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Meeting the Needs of Meeting the Needs of the More Able the More Able Extension & Enrichment Extension & Enrichment

Meeting the Needs of the More Able Extension & Enrichment

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  • Meeting the Needs of the More AbleExtension & Enrichment

  • Planning for the most able as part of general planning is far more manageable than if it takes place in isolation. It is also more likely to address progression and continuity effectively. Planned outcomes for able pupils should be connected clearly to the standard learning outcomes that have been decided upon. Oxford Brooks

  • Extension will not be effective if it is: more practice of the same ideas the next page or book unrewarded additional work an unplanned, very open activity.

  • Well-planned extension tasks develop: independence critical thinking creative thinking problem solving reflection motivation self knowledge.

  • Whats the Difference?DifferentiationAccelerationExtensionEnrichment

  • Differentiationinvolves working at different levels, possibly through setting different tasks or asking different questions about the same task.

  • Accelerationis about working through the curriculum at a faster pace than other children; this can be in one subject or can involve skipping a whole year.

  • ExtensionPupils follow the standard curriculum but are given opportunities to study at greater depth as they explore areas of learning at a more demanding level than other pupils in the year group.

  • Enrichmenta broadening of the learning experience by promoting a higher level of thinking, the inclusion of additional subject areas and/or activities, and the use of supplementary materials beyond the normal range of resources.

  • Advantages? Disadvantages?Differentiation = PersonalisationAcceleration = PaceExtension = DepthEnrichment = Breadth

  • Enrichment Opportunities:ExtractionIn class supportSelf directed projectsHomework enrichmentEnrichment materialsTalented adults / older peers

    Clubs and societiesVisitsCompetitionsFeature days / Big weeksSuspension of normal timetable

  • Planning - WhatStart with key learning outcomes:MustObjectives all pupils must achieveShouldObjectives most pupils should achieveCouldObjectives for the more able

  • Planning - WhoUse prior learning assessment to determine who needs to work at each levelE.g.Learning planMind mapQuizDiscussionPost it note questions

  • Sustaining the challenge - HowMaterialsInputTaskOutcomeResourceSupportGroupingPace

  • Set different tasks for different groups or individuals, and use: ability groups help sheets extension tasks.

    Sustaining the challenge

  • Graduate complexity of tasks and give pupils choice of where to start, or which task to focus on.

    Sustaining the challenge

  • Allow work to be presented in different ways, e.g.research a topic then present: a report, or a talk, or a poster.

    Sustaining the challenge

  • Differentiate: time allowed resources provided support given

    Sustaining the challenge

  • Set open tasks, because stronger students interpret these in a more demanding way. Expect more from the more able students.

    Sustaining the challenge

  • Use Blooms taxonomy.Use high-order questionsand answers: Why? How?Which?

    Sustaining the challenge

  • Accommodate learning styles: visual, aural, kinaesthetic right and left brain theories

    Sustaining the challenge

  • Make explicit use of self and peer assessment peer tutoring learning teams

    Sustaining the challenge

  • Set individualised goals and targets (where appropriate) Use self-assessment and ask pupils to set themselves targets

    Sustaining the challenge

  • WorkshopUse the ideas and prompt sheets in your pack to plan some extension and enrichment activities you could use with your class in a theme you will be teaching soon.Work in Key Stage groups:Early YearsKS1Lower KS2Upper KS2

  • Tell your partner three new things you will try.

  • Dont forget the Portal!Primary Strategy areaG & T area