18 replies to this topic

[Dan Moorhouse]

Provision for 'Gifted and talented' pupils has long been an area that many departments have recognised as being of importance. Government initiatives over the past 5 or so years have raised the profile of this aspect of teaching and learning.

If you are unfamiliar with the Gifted and talented initiative you can find an overview of the national and some local initiatives on this page of the Standards site.

Most of the ideas on these government sites are aimed at the big picture. How to organise monitoring, identification across a year group, school or even LEA. What REALLY matters is what happens in the classroom.

So, here's a scenario I'd like people to consider. Its a real class in a real school:

The school I work in sets pupils by ability throughout the school. generally speaking the pupils attainment in English is the deciding factor as to which ability group they will be in. In the current year 9 group we have the full range of ability. This is the 'top set' in terms of their attainment in history:

Level 4 - 1 pupil
Level 5 - 5 pupils
Level 6 - 13 pupils
Level 7 - 9 pupils
Level 8 - 2 pupils

When I was Gifted and talented co-ordinator for the school and local cluster I had MANY colleagues telling me that the top set ARE the Gifted and talented cohort.

I would argue that that is absolute nonsense. A glance at the figures above shows that in one year group the range of ability within the most able teaching group is vast - and even in a limited stread of attainment there'd be a noticable difference.

Something for people to think about then:

How do you differentiate a scheme of work sufficiently to cater for the varied needs of a group like this?

[DAJ Belshaw]

The school I work in sets pupils by ability throughout the school. generally speaking the pupils attainment in English is the deciding factor as to which ability group they will be in.

The same system is used in the school in which I currently work - cream off the 'high literacy' bunch and then have the rest mixed-ability. Except if middle-class parents 'phone up to complain about little Johnny being in a mixed-ability set. Then he can be moved into one - so long as he is a compliant little worker.

I don't believe that differentiation is something you can ever get 'right' - it's an approximation to the diverse levels at which pupils are working, in a similar way to VAK relates to the ways in which children learn.

Although it sounds a bit obvious, the open-ended task coupled with a bit of enthusiasm from a teacher can really make a difference to the G&T bunch. A bit of structure, start the task, and then go and help the less able, is my usual strategy. My high-literacy Year 9's today voluntarily worked in silence whilst writing a letter home from the trenches after being given a bit of structure and a guide as to approximately how much to write!

The problem is with the unwilling high-attainer. What do you do with pupils who are extremely bright but cannot be bothered? The results of open-ended tasks are likely to be poor, and you cannot rely on their enthusiasm or conscientiousness to ensure they are being stretched by homework! Much as I hate differentiation by task, perhaps different groups within a classroom (similar to in Primary schools) might work?

Doug

PS In my (albeit limited) experience, G&T pupils are the ones you have to be most careful with - mood swings abound!

[Dan Moorhouse]

Although it sounds a bit obvious, the open-ended task coupled with a bit of enthusiasm from a teacher can really make a difference to the G&T bunch. A bit of structure, start the task, and then go and help the less able, is my usual strategy. My high-literacy Year 9's today voluntarily worked in silence whilst writing a letter home from the trenches after being given a bit of structure and a guide as to approximately how much to write! 

The problem is with the unwilling high-attainer. What do you do with pupils who are extremely bright but cannot be bothered? The results of open-ended tasks are likely to be poor, and you cannot rely on their enthusiasm or conscientiousness to ensure they are being stretched by homework! Much as I hate differentiation by task, perhaps different groups within a classroom (similar to in Primary schools) might work?

Doug 

PS  In my (albeit limited) experience, G&T pupils are the ones you have to be most careful with - mood swings abound! 

Doug hits a few common problems on the head here.

