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What strategies can I adopt for Gifted and Talented pupils? |
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What constitutes an effective lesson? My teacher listened to my ideas and used them in the lesson We completed a wide variety of tasks We played games which helped us understand and remember a challenging topic My teacher asked for my opinion My teacher treated me as an intellectual equal My teacher was aware that I already had an interest in and knew quite a lot about the topic we were studying and set me a different task to the rest of the group I was allowed to research the topic in depth I worked with resources/equipment that we don't usually work with I worked with someone I don't usually work with I was encouraged to choose how I presented what I had learned about the topic I was encouraged to challenge my teacher We had real discussion The task(s) we had to do were really challenging I made a model The task seemed impossible but my teacher, by careful questioning and encouragement helped me see that it was achievable We only wrote things down that were absolutely necessary We were given clear targets by the teacher who explained clearly how we might go about reaching them I was involved in a role play We had a quiz I was given something different and interesting to do because I finished early We were given a task where we really had to think We were given problem solving activities The task was open-ended I was allowed to work at my own pace My teacher made the lesson a fun experience We were given an interesting homework to do which was based on the lesson Less Effective/Less Stimulating Lessons involve
Copying from the board, worksheet or book Cutting and sticking masses of information into files/books Writing for the sake of writing Over-explanation by teachers Teachers who set a task and then simply leave the class to it Covering work/information that students know already 'Dead Time' - fast workers/early finishers having to sit and wait for Undifferentiated punishments e.g. the whole class having to stay Colouring-in Low level tasks (e.g. 'filling in the missing word' activities etc.) Too much time to complete tasks - students slow their own pace of Lockstep teaching (Le. every student doing exactly the same task at Teachers who talk all lesson Teachers' lack of sympathy, advice and support when highly able pupils Lack of variety in tasks set - the same thing every lesson (e.g. Not being given the bigger picture - studying information in minute Under explanation on the part of teachers - teachers assuming that because they are able, they will automatically know what to do
Gifted & Talented Pupils
Like ... · VARIETY!!· Real discussion (not just someone talking through the teacher)· Time-limited tasks· Teachers who treat you as an intellectual equal· The chance to have FUN in a lesson· Teachers who get the whole class involved· Working with different people· Teachers who set clear targets and explain clearly how they can go about reaching them· Practical work· Thinking activities Investigations· Problem-solving· Group work· Drama and role play in ordinary lessons· Teachers who 'break-up' activities· Teachers who are consistent· Alternative forms of recording (e.g. attribute webs, KWL grids, mind maps, mnemonics, concept maps etc)· Working beyond the syllabus/SOW to consolidate arid reinforce learning· Study skills and revision techniques taught THROUGH subjects not in isolation· Teachers who enjoy learning themselves· Teachers who team teach· Teachers who have a good sense of humour and make learning FUN· Structure to tasks· Choosing their own activities sometimes· Quizzes· Competitions· Opportunities to work at their own pace· Being allowed to have an 'off day'· Learning from mistakes in a supportive environment· Being given something different and interesting to do if they finish early· Opportunities to study something at great depth· Independent research· Applying knowledge to real problem events
Gifted & Talented Pupils Dislike: · Being made to feel 'different'· Acting as an unpaid teacher· Too much independent activity - they welcome direct teaching and interaction with the teacher· Insufficient structure to lessons - they like to know where the lesson is heading· Their requests for help being ignored· Over-emphasis on writing - 'Writing for the sake of it'· Dictation· Time-filling activities such as colouring-in· Low level tasks (e.g. simple recall)· Teachers assuming that they know what to do· Teachers who 'go on and on'· Having to remain silent for long periods (excluding tests, exams etc)· Teachers who have no sympathy for them when they encounter barriers to learning· Being told to 'work it out for yourself when they genuinely are unable to undertake a task· Lack of variety in homework - always just finishing of what they have begun in class· Lack o(variety in c1asswork - in the teacher's restricted range of teaching approaches· Always being given more of the same when they finish work early· Not being told what the lesson objectives are· Having to work at the same pace as everyone else (usually far slower)· 'Waiting around' for the next task/the teacher's attention· Sexist teachers· Condescending teachers· Not being allowed to have an 'off day'· Not receiving praise or recognition for doing well· Being seen as a 'trophy' by the school not as a person· Lack of consistency among teachers· Unfair awards - lack of differentiation· Work which is far too hard or far too easy· Not being given any choice in how to present work· Being criticised by teachers for not getting 100% all the time· Working with the same people all the time· Being left to just 'get on'· Always having to help people who find the work difficult or who simply don't want to learn· Constant pressure to do well and be involved in everything· Unrealistic deadlines· Repeating work· Teachers who over explain· Having to wait until the whole class understands what to do before they can begin work· Unhelpful marking (e.g. a simple tick or cross or 'good', instead of reasons why something was good or incorrect with suggestions as to how it might be improved· Provision for Gifted & Talented Pupils – Some Ideas · Publicise departmental events on the G & T notice board in the staffroom· Build up a portfolio of work produced in the department including G & T pupils work in a separate section· Hold Competitions in School· Enter pupils for Regional and National competitions – e.g. Xcalibre regularly.· Provide a range of extra-curricular activities e.g. clubs, societies, groups· Compile a Talent Pool of local experts who may be willing to offer advice or to work collaboratively with teachers· Hold regular 'Hobbies Days'· Set quiz questions, problems or puzzles for the week for the whole school and/or at individual class level· Provide real life problem-solving activities· Devise simulations - e.g. Court Room/Board Room, Crime Scene etc· Establish a school newspaper, newsletter or magazine· Establish a Questions Board or Questions Box· Offer a Menu approach to tasks on occasion· Involve pupils in the planning and organization of school/class trips· Organize pupil Focus Groups and Consult them on a regular basis· Utilise ICT both as a learning tool and a medium to convey knowledge,understanding and ideas · Suspend the Timetable and have an activities day or week or a Thinking Day or Thinking Week· - Tell me 3 things you liked about the lesson/topic - Give me 3 things that you didn't like about the lesson/topic - Suggest 3 things which would- have made the lesson /topic more interesting |
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