Leading Teachers for gifted and talented education'

1
Leading Teachers for gifted and talented
education.

• Rotherham training programme
• 10th January 2008
• RPDC

2
The gap tasks taking on the leading teacher role

• Cluster
• Contact the rest of your cluster to introduce
  discuss the Leading Teacher for GT Teaching
  Learning.
• Invite them to a twilight meeting, organise a
  venue date.
• Plan the meeting agenda e.g. consider the action
  points from the evaluation from 26th September.

3
Agenda

• Session 1 Developing Thinking Skills
• Session 2 Climate for Learning
• Session 3 Articulating Thinking.
• Session 4 Plenary

4
IQS Element 2 Effective Classroom
Provision
5
The five components of personalised learning

• Inner core
• Personalising theschool experience

Assessment for Learning
Effective Teaching and Learning
Curriculum entitlement and choice
Organising the school
Beyond the classroom
6
Session 1

• Developing Thinking Skills

7
Objectives for Session 1

• To consider Blooms Taxonomy for Higher Order
  Thinking skills.
• To explore, through group/cluster discussion a
  classroom strategy to promote the development of
  our pupils thinking skills.
• To plan individually how you will use this
  strategy in your own classroom this term.

8
Blooms Taxonomy
Evaluation
Conceptual/Divergent
Synthesis
Analysis
Application
Concrete/ Convergent
Comprehension
Knowledge
9
Deepening - Example

• Goldilocks the Three Bears
• 1. Knowledge
• What happens in the story?
• What did Goldilocks do in the bears home?
• 2. Comprehension
• Why did it happen that way?
• Why did Goldilocks like the little bears bed
  best?

10

• 3. Application
• What would you have done?
• What would have happened if Goldilocks had come
• to your house?
• 4. Analysis
• Which part did you like best and why?
• Which parts could not be true?

11

• 5. Synthesis
• Can you think of a different ending?
• What would you have done if you were Goldilocks?
• 6. Evaluation
• What did you think of the story?
• Was Goldilocks good or bad and why?

12
Task

• In your cluster develop an additional question
  for each section from an adult perspective.
• Would Goldilocks make a good Prime Minister?

13
(No Transcript)
14
Applications for planning

• Questioning
• Lesson Objectives
• Verbs
• Materials
• Situations
• Activities
• Products

15
Task 2

• Individually consider a topic or lesson which you
  are planning for this term.
• In your cluster discuss, how could you use this
  questioning strategy to develop the higher order
  thinking skills of your pupils.
• Adjust your planning to develop HOTS using
  questioning.
• Before our next session try out the new planning
  evaluate its effectiveness.

16
Quality First Teaching

• Strategies and Environments to Create and Nurture
  Challenge

17
What is Education?

• Strip away the assessments, record keeping,
  targets, SATs, etc
• What is left at the heart of education?
• What do we want for our children now and for
  the future?

18
Challenge

• Quality First, whole class teaching
• Mixed ability, collaborative learning
• Open-ended, problem-solving
• Hooking into their values (WiifM?)
• Aiming for the Big Picture
• Opportunities for identification

19
Maths Activity

• Choose a card to show to your partner
• Two red cards 3 points each
• One black (5) one red (-2)
• Two black 0 points each

20
Learning

• Did the mixed ability context hinder you?
• Did you learn anything?
• What are the principles for success?

21
What do we want to develop?

• Independence
• Articulation
• Engagement
• Life-long learning
• Self esteem
• Care
• Strong opinions rationally expressed

22
What are the Important Elements?

• Classroom environment
• Teacher facilitation or mediation
• Pupil collaboration
• Parental involvement
• Whole school commitment

23
Classroom Environment

• Displays
• Atmosphere
• Ethos
• Routines
• Layout

24
Teacher Facilitation

• Good use of questioning
• To draw in the reluctant
• To probe perceptions
• To encourage clear articulation and reasoning
• To challenge thinking - thereby creating
  independence

25
Pupil Collaboration

• Basic ground rules
• Listening
• Speaking clearly
• Valuing others
• Giving reasons for everything
• Being willing to change your mind

26
Parental Involvement

• Encourage hobbies and interests
• Have high expectations and celebrate success
• Encourage family enrichment activities
• Talk to their children

27
Whole School Commitment

• Regular discussion on pedagogy
• Clear mission statements
• Consistent approaches

28
So What Does Good Classroom Provision Contain?

• Higher Order Thinking
• Looking at different viewpoints
• Verbalising their thinking
• Reflection (metacognition)
• Cross-Curricular/making connections (bridging)

29
Some Strategies

• Odd One Out
• What ifs
• Plus, minus, interesting
• WiiFM?

