1. Growth mindset How can we challenge the mindset of the more able?

2. Teachers should be constantly aware of the need to look out for the emergence of new abilities in students.

3. Most provision for able pupils must be inside the classroom rather than extra-curricular. Provision should be inclusive.

4. Teaching of more able students is about good teaching for all
Teaching of more able students is about good teaching for all. All pupils will benefit, not simply the most able.

5. What are the principles of teaching more able students?
Flexible intelligence – we can learn to be brighter – the growth mind-set Inclusion – not exclusive opportunities for some Nurturing of latent / emergent ability Prevention of underachievement

6. Provide for the most able in lessons Extra curricular provision open to all students All lessons should seek to challenge and inspire all students, including the most able, and should be differentiated to allow for all students to achieve their best

7. Challenge and Inspire Our goals for the students
Students take responsibility for their own learning:
they devise their own questions;
they organise themselves effectively in groups; they construct tasks themselves to meet learning outcomes;
they respond to feedback so that their work improves; their work is well organised;
they can explain their level or grade and what they need to do to improve;
they can explain the purpose of their work; they can talk about how they are learning (learning habits and skills).

8. Challenge and Inspire Targets for the classroom
Students are challenged at their different levels and work matches ability:
questioning is informed by an understanding of the hierarchy of thinking skills;
opportunities to support reading, writing and communication are taken in order to develop literacy, especially with weaker students;
there is opportunity for creativity, deep-thinking, choice and extension within tasks;
all students are involved and contribute.
Thunking model- thiking for themselves

9. Ability and the GROWTH MINDSET
Ability is the result of learning.
Focus on students’ ability to grow.
Through effort, motivation, hard work, perseverance, challenge and support, students can become more able.
Students who believe in the growth mindset are more likely to progress
Students who have fixed mindset will not value effort and will make less progress.
We tend to use assessments, but many students underachieve in assessments.
Intelligence is a vague concept and can be judged on a large number of factors.
Ability is complex and variable: it is sensitive and in a state of flux.
Ability can grow and it can diminish

10. THUNKING In a pair- 2 mins. Use mini white boards
What is heavier hope or despair?
What is a quarter of love?
Would you rather be kind or right?
Are you man made or natural?

11. Mock the week Stimulating starters
It’s the thinking that will really stretch our students and ensure that they develop better understanding
Mock the Week starter: If this is the answer, then what’s the question?
(the average number of questions asked by a teacher each day) % (the proportion of those questions that are procedural, eg ‘Have you labelled the diagram?’ ‘Why haven’t you got a pen?’) 3. one second (the average amount of time that a teacher will allow before accepting an answer.)

12. Model higher order thinking skills
 Using a riddle but one that requires higher-order thinking skills to deduce the answer:
A man stands in the middle of a square room with a window in the middle of each of the four walls. Each window has a view to the south. A bear walks past one window. What colour is the bear?

13. Answer
White
The most striking piece is that the room has a view to the south from each window. Is that possible and if so, how? 
The only place on the planet that has a view to the south in every direction is the North Pole. Finally, if the bear is at the North Pole then it must be a polar bear: therefore, the bear walking past the window is white.

14. Provide visual clues
 Providing pictures is beneficial for several reasons:
It gives students a different way to access the information.
It can be used to highlight key points or stages along the thinking process
It also activates a different part of the brain from the language centre and this means that students are more likely to remember the information involved.

15. Engage the students. More able get ‘bored’ quickly
Random name generator
Pose, Pause, Pounce and bounce
Vary questions
Use visual clues
Points for the best questions during the lesson
Mind maps without branches. They have to make the connections themselves
Common, shared, unique
Using the most able as teachers- they love it!

16. Strategies to help students with low self esteem
Montgomery: catch them being clever - comment positively on pupils’ learning processes.
Dweck – praise effort and strategy rather than intelligence – resilience and motivation would then not be bound up in self image. Success to do with effort rather than personal qualities.

17. Personal Learning and Thinking Skills
Independent inquirers
Creative thinkers
Reflective learners
Team workers
Self managers
Effective participators

18. Hard work beats talent when talent doesn’t work hard
All CPD from today will be in teaching and learning on the staff area of the school website
Hard work beats talent when talent doesn’t work hard