Strategies for stretching the More Able Monday 11 th January 2015

Context Replaced Gifted and Talented How is a More Able student identified? KS2 data

Do you know who your More Able Students are? Identified Tracking document and E-Portal What is different about their learning?

Giving a more able student the same level of work throughout the lesson will not stretch them. Differentiation by…  Task  Resources  Independent Learning (Extension)  Homework  Questioning

‘A rising tide lifts all ships’ Joseph Renzulli Request More Able learners to recap the learning from last lesson. Stretch them further and request they put forward a challenging question at the end of the lesson. Ask more More Able students to begin on a more difficult task. Eg. ‘Start on question 5’ OR ‘Begin with the last question’. Ask more More Able students to begin on a more difficult task. Eg. ‘Start on question 5’ OR ‘Begin with the last question’. Ask more able students to explain their verbal and written answers to the class or their neighbour. Select tasks using higher order thinking skills within Bloom’s. Avoid more of the same (generally writing). Could the student: DESIGN / SURVEY / DISCUSS / READ / DRAW Avoid more of the same (generally writing). Could the student: DESIGN / SURVEY / DISCUSS / READ / DRAW How did you get to that answer? How did you come to that conclusion?

Bloom’s Taxonomy Consider the different areas of ACCESS FMM… Aesthetics Cost Consumer Environment Size Safety Function Materials Manufacture Consider the different areas of ACCESS FMM… Aesthetics Cost Consumer Environment Size Safety Function Materials Manufacture Level Keywords 3 define, describe, identify, list, outline, 4 defend, distinguish, estimate, explain, give an example, predict, summarize 5 demonstrate, modify, predict, relate, show 6 analyse, break down, compare 7 design, organise, plan, reconstruct, reorganise, revise 8 conclude, contrast, criticise, critique, discriminate, evaluate, justify Can you describe how you made your model? How would you summarize the successes in your project? If you had longer, how would you modify the aesthetics of your model? How would you criticise the manufacture of your model? Explanation: Higher order thinking: Through questioning Explanation: Higher order thinking: Through questioning Write a question for each level to challenge your peers’ higher order thinking Task

Use a set of De Bono’s Hats for students to use as a spring board for discussion. Provide students with the mark scheme. Ask them to mark another students’ work and suggest specific improvements. Ask them to annotate the mark scheme with evidence that could be used to meet the criteria. Use unedited or full length versions of abridged texts you are using with the rest of the class.

Problem Solving…. When debating/planning an argument – ask them to develop an argument for the opposition. Provide students with articles / journals / blog entries on the subject of the lesson and ask them to summarise what they have read. Problem solving – give students a difficult choice and ask them to evaluate both sides of the argument before coming to a decision. Ask students to put themselves in the minds of a famous figure (historical/celebrity/genius/political). and develop a response from their point of view. Ask students to put themselves in the minds of a famous figure (historical/celebrity/genius/political). and develop a response from their point of view. Ask students to research the topic further using the internet and report back with their findings at the end of the lesson. Ask students to design an experiment which could be used to test the validity of what they have learnt. Ask students to design an experiment which could be used to test the validity of what they have learnt. Eg. Should the government spend money on scientific research for medicine or on employing more doctors and nurses? Eg. (Citizenship) A student could design an experiment that tests whether democracy promotes human rights. Eg. (Citizenship) A student could design an experiment that tests whether democracy promotes human rights.

Challenge students to make a proposal for a topic or problem. Eg, ‘Come up with a proposal for reducing CO2 emissions in the UK.’ ‘Make a proposal for how we might re-interpret Macbeth for a modern audience.’ Eg, ‘Come up with a proposal for reducing CO2 emissions in the UK.’ ‘Make a proposal for how we might re-interpret Macbeth for a modern audience.’ Tube Mapping Ask students to make a tube map containing several topics or subjects to show how they link with the lesson’s learning. Tube Mapping Ask students to make a tube map containing several topics or subjects to show how they link with the lesson’s learning.

EG1, The 3 statements provided have been written in textbooks. Read them and use research of your own to decide if they are correct. Explain what your views are on each statement. EG2, Use independent research to explore the questions provided. Present your findings in a way of your choice: poster/ leaflet/ presentation/ short documentary/ other. Tasks should allow students to conduct research, decide upon their own views and present their findings in a way that they have chosen. Offer a series of options for students to choose from and the opportunity to decide on their own outcome. ILP’s Set a homework assignment for students to produce a starter activity for the IWB to recap last lesson.

Learning strands are a way of bringing the class together in their work – but providing work for different abilities at the same time. They can begin with a quiz to divide up the abilities without making groups of students stand out. Or If the group is comfortable and confident with their levels/grades, the strands can be titled accordingly. Here is an example Yellow box = LA students = Asks students to draw upon prior knowledge before attempting the bigger question. Blue box = HA students = Immediately asks them a question involving complex key terms, more detail is required, and includes a different type of task. Challenge task = Most able students = Asks them to consider higher order thinking questions. If you got 1-2 answers correct. 1)Describe what Market pull means with an example. 2)Describe what technology push means with an example. 3)What is the difference between the two keywords? 4)Explain how the design of the mobile phone was affected by: market pull Technology push If you got 1-2 answers correct. 1)Describe what Market pull means with an example. 2)Describe what technology push means with an example. 3)What is the difference between the two keywords? 4)Explain how the design of the mobile phone was affected by: market pull Technology push If you got 3-5 answers correct. 1) Explain how the design of the mobile phone was affected by: market pull Technology push 2) Evaluate which had the biggest impact on the evolution of the mobile phone. 3) Design a matrix to show the how the evolution of 5 products have been influence by market pull/technology push and which you feel had the biggest impact on each product If you got 3-5 answers correct. 1) Explain how the design of the mobile phone was affected by: market pull Technology push 2) Evaluate which had the biggest impact on the evolution of the mobile phone. 3) Design a matrix to show the how the evolution of 5 products have been influence by market pull/technology push and which you feel had the biggest impact on each product CHALLENGE – Consider the following questions… What would happen if designers were only influenced by technology push? What would happen if the creation of new technology was banned? CHALLENGE – Consider the following questions… What would happen if designers were only influenced by technology push? What would happen if the creation of new technology was banned?

What does the Academy already offer for More Able Students?

Next Steps  Subject Champions: Academically Gifted or Creative Talent  Display boards  AIG  Educational Visits  Monitoring of Tracking Data  Mentoring  Master classes