1. How do we stretch and challenge our most able students? CHALLENGE ASPIRE Aims: Define what G&T means to you and how it relates to your subject Give practical tips on how to stretch our most able students

2. Present an able student as a …. 2 mins to plan 1 min to deliver How did it feel? http://www.newtools.org/showtxt.php?docid=775

3. Why? Creative Thinking Making links/ connections Time pressure

4. Gifted Capable of excelling in academic subjects Excellence in areas of curriculum requiring visio-spatial skills or practical abilities Talented Do we agree?

5. What makes an able student in your area? 1.What skills/ dispositions can you think of? 2.Compare to list provided 3.In 3s – produce a Concept Star/ Map/ Double Bubble showing similarities/ differences

6. What are the conditions needed to support able students in their learning? THINK PAIR SHARE

7. Allowed to get it wrong Take risks Can ask for help Be commended for effort as well as achievement Value different types of ability Acknowledge and cater for different learning styles

8. Questioning

9. What’s the tag line? How many ideas did you come up with? How did you select the ‘best’ idea? What did you do to get to your final choice? How did you share & use ideas from others? How did it feel to think in this way? What skills helped you to achieve your tag line? What would you do differently next time?

10. Higher order thinking How are you planning to do this? What will you need? Why did you decide to start like that? How did you reach that answer/ decision? How do you know? Why do you think that? Why do you think this approach worked better than another approach? How can you be sure? Is there another way/ reason/ argument? How many ways can you… How many uses…? What if/ if not? How do you think it feels to be…? What do you think happens next? Who has a different idea?

11. Authentic differentiation through questioning

12. Differentiation How many ways can you think of challenging our most able students?

13. THINK OF AN OBJECT

14. STAND UP IF… Your object is expensive Your object is valuable Your object is eco-friendly Your object is negative Your object can be linked to ‘good’ design Your object has something to do with patterns

15. INCREASE THE CHALLENGE Find 2 other objects which CAN BE LINKED to your object – discuss your thinking Find 1 other object that cannot be linked to your object – can you find ways to make links?

16. Why? Efficient brains need to constantly make new (& sometimes unexpected) connections

17. For your object… 1.Your object 2.? 3.? 4.? 5.? 6.Gordano School

18. Reflective Learners How can we develop reflective learners through the starter and plenary?

19. Task Planning Start at the end Why? Effective learners know where they want to get to, what learning they want to happen and what it might look like. By planning in the same way, the journeys may collide

20. Outcome focused Planning Tool Intended Outcomes What do I want students to learn/ develop? Opportunities What variety of activities/ tasks exist/ can we create? Sharing How will I share my intended outcomes with pupils? Recognising achievement How will I/ students know they’ve achieved the intended outcomes?

21. Task planning Breadth Depth Pace Additional material (enrichment) Asking students to delve deeper into given subject/ topic (extension) Speed in covering curriculum (acceleration)

22. Use of targets How can we use targets effectively with most able students?

23. Exemplar material How can we use with students?

24. Sum up your main learning points in... No more than 15 words 5 images