Practical strategies for ensuring effective provision for the most able students.

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Practical strategies for ensuring effective
provision for the most able students.

• What strategies do you already use in the
  classroom?

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Aims.

• To recap best practice in differentiating for the
  most able students.
• To demonstrate practical strategies which can be
  used to extend the most able students in lessons.
• To stimulate your thinking on how best to cater
  for the most able students in your own subject.

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Background and key principles.

• Gifted students are identified as the top 7 of
  students in each year group. They are identified
  based on a range of assessment data, including
  MidYis testing and examination results.
• Talented students show a particular aptitude in
  one subject area, usually the arts and sport.

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In an outstanding lesson

• All students, including those that are gifted
  and talented, should be challenged throughout the
  lesson and activities should include a suitable
  amount of challenge.

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Some characteristics of the most able students.

• Possess superior powers of reasoning and able to
  deal effectively with abstractions and
  generalisations. (Laycock)
• Originality and initiative in intellectual and
  practical work. (Montgomery)
• Ability to process information quickly to develop
  coherent and complex arguments. (NAGC)
• Keen powers of observation, allowing them to
  identify analogies and mismatches. (Montgomery)
• Exceptional curiosity and desire to know why
  things happen. (Wallace)

The most able students have a cognitive ability
to learn and to think.
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Model for effective provision at Macmillan Academy
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Current best practice.

• What provision do we already make?

• How do you challenge a
• gifted student in a subject where
• they appear to struggle?

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Practical strategies.

• What if?
• How is this like?
• Code breaking.
• Concept mapping.
• Core principles.
• Creative writing.
• Create _______ to solve a problem.
• Construct a different problem/question using the
  same data/to generate the same answer.
• Before, before, after,after.
• Dingbats.
• Whats the rule.
• Questioning techniques.

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Code Breaking

• Can you break the following codes?

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Practical strategies.

• What if?
• How is this like?
• Code breaking.
• Concept mapping.
• Core principles.
• Creative writing.
• Create _______ to solve a problem.
• Construct a different problem/question using the
  same data/to generate the same answer.
• Dingbats.
• Before, before, after,after.
• Whats the rule.
• Questioning techniques.

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Dingbats
1 - 0
Each picture shows one of the reasons why the
First World War ended. Why did the First World
War end? How did you reach that conclusion?
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Practical strategies.

• What if?
• How is this like?
• Code breaking.
• Concept mapping.
• Core principles.
• Creative writing.
• Create _______ to solve a problem.
• Construct a different problem/question using the
  same data/to generate the same answer.
• Before, before, after,after.
• Dingbats.
• Whats the rule.
• Questioning techniques.

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Questioning techniques for the most able.

• Planned Higher Order questions.
• Piggybacking.
• Challenge thinking process.
• Challenge answers what if?
• Students generate their own questions (using a
  stimulus).

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Review
What do you perceive are the remaining barriers
to effective provision for gifted and talented
students?
What positives have come out of the session?
What ideas do you have to help future
development of gifted and talented provision?
How are you feeling now about provision?