guidelines for teachers gifted & talented pupils

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Guidelines for teachers Gifted & Talented Pupils

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Guidelines for teachers Gifted & Talented Pupils Slide 2 Why did we do it? The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives Slide 3 Where are we now? There is much good practice already in schools. in collaboration with our colleagues in NCCA. CCEA produced guidelines for schools CASS are working with schools to develop provision. Slide 4 How gifted and talented are you? Q1. What species of tree is George Washington supposed to have cut down? Cherry Walnut Birch Slide 5 How gifted and talented are you? Q2. How many varieties of insects are supported by an oak tree? About 150 About 200 More than 350 Slide 6 How gifted and talented are you? Q3. What type of tree is known as the graveyard tree? Oak Yew Ash Slide 7 How gifted and talented are you? Q4. The Meikleour Beech Hedge near Blairgowrie is the tallest hedge in the world. How high is it? 10 metres 20 metres 30 metres Slide 8 How gifted and talented are you? Q5. The major oak in Sherwood Forest is estimated to be 1,000 years old. What is its current circumference? 22ft 6in 25ft 11in 34ft 4in Slide 9 How gifted and talented are you? Q6. What was the name of the disease that struck the United Kingdom tree population in the 1970s? Poplar Influenza Dutch Elm Disease Oakey Dokey Slide 10 How gifted and talented are you? Q7. What type of tree is used in the making of Butcher's Blocks? Hornbeam Field Maple Juniper Slide 11 Answers Q1. Cherry Q2. more than 350 Q3. Yew Q4. 30 metres Q5. 34ft 4in Q6. Dutch Elm Disease Q7. Maple 0-1 We hope you are very good looking! 2-4 Average public servant intellect 5-7 Up there with David Attenborough Slide 12 Overview Definition Identification Whole-school strategies Classroom strategies Gender & giftedness Profiles of the Gifted and Talented Case Studies Forms & policies Slide 13 Definition Gifted and Talented describes those learners who are achieving or who have the potential to achieve a level substantially beyond the rest of their peer group inside theirparticular educational setting. The Exceptionally Able are those learners who demonstrate or have the potential to demonstrate extremely high levels of ability, compared with their peers across the entire population. Slide 14 Potential Areas of Ability General intellectual ability or talent; Specific academic aptitude or talent; Visual and performing arts and sports; Leadership ability; Creative and productive thinking; Mechanical ingenuity; and Special abilities in empathy, understanding and negotiation. Slide 15 How to spot them! One method of identification is not enough. Research recommends using at least two methods of identification to ensure spotting all the gifted and talented pupils. Page 13 in guidelines gives a list of suggested methods. Page 42 and 43 in guidelines show a suggested process for a school to ensure that its identification procedures are robust. Slide 16 Identification process Advocacy - is it in the best interests of learners? Defensibility - is it based on best research and recommendations? Equity - does it provide equal opportunity for every learners, including those being educated off-site? Pluralism - does it use the broadest definition of giftedness? Comprehensiveness - does it serve most Gifted and Talented learners, not just the academically talented? Pragmatism - does it allow for modification and use accessible resources? Slide 17 Nebraska Starry Night Slide 18 Whole school strategies Many different possible approaches Wednesday afternoon club approach This is a form of setting. Withdrawing pupils makes them feel different. Having a range of activities on at the same time. Each learner can pick from two activities in one afternoon. Opportunity for younger able learners to learn alongside older learners. Opportunity for specialist to be brought in from outside school. Activities must be well planned to ensure useful learning takes place. Slide 19 Classroom strategies Schools are all doing this really well already. Varies depending on the gift. Example Maths Assume the learner is getting no additional help outside his/her regular class Use investigative work to develop maths skills. Ask the learner to develop a maths trail for the rest of the class to use. Set clear limits on how this should be done. Detail the type of mathematical operations that should be done. Give the number of stops there should be. Learner should supply answers as well as questions. The trail should be tested before it is handed in. The learner should be on hand as resident expert while the rest of the class work their way through. Invert a lesson. Once a certain topic has been covered, e.g. simple algebraic formulae, set a beat the textbook challenge. Can the learner teach a fellow pupil how to do the work. The learner should write their own set of sums and help his/her pupil to work through the topic. Slide 20 Classroom strategies Use the talent to assist learning in other areas. Remember to develop the areas which are not strengths, e.g. empathy, attention to detail. Use mixed ability groups and ensure the able learner has a turn at each role. Assist the learner to see the value in other peoples answers/opinions/contribution to team effort even George Best couldnt win a football match on his own! Slide 21 Gender & giftedness Young girls Girls should be given leadership roles. Assertiveness needs to be encouraged and the appropriate language taught. The curriculum should ensure that girls are routinely part of traditional male activities, e.g. problem-solving and team sports. Praise the intellectual achievements of girls not just their presentation skills. Provide more waiting time for girls. Monitor school resources to ensure girls get an equal share. Slide 22 Gender & giftedness Older boys Promote a learning culture among boys, e.g. offer boy friendly topics. Provide positive male role models. Bring in a local footballer to talk about his favourite book. Encourage boys to undertake open-ended projects that involve reading as part of the research. Avoid confrontation by offering choices that allow boys to select learning without losing the respect of their peers. Offer male mentors. This can be older pupils or bring in volunteers from the local community. Slide 23 Profiles of the Gifted & Talented Joe is one of The Challengings. At School Joe needs a mentor. He needs a programme to help develop his social skills. He needs to be given permission to have feelings. He needs a behaviour contract. At Home Joe needs to be allowed to pursue his interests. He needs good role models. Joe often corrects the teacher and infuriatingly is usually right! Joe is very honest and tells you what he thinks. Joe is very creative. Joe has dramatic mood swings. Teachers find Joe intensely irritating. Teachers see Joe as a discipline problem. Fellow pupils find Joe very entertaining. Tests by an educational psychologist show Joe to be extremely bright! Slide 24 Case studies The case studies Exemplify the good practice that is already being carried out in schools. Show a range of different types of schools. Show different approaches to dealing with gifted and talented learners. Show one method to dealing with underachievement among able learners. There are also a range of descriptions of able learners from the Republic of Ireland. Slide 25 Forms & policies A range of example paperwork is included. Policy Audit form Parental questionnaire General checklist for identification Classroom strategies checklist School register Individual record Nebraska Starry Night identification form All the forms may be downloaded from http://www.nicurriculum.org.uk/inclusion_and_sen/gifted_and_talented.asp http://www.nicurriculum.org.uk/inclusion_and_sen/gifted_and_talented.asp Slide 26 Contact Details Helen Miskelly [email protected]@ccea.org.uk Treasa Farrell [email protected]@ccea.org.uk