gifted and talented at the downs school ks3 30 september 14 welcome!

Gifted and Talented at The Downs School

KS3

30 September 14Welcome!

Mr Hartley:Head of Sixth Form

Mrs Seath:Able Pupil Co-ordinator

Why were you invited?

Open to all parents

Year 7 : high CAT4 results - or high KS2 resultsYear 8 : either of the above, or / and on G&T register

What is intelligence?Growth mindset

Nature of intelligence

• Innate or acquired?• Fixed or flexible?

How we define intelligence will make a difference to how we provide for it.

Theories about intelligence

Late 19th to early 20th century:• Galton, Spearman, Burt• Intelligence is general, fixed, and can be

measured through standardised tests • Used to reinforce social, racial, sexual

prejudices

Theories about intelligence

1960s and 1970s:• Intelligence can be general or specific to a

particular domain• Questioned idea of fixed intelligence

Theories about intelligence

Theories about multiple intelligences:• Eg Fisher and Gardner• Tried to define different kinds of intelligences• Includes types not measured by schools, eg

personal, social, existential• Implications? What kinds of intelligences do

we value/ measure/ provide for in school?

Theories about intelligenceSternberg:• Practical• Personal • Intellectual• IQ not a good predictor of success. Social skills

also important.• Can’t divorce intelligence from social

existence.

Theories about intelligence

Vygotsky:‘All the higher functions originate as actual

relations between human individuals.’‘With assistance every child can do more than

he can by himself.’(Social nature of learning)

Current research suggests that intelligence

can be acquired and is flexible.

What implications does this have for the teaching, learning and assessment

of the ability of pupils?

Teachers should be constantly aware of the need to look out for the emergence of new abilities in

students.So…

Register should be a working document that should be regularly

updated:used to be every reporting time

-now once a year

Most provision for able pupils must be inside the classroom rather than extra-curricular.

Provision should be inclusive.

‘Diagnose and treat’

• Definition of Gifts and Talents

• Identification of relevant children

• Provision to meet their needs

THE DIP/PIP CYCLEdefine

identifyprovide

Teaching of AGT studentsis about good teaching for all.

All pupils will benefit, not simply the most able.

The Downs School Gifted and Talented Policy

- inclusive - NOT exclusive

What are the principles of the G&T policy at The Downs School?

Flexible intelligence – we can learn to be brighter – the growth mind-set

Inclusion – not exclusive opportunities for some

Nurturing of latent / emergent abilityPrevention of underachievement

What are the principles of the G&T policy at The Downs School?

Continuous cycle of provision – identification – provision

Flexible register – updated on a yearly basis

Register is one of the tools used by teachers to help them provide appropriate challenge for their students

What are the principles of the G&T policy at The Downs School?

Provide for the most able in lessons Extra curricular provision open to all

studentsAll lessons should seek to challenge

and inspire all students, including the most able, and should be differentiated to allow for all students to achieve their best

What are the principles of the G&T policy at The Downs School?

Connections between subjects Departmental responsibility for

identification and provisionValue and nurture different types of

intelligences and skillsWhat we believe about learners can

affect their performance

How do we define G&T at The Downs School?

-in general -in specific subjects

- school website

An able pupil is one who has the potential to achieve highly in one or more areas, significantly beyond their age and peers

• Gifted – academic subjects eg English, Maths

• Talented – practical subjects eg Dance, PE, Art, Cookery

• Able – high achievement in several subjects

Renzulli’s Three Ring Model

Above-averageability

Creativity

Task commitment

Domain Specific Ability

General Cognitive Ability

Other Dispositional Factors

eg. persistence, self-esteem

Chance/Opportunity eg. access, experience

Environmental Factors eg. learning experiences,

expectations

Tannenbaum’s Starfish model

Downs School G&T categories

Sliding scale of G&T nominations designed to help teachers consider emerging intelligences, not just who’s getting the best marks

EA Exceptionally AbleAA Able AchieverAU Able UnderachieverSA Specific AspectSE Soft Evidence

Decisions about what constitutes these G&T categories in a subject have been discussed and agreed

upon within departments:these categories are only useful if they are a commonly understood

code between teachers.

Creative motivated initiator (G&T):Decision about whether to nominate as AA or EA

would depend on how many of these qualities are shown, and to what degree / intensity / consistency

Asks questionsIs highly curiousHas wild silly ideasPlays around but tests wellDiscusses in detail; elaboratesBeyond the groupShows strong feelings/

opinionsAlready knowsPrefers adults

Draws inferencesInitiates projectsIs intenseCreates a new designEnjoys learningManipulates informationInventorGood guesserThrives on complexityIs keenly observantIs highly self-critical

Competent hard worker (not G&T):Probably not a candidate for AA unless they have elements

which go beyond this into the other column – don’t put them on the G&T register!