30
Session 3

• Articulating Thinking.

31
Objectives for Session 3

• To consider Concept lines as a strategy for
  articulating thinking.
• To explore, through group/cluster discussion how
  you could use this strategy in your own classroom
  this term.

32
(No Transcript)
33
Global Citizenship
Think about WHY you have placed yourself at each
point
34

• Someone who buys all fair trade products
• Travels all over the world
• Supports missionaries and charities working in
  Africa
• Works for a multinational company
• Takes things to the recycling bank regularly

35
Task

• In your cluster discuss, how could you use
  concept lines to encourage your pupils to
  articulate their higher order thinking.
• Link this back to task 2 planning to develop HOTS
  in your classroom this term.

36
Thinking around a problem

• 3 Strategies towards an answer
• Looking from another perspective
• Devising the question for an answer
• Making a game more complicated

37
HIGH PERFORMANCE CONSTELLATION
SOCIAL EMOTIONAL SPIRITUAL LINGUISTIC
MATHEMATICAL SCIENTIFIC MECHANICAL -
TECHNICAL VISUAL - SPATIAL
AUDITORY - MUSICAL MOVEMENT
- KINAESTHETIC ABILITIES
KNOWING THAT KNOWING HOW TO KNOWING WHEN
TO THINKING SKILLS PROBLEM SOLVING STRATEGIES
KNOWLEDGE
PERFORMANCE
STAMINA INTEREST - OPPORTUNITY EGO
STRENGTH MOTIVATION SELF ESTEEM SENSITIVITY MATU
RITY
CREATIVITY IMAGINATION DIVERGENT - LOGICAL
THINKING INDEPENDENCE ORIGINALITY FLEXIBILITY
38
Renzullis 3 ring model
Above-average ability
Task commitment
Creativity
39
6 Thinking Hats
40

• The Oceans all dry up

41
6 Colours

• Red emotion

• What do you feel about the suggestion?
• What are your gut reactions?
• What intuitions do you have?
• Dont think too long or too hard.

42
The yellow Hat

• Yellow optimism

• The sunshine hat.
• It is positive and constructive.
• It is about effectiveness and getting a job done.
• What are the benefits, the advantages?

43
Black caution

• The caution hat.
• In black hat the thinker points out errors or
  pit-falls.
• What are the risks or dangers involved?
• Identifies difficulties and problems.

44
White Hat facts

• The information seeking hat.
• What are the facts?
• What information is available? What is relevant?
• When wearing the white hat we are neutral in our
  thinking.

45
Green Creative

• This is the creative mode of thinking.
• Green represents growth and movement.
• In green hat we look to new ideas and solutions.
• Lateral thinking wears a green hat.

46
Blue - Control

• The control hat, organising thinking itself.Sets
  the focus, calls for the use of other
  hats.Monitors and reflects on the thinking
  processes used.Blue is for planning.

47
Questions

• How did it feel?
• What benefits for learning?
• When would/could you use these strategies?

48
Other Ideas for the Future?

• Cognitive Acceleration
• Philosophy for Children
• TASC Wheel

49
Cognitive Acceleration

• Foundation Stage to KS3
• Variety of subjects immaterial
• Cognitive conflict in a collaborative setting
• Development of thinking not content
• Clearly structured teacher facilitated

50
P4C Philosophy for Children
51
Both Pedagogies Develop

• Questioning in the development of reason and
  reasoning
• Constructivist learning to increase understanding
  of the personal and ethical world around them

52
TASC Wheel
53
Our Desire for Children

• How can we move these thoughts forward in our own
  setting?
• What would we hope to achieve?
• Who will benefit?
• How can we support you in this?

54
Gap Task

• Choose one strategy to be a focus for change in
  your classroom
• Decide how you will measure the change
• Feed back to your cluster group
• As a group choose one or a collation of all the
  projects to bring to the next meeting (2 - 5
  minutes ONLY)

55
Accreditation Next Steps

• Completion of the Stage 1 presentation structure,
  on going.
• Decide if you will submit for recognition and/or
  accreditation.
• Discuss your decision cost implications with
  your line manager/the appropriate person within
  school.
• Complete the fax back sheet send it back to us.