Firstly - 'its an open ended task'. Fine. How do you prepare the most able within the group for this task though? Doug mentions the fact that they get on with it and you spend time with the lower attainers. This is extremely common practice BUT is actually promoting inequality wthin your classroom. How do you transform a 'Why did' question into something that the most able can REALLY get their teeth into? This isn't a criticism of Doug in any way, its one of the most common practices I've come across as a G&T co-ordinator, year leader and subject leader.

The problem is with the unwilling high-attainer. What do you do with pupils who are extremely bright but cannot be bothered?

This is the one that most people can really identify with! In the chatsI had as G&T co-ordinator with heads of dept this was a problem that cropped up again and again. What solutions to the problem can people offer?

Much as I hate differentiation by task, perhaps different groups within a classroom (similar to in Primary schools) might work?

Its hated because its hassle for the teacher. In many many cases its the best route to go down though. The BIG question is how to make this manageable for the teacher. Any ideas folks?

NB: PLEASE highlight concerns and any issues around G&T provision as Doug did in his post. This will allow us to identify the key areas that need tackling later in the seminar. Once we've got a few questions of this kind I'll start posting a selection of possible solutions.

Edited by Dan Moorhouse, 26 January 2005 - 07:18 AM.

[Ed Podesta]

Firstly, can I say that I was really excited to discover these seminars, finally a place where sensible debate and learning about teaching can occur online - without the usual name calling!

This is an area that we're looking at as a whole school, so I was really glad that this seminar was advertised.

I admit that much of my own practice could be termed "differentiation by outcome", in that it allows me to cater practically for learners of different abilities. Some of the time this is a bad thing, but at others I think that this does offer opportunities for G&T pupils to really shine.

For example the Christine Counsel “Changing minds" for the making of the UK has a really good mini scheme of work on why the Civil War was shocking. Pupils read about the war, but also use contemporary cartoons and pictures to find out what was shocking and how cartoonists show that those things were so disturbing.

The thing about this scheme which is so brilliant is the activity at the end. The students are asked to draw a cartoon about the Civil War, to explain one aspect of it that was shocking, but also (if they wanted to succeed further) their cartoon had to explain why it was shocking to people at the time.

It was this activity that allowed the two G&T pupils in my class to show themselves, but also allowed another pupil who had been coasting to show herself as being at the same level. At the same time those attaining lower levels could really get stuck-in.

I suppose I have two points.

(1) G&T stuff isn't always about texts and paragraphs; and

(2) Could letting the pupils know what our expectations are of them, perhaps in terms of "all of you should ..........", "some of you should ........" help differentiate tasks without going to the hassle of making two or three worksheets?

thanks

Ed.

Edited by Ed Podesta, 26 January 2005 - 12:08 PM.

[Dom_Giles]

I would love to know what to do to extend Gifted students beyond the obvious. We have been discussing this at school recently and have come up with a few ideas.

Higher order questions both written and verbal

Written feedback which provides more challanges to the student

Encouragement to join extra-curricular activities (History club/Philosophy Club)

Two tier homeworks - "Must do" and "Could do"

A choice of activities given to students on same topic. students are encouraged to do challanging activities

Ed, I agree it's not always about writing or reading more, although this is always the easy option.

Beyond all this I think identifying Gifted students can be a real problem - but I guess that's a different story.

[Dan Moorhouse]

I suppose I have two points. 

(1) G&T stuff isn't always about texts and paragraphs; and

(2) Could letting the pupils know what our expectations are of them, perhaps in terms of "all of you should ..........", "some of you should ........" help differentiate tasks without going to the hassle of making two or three worksheets?

thanks

Ed.

<{POST_SNAPBACK}>

1) Absolutely. Something as simple as varying teaching styles, the resources used and the types of challenge faced by pupils will go a long long way to ensuring that the most able are stretched in lessons. A lot of the activities noted in the active learning seminar, for example, can offer discreet opportunities for differentiating for the most able.

2) This point is critical. basically good assessment policies will help to ensure that the demands are there in 'ordinary' lessons. The open ended task can be very effective differentiation for the