Knows the answerIs interestedHas good ideasWorks hardAnswers the questionsTop GroupListens with interestLearns with easeEnjoys peersGrasps the meaning

Completes assignmentsIs receptiveCopies accuratelyEnjoys schoolAbsorbs informationTechnicianGood memoriserEnjoys straightforward, sequential

presentationIs alertIs pleased with own learning

AU : Able UnderachieversCan do better in tests than class workOften get their sense of achievement from areas

outside academic prowessOften know how they could improve their work

but do not consider it worth the effortAre self aware and articulateOften do not take personal responsibility for

their own progressIntervention required if not already in place –

teacher / departmental responsibility

SA: Specific AspectShows ability in a specific aspect of the

subject but not across the whole subject.This might be indicative of latent or

emerging ability.Recognition of high ability in a specific

aspect of the subject might lead to setting work which would encourage development in other areas, or to increased confidence in the child leading to higher motivation

SE: Soft Evidence

A mismatch between the qualitative (soft) evidence and the quantitative (hard) evidence, eg a child might show high level thinking in discussion which is not matched by their written work.

(If there are SEN the teacher would have to discern whether this was the cause of the mismatch.)

Definitions of what each subject would define as showing high

ability (EA, AA) to be on school website

What to expect from The Downs: classroom provision

Challenge and InspireOur goals for the students

• Students take responsibility for their own learning: • they devise their own questions; • they organise themselves effectively in groups; they

construct tasks themselves to meet learning outcomes;

• they respond to feedback so that their work improves; their work is well organised;

• they can explain their level or grade and what they need to do to improve;

• they can explain the purpose of their work; they can talk about how they are learning (learning habits and skills).

Challenge and InspireTargets for the classroom

• Students are challenged at their different levels and work matches ability:

• questioning is informed by an understanding of the hierarchy of thinking skills;

• opportunities to support reading, writing and communication are taken in order to develop literacy, especially with weaker students;

• there is opportunity for creativity, deep-thinking, choice and extension within tasks;

• all students are involved and contribute.

Choice

• Choice puts students at the centre of their own learning.

• It creates ownership and engagement which leads to motivation and success.

• Clear parameters are needed: explicit purpose, the learning objective, the level students should be learning at and how this will be assessed.

• Some students and classes will cope better with choice than others; level of choice will be varied.

Ability and the GROWTH MINDSET

• Ability is the result of learning.• Focus on students’ ability to grow.• Through effort, motivation, hard work,

perseverance, challenge and support, students can become more able.

• Students who believe in the growth mindset are more likely to progress

• Students who have fixed mindset will not value effort and will make less progress.

For ability not by ability

• Encourage a growth mindset in our students• Be vigilant for those whose ability emerges late

and who can progress rapidly• Ensure all students progress to their full

potential, ensuring that at times they struggle and have to tackle obstacles

• Ensure that challenge is always provided and that those who are motivated and ready to do so can access more demanding work

What to expect from The Downs School:-and what you can support at home...

We seek to develop learning character:motivationself esteemresilience

learning to learnthinking skills

Praise and encouragement

‘Motivation is the key to the development of talent….the degree of motivation in young people is deeply bound up with their social environment, including cultural influences and their relationships…Students must feel that they have something unique to contribute…’

Csikszentmihalyi et al (1997)

Help them develop self esteem

• I’m not good enough so why should I bother? • ‘The efficient use of intelligence also depends

on feelings of self esteem. These are shaped by emotional security and by protection from stress, since adventures into new ways of thought call for confidence.’

• Freeman (2001)

Interaction of cognitive (brain functions) and affective (emotions):

‘Many able children lack the emotional resilience to the extent that it profoundly affects their capacity to demonstrate high levels of achievement’.

Hampshire Primary Project

Help them develop resilience

Resilience - Van Leer• unconditional love from at least one person• count on family• has a role model• optimistic• does endearing things• believes in a power greater than seen• willing to try new things• likes to achieve• believes they have an effect on the outcome• likes him/herself• can focus and persevere at a task• makes plans to do things

Strategies to help students with low self esteem

• Montgomery: catch them being clever - comment positively on pupils’ learning processes.

• Dweck – praise effort and strategy rather than intelligence – resilience and motivation would then not be bound up in self image. Success to do with effort rather than personal qualities.

Personal Learning and Thinking Skills

• Independent inquirers• Creative thinkers• Reflective learners• Team workers• Self managers• Effective participators

Bloom’s hierarchyof skills

Remembering: recall or remember information - knowledgeUnderstanding: explain ideas or concepts – comprehensionApplying: use the information in a new way - applicationAnalyzing: distinguish between the different parts - analysisEvaluating: justify a stand or decision - evaluationCreating: create new product or point of view? - synthesis

Other aspects of the school’s provision for G&T

NACE - National Association for Able Children in Education

Whole school commitment to G&T Identification of high ability / talentSchool self evaluation and targetsProvision: teaching and learning, curriculum, pastoral careSupport for underachieving / disadvantaged studentsStaff trainingSupport for exceptionally able studentsEffective use of resources inc ICTStudent voice and responsibilityLinks with parents and stakeholdersMonitoring and evaluation of provision for G&T

