Practical strategies for ensuring effective provision for the most able students.
What strategies do you already use in the classroom?
Aims.
To recap best practice in differentiating for the most able students.
To demonstrate practical strategies which can be used to extend the most able students in lessons.
To stimulate your thinking on how best to cater for the most able students in your own subject.
Background and key principles.
Gifted students are identified as the top 7% of students in each year group. They are identified based on a range of assessment data, including MidYis testing and examination results.
Talented students show a particular aptitude in one subject area, usually the arts and sport.
In an outstanding lesson…
All students, including those that are gifted and talented, should be challenged throughout the lesson and activities should include a suitable amount of challenge.
Some characteristics of the most able students. Possess superior powers of reasoning and able to deal effectively with
abstractions and generalisations. (Laycock)
Originality and initiative in intellectual and practical work. (Montgomery)
Ability to process information quickly to develop coherent and complex arguments. (NAGC)
Keen powers of observation, allowing them to identify analogies and mismatches. (Montgomery)
Exceptional curiosity and desire to know why things happen. (Wallace)
The most able students have a cognitive ability to learn and to think.
Model for effective provision at Macmillan Academy
Effective classroom provision for the
most able students
Problem solving Critical thinking Creative thinking
EvaluationSynthesisAnalysis
EvaluationEvaluationSynthesisAnalysis
Questioning
EvaluationSynthesisAnalysis
Thinking skills
EvaluationSynthesisAnalysis
Current best practice.
What provision do we already make?
How do you challenge a
gifted student in a subject where
they appear to struggle?
Practical strategies.
What if? How is this like? Code breaking. Concept mapping. Core principles. Creative writing. Create _______ to solve a problem. Construct a different problem/question using the same data/to generate the
same answer. Before, before, after,after. Dingbats. Whats the rule. Questioning techniques.
Code Breaking
Can you break the following codes?
Practical strategies.
What if? How is this like? Code breaking. Concept mapping. Core principles. Creative writing. Create _______ to solve a problem. Construct a different problem/question using the same data/to generate the same
answer. Dingbats. Before, before, after,after. Whats the rule. Questioning techniques.
Dingbats
1 - 0
Each picture shows one of the reasons why the First World War ended.Why did the First World War end? How did you reach that conclusion?
Practical strategies. What if? How is this like? Code breaking. Concept mapping. Core principles. Creative writing. Create _______ to solve a problem. Construct a different problem/question using the same data/to generate the
same answer. Before, before, after,after. Dingbats. Whats the rule. Questioning techniques.
Questioning techniques for the most able. Planned Higher Order questions. Piggybacking. Challenge thinking process. Challenge answers – what if? Students generate their own questions
(using a stimulus).
Review
How are you feeling now about
provision?
What ideas do youhave to help future
development ofgifted and talented
provision?
What positives have come
out of the session?
What do you perceive are the remaining barriers to effective
provision for gifted and talented students?