guidelines for teachers gifted & talented pupils

26
Guidelines for teachers Gifted & Talented Pupils

Upload: nicholas-ingram

Post on 28-Mar-2015

259 views

Category:

Documents


7 download

TRANSCRIPT

Page 1: Guidelines for teachers Gifted & Talented Pupils

Guidelines for teachers

Gifted & Talented Pupils

Page 2: Guidelines for teachers Gifted & Talented Pupils

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…

Page 3: Guidelines for teachers Gifted & Talented Pupils

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.

Page 4: Guidelines for teachers Gifted & Talented Pupils

How gifted and talented are you?

Q1. What species of tree is George Washington supposed to have cut down?

Cherry Walnut Birch

Page 5: Guidelines for teachers Gifted & Talented Pupils

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

Page 6: Guidelines for teachers Gifted & Talented Pupils

How gifted and talented are you?

Q3. What type of tree is known as the ‘graveyard’ tree?

Oak Yew Ash

Page 7: Guidelines for teachers Gifted & Talented Pupils

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

Page 8: Guidelines for teachers Gifted & Talented Pupils

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

Page 9: Guidelines for teachers Gifted & Talented Pupils

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

Page 10: Guidelines for teachers Gifted & Talented Pupils

How gifted and talented are you?

Q7. What type of tree is used in the making of Butcher's Blocks?

Hornbeam Field Maple Juniper

Page 11: Guidelines for teachers Gifted & Talented Pupils

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

Page 12: Guidelines for teachers Gifted & Talented Pupils

Overview

Definition Identification Whole-school strategies Classroom strategies Gender & giftedness Profiles of the Gifted and Talented Case Studies Forms & policies

Page 13: Guidelines for teachers Gifted & Talented Pupils

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 their…particular 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.

Page 14: Guidelines for teachers Gifted & Talented Pupils

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.

Page 15: Guidelines for teachers Gifted & Talented Pupils

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.

Page 16: Guidelines for teachers Gifted & Talented Pupils

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?

Page 17: Guidelines for teachers Gifted & Talented Pupils

Nebraska Starry Night

Page 18: Guidelines for teachers Gifted & Talented Pupils

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.

Page 19: Guidelines for teachers Gifted & Talented Pupils

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.

Page 20: Guidelines for teachers Gifted & Talented Pupils

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 people’s

answers/opinions/contribution to team effort even George Best couldn’t win a football match on his own!

Page 21: Guidelines for teachers Gifted & Talented Pupils

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.

Page 22: Guidelines for teachers Gifted & Talented Pupils

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.

Page 23: Guidelines for teachers Gifted & Talented Pupils

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!

Page 24: Guidelines for teachers Gifted & Talented Pupils

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.

Page 25: Guidelines for teachers Gifted & Talented Pupils

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

Page 26: Guidelines for teachers Gifted & Talented Pupils

Contact Details

Helen Miskelly – [email protected]

Treasa Farrell – [email protected]