Examples of current practices

Exceptional Education Plans – being further developed across this yearCelebrate Success! assemblies for all yearsG&T challenge days led by studentsIncreased links between subjectsStudent voice – interviews and councilG&T page on website Links with other agencies eg IGGY, Children’s University, MENSA, Potential PlusInformation for parentsFaculty G&T rep teachers Learning walks to audit different aspects of classroom practice, eg extension opportunities , adequate challengeSupport for underachievers

Developing practices…• Develop support given to specific groups of students: EA, AU, less

advantaged• Students to be more involved in planning enrichment activities• Explore how to use enrichment for identification of untapped potential

in all students• Developing further opportunities for student leadership: in lessons -

and across the school, eg School Development Plan• Peer mentoring: between older and younger students; within depts.;

links to Compton Primary? • Using student expertise in creating subject specific websites • Students to be involved in action research• Other aspects of ability on register: leadership, entrepreneurship • Trial self / peer nomination for G&T register - with one year group only

initially• ‘G&T community’ to have higher profile• Earlier links to Oxbridge – KS4

G&T page on school website:

• How G&T is defined by subject teachers• How specific subjects provide for their most

able students• Websites recommended by subject teachers• Parent site / General Info / scroll down to Gifted

and Talented.

International Global and Gifted Youth

Connecting and challenging the world’s brightest young minds

https://iggy.net

Children’s University

7-14 yr oldsopportunities outside school

http://www.childrensuniversity.co.uk/

MENSA

-provide a stimulating intellectual and social environment for its members

-identify and foster human intelligence for the benefit of humanity

-encourage research into the nature, characteristics, and uses of intelligence

http://www.mensa.org.uk/

Potential PlusAn independent charity which works with the

whole family to support children with high learning potential.

Works with parents and carers toDISCOVER the child's potential

NURTURE their gifts and talentsWork with parents and also with professionals

to help children SUCCEED

http://www.potentialplusuk.org/

Mr A Hartley

AG&T in the Sixth Form

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AG&T and university

What does it take to turn the latent ability into a place at a top university?

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Curiosity Joining societies Reading journals Newspapers Discussion group Radio 4 Going to lectures/events Going beyond the syllabus Learning doesn’t stop at 3.15 Participation

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Determination “I tell players that hard work is a talent, too. They

need to work harder than anyone else. And if they can no longer bring the discipline that we ask for here at United, they are out. I am only interested in players who really want to play for United, and who, like me, are bad losers.

~Sir Alex Ferguson

Too many bright students I have taught or been through school have regarded a place at a top university as a birth right.

These universities have the pick of the global crop and will expect you to work at a very rapid pace when in college therefore they need evidence of commitment during school

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Academic qualifications to match the potential

Cambridge -93% in AS examinations is the average mark for successful candidates

Less than 89% as an average makes it unlikely you will get in!

7A*s at GCSE Entrance test scores at Oxford count very

highly in their selection process Russell Group varies but an A average at

GCSE followed up by AAA/AAB would be fairly typical although this is course dependent

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Student W Strong GCSE profile ( A average) Out of school- county runner, St John’s

Ambulance, amateur dramatics Deputy Head boy Always helped at every school event Decent AS results but not specatacular Decided to drop Chemistry at A2 to do a

double Level 3 BTEC in Production Arts- persuaded Mrs Bailey to support him.

Got in to RADA on their Technical Theatre course and is now working at The Old Vic

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Student X

Political opinions Broad range of ‘facilitating subjects’- did

5 A-Levels West Berkshire Youth Parliament Fencing Go-Karting 10 A*s at GCSE Law at Brasenose College , Oxford

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Student Y

Geography at Oxford 95% average in AS examinations 50/50 in an Extended Project on the

Icelandic volcano Wrote beautiful prose! Designed, made and sold jewellery on

the internet 9A* at GCSE

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Student Z

Veterinary Medicine at Cambridge Perfect reports all through school Worked very hard in Sixth Form staying

late most evenings Huge amounts of personally sourced

work experience- safari parks, Flamingo World, dairy farms, small animal work

Amateur dramatics Enthusiasm knew no bounds

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Sports-related Courses

3 As at A Level (including at least one of Biology, Maths, Chemistry, Physics, Psychology, Sociology, History, English Language or Literature)

Performance level in one sport at preferably County National level would illustrate quality of involvement

Assisting in coaching and/or officiating younger students at school or external sports clubs and competitions would illustrate depth of involvement

Work Experience in a sporting environment would show wider interest in a potential area of study

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What will the school do? Oxford trip Coaching and advice from the beginning

of Sixth Form for ‘top 25’ students Summer school applications support West Berkshire Oxbridge/Durham

evening West Berkshire Oxbridge master classes Support from teaching staff Interview practice with Downe House

Q&A

Suggestions – please use forms provided