1. Teaching for Challenge Helen Wilson Oxford Brookes University h.wilson@brookes.ac.uk

2. A rising tide… ‘If you are willing to deal effectively with the needs of able pupils you will raise the achievement of all pupils.’ Renzulli

3. This is the English (Department for Education and Skills) definition : Gifted: able in one or more subjects in the statutory school curriculum, other than art, music & physical education Talented: able in art, music, physical education or in any sport or creative art This is all relative to each school

4. International Definitions USA Gifted: Innate potential Talented: Developed potential Australia (New South Wales) Gifted: Able in a specific domain Talented: An all-rounder

5. Major National Developments in G&T in England OFSTED Survey of International Provision 1998 Parliamentary advisory group on G&T Report: Highly Able Children 1999 Excellence in Cities 1999 - 2007 National Academy for G&T Youth 2002 - 2007 Leading Teachers for G&T 2007 Quality Standards: 2006/7 YGT Young Gifted and Talented http://ygt.dcsf.gov.uk/ Fact finding Areas of deprivation Summer schools etc Go national Monitor/evaluate

6. General Principles within Excellence in Cities 1. The development that would make the most difference in the education of the highly able is a change in attitude among teachers and education authorities, but perhaps even more importantly among the public and society at large.

7. 2. The emphasis must be on improving provision in mainstream schooling. Most children are educated in maintained primary and secondary schools and it is therefore in mainstream schools that the principal effort should be directed. 3. Although many recognised approaches exist, there is no single 'best way' to meet all these children's needs. Not private schools

8. 4. Highly able children must be allowed to enjoy their childhood. 5. There is already good practice in a range of areas. It is not our role in this report to re-invent the wheel. Our intention is to draw attention to some of the good practice that is currently going on and suggest ways in which it might be spread further.

9. Sports Model (Freeman) Provide Identify Pupils show their ability when the provision in the classroom is challenging

10. My personal viewpoint of the English approach: Building on good practice – differentiation for different abilities normally takes place in lessons a rounded view of the identification of ability: more than the IQ test an inclusive approach a focus on in-class provision A recognition that schools cannot always provide everything

11. … tests can dominate teachers’ work, and insofar as they encourage drilling to produce right answers to short out-of-context questions, this dominance can draw teachers away from the paths to effective formative work. Black & Wiliam (1998, p.17)

12. One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year...... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of enquiry.

13. Provision for the more able in the classroom. 1.Background theory: HOT Bloom Creativity Critical thinking… 2. Lesson structure: Learning objectives Questioning Task setting… 3. Strategies/ tools: Think, pair,share Resources Thinking hats… The Components

14. ‘Higher order thinking occurs when a person takes new information and information stored in memory and interrelates and/or rearranges and extends this information to achieve a purpose or find possible answers in perplexing situations.’ Another definition of Higher Order Thinking: Information Relates, rearranges Possible answers Lewis and Smith (1993, p.136)

15. Professor Philip Adey ‘ What the research shows consistently is that if you face children with intellectual challenges and then help them talk through the problems towards a solution, then you almost literally stretch their minds. They become cleverer, not only in the particular topic, but across the curriculum.’

16. Content of the Curriculum Use/Apply Reflection HOT Infusion

17. Redefine the central objectives in teaching as: To enable pupils to think efficiently To communicate these thoughts succinctly, whatever subject content is under study. Montgomery, 1981

18. Effective learning is associated with teaching which incorporates cognitive skills Modest changes in general teaching methods are shown to be able to incorporate cognitive process strategies which could improve the learning opportunities of all learners [Montgomery] Research reveals:

19. Shallower vs deeper Deeper: An intention to develop personal understanding Active interaction with the content, particularly in relating new ideas to previous experience Linking ideas together Relating evidence to conclusions Shallower: An intention to reproduce content Passive acceptance of ideas & information Lack of recognition of guiding principles or patterns Focusing learning on assessment requirements

20. Key dimensions for providing challenge: Depth Breadth Pace Effective provision for gifted and talented children in primary education

21. Breadth Going beyond the prescribed curriculum – sideways No increase in the level of complexity Enrichment Within class or outside school Extended time for work

22. Pace Covering the same work as everyone else but in a shorter period of time

23. Depth Within the prescribed curriculum Increasing the level of challenge Higher order thinking skills My favourite

24. Higher Order Questions Revision questions and those requiring only the representation of known material (simple comprehension) attract lower order answers; while questions that ask students to deduce, hypothesise, analyse, apply, synthesise, evaluate, compare, contrast or imagine attract higher order responses. Kerry & Kerry: The Centrality of Teaching Skills in Improving Able Pupil Education

25. Skinny questions: Check pupils’ knowledge Often one word answers Seeking facts Science Inside the Black Box Black & Harrison, nferNelson Rich questions: Open ended Needs time to think – can’t usually answer immediately Answers generally require one or more sentences Sometimes pupils need to ask other questions to work towards main question Tend to prompt further questions Need to make links, apply ideas, give reasons

26. Questions When questions arise in the classroom that no-one can answer, put them in the poster of the light bulb Challenge: who can find the answer?

27. Excellence carries a charge of excitement, without which it can be difficult to inspire and motivate the ablest pupils. Keeping that crackle of excitement, over an idea, a process, a product or a presentation is one of the most enjoyable challenges of working with able pupils. Key Stage 3 Strategy. Teaching able, gifted and talented pupils: overview http://www.standards.dfes.gov.uk/keystage3/

28. The chocolate teapot Punctuation marks are abolished A world without friction The 4 day week-end Being an evacuee in World War 2 You make some up!

29. Thinkers’ keys: http://www.primary-teacher- uk.co.uk/2005/12/ryans_thinkers_.html Examples: Interpretations Key A mouse running towards a cat. Your neighbour sweeping the roof. What If key …we each had 10 cars …friends only lasted a week Disadvantages key List disadvantages & improvements to: School A lawnmower

30. Science Inside the Black BoxBlack & Harrison, nferNelson The essential ingredients: Challenging activities that promote thinking & discussion Rich questions Strategies to support all learners in revealing their ideas Opportunity for peer discussion about ideas Group or whole-class discussions which encourage open dialogue