively, develop systems that meet personal needs and interests Use subject specific vocabulary confidently Quirky ideas and flashes of inspiration

Identifying able and gifted students in ICT Statistical data e.g NCTs, CATs etc Classroom observations and discussions Pupil input Outside interests

What are gifted students’ learning needs? The correct starting point for them; recognition of gifts. High expectations from their teacher about what they can do. Pace and sense of urgency with some activities. Time to reflect and experiment with others. Open ended tasks that give freedom for individual creativity. Balance between concrete and abstract. Teacher questions which promote higher order thinking.

What are gifted students’ learning needs? The opportunity to take risks and also to fail. Contact with like minded people. Targets which stretch and challenge & ensure progression. Moving on when a skill or concept has been mastered. A fair proportion of the teacher’s time, only deployed differently than for other students.

What are gifted students’ learning needs? Potential Motivation Support + Challenge = High Achievement

What makes for good classroom practice? Developing Higher Order Thinking Ensures a more creative and critical approach. Increasing Depth Extension allows greater complexity. Adding Breadth Enrichment of content, tasks & resources. Promoting Independence Reducing student dependency on the teacher Accelerating the Pace Compacting the curriculum.

COMPREHENSION (UNDERSTANDING INFORMATION) Explain Discuss Compare Extend Classify Contrast Outline Summarise Distinguish Group Together Rewrite KNOWLEDGE (KNOWING INFORMATION) List Define Tell Describe Identify Show Label Collect Examine Tabulate Quote Name Who When Where Remember Cite Recount What Which Recall Inform Report Match APPLICATION (USING INFORMATION) Apply Demonstrate Calculate Complete Illustrate Show Solve Examine Modify Relate Change ANALYSIS (TAKING INFORMATION APART) Select Connect Divide Infer Order Debate Conclude Separate Classify SYNTHESIS (CREATING FROM INFORMATION) Combine Rearrange Create What if? Integrate Predict Substitute Design Plan Compose Prepare Invent Interpret Formulate Suggest EVALUATION (ASSESSING INFORMATION) Assess Grade Judge Recommend Support Test Measure Rank Decide Bloom’s Taxonomy Increasing Challenge

Good practice for developing able and gifted students in ICT Differentiation - task, resources, content, level of independence Contexts which motivate Challenge Questioning High expectations Enrichment Remove obstacles to learning

Removing obstacles

Broadening experience Speakers – drawn from industry and parents Newspapers and journals e.g. Computer Active, New Scientist, daily papers etc Debates – identity fraud, biometric testing, I.D cards Visits e.g. IBM, Supermarkets Thorpe Park, Alton Towers, Chessington, EuroDisney Community

Clubs Flash animation Hardware Programming Gaming Web design HTML

Competitions Powerpoint e.g. Computing Competitions e.g. Problem solving e.g. Making commercials e.g.

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