How do we stretch and challenge our most able

students?

CHALLENGEASPIRE

Aims:

•Define what G&T means to you and how it relates to your subject

• Give practical tips on how to stretch our most able students

Present an able student as a ….

2 mins to plan

1 min to deliver

How did it feel?

http://www.newtools.org/showtxt.php?docid=775

Why?

Creative Thinking Making links/ connections Time pressure

Gifted

Capable of excelling in academic subjects

Excellence in areas of curriculum requiring visio-spatial skills or practical abilities

Talented

Do we agree?

What makes an able student in your area?

1.What skills/ dispositions can you think of?

2.Compare to list provided

3.In 3s – produce a Concept Star/ Map/ Double Bubble showing similarities/ differences

What are the conditions needed to support able students in their learning?

THINKTHINK PAIRPAIR

SHARESHARE

Allowed to get it wrong Take risks Can ask for help Be commended for effort as well as

achievement Value different types of ability Acknowledge and cater for different

learning styles

Questioning

What’s the tag line?

How many ideas did you

come up with?

How did you select the

‘best’ idea?

What did you do to get to your final choice?

How did you share & use ideas from

others?

How did it feel to think in this

way?

What skills helped you to achieve your

tag line?

What would you do

differently next time?

Higher order thinking How are you planning to do this? What will you need?

Why did you decide to start like that?

How did you reach that answer/ decision?

How do you know?

Why do you think that?

Why do you think this approach worked better than another approach?

How can you be sure?

Is there another way/ reason/ argument?

How many ways can you…

How many uses…?

What if/ if not?

How do you think it feels to be…?

What do you think happens next?

Who has a different idea?

Authentic differentiation through questioning

Differentiation

How many ways can you think of challenging our most able students?

THINK OF AN OBJECT

STAND UP IF… Your object is expensive Your object is valuable Your object is eco-friendly Your object is negative Your object can be linked to ‘good’ design Your object has something to do with

patterns

INCREASE THE CHALLENGE

Find 2 other objects which CAN BE LINKED to your object – discuss your thinking

Find 1 other object that cannot be linked to your object – can you find ways to make links?

Why?

Efficient brains need to constantly make new (& sometimes unexpected) connections

For your object…

1. Your object

2. ?

3. ?

4. ?

5. ?

6. Gordano School

Reflective Learners

How can we develop reflective learners

through the starter and plenary?

Task Planning

Start at the end

Why?

Effective learners know where they want to get to, what learning they want to happen and what it might look like. By planning in the same way, the journeys may collide

Outcome focused Planning Tool

Intended Outcomes

What do I want students to learn/ develop?

Opportunities

What variety of activities/ tasks exist/ can we

create?

Sharing

How will I share my intended outcomes with pupils?

Recognising achievement

How will I/ students know they’ve achieved the intended outcomes?

Task planning

Breadth

Depth

Pace

Additional material (enrichment)

Asking students to delve deeper into given subject/ topic (extension)

Speed in covering curriculum (acceleration)

Use of targets

How can we use targets effectively with most able students?

Exemplar material

How can we use with students?

Sum up your main learning points in...

No more than 15 words 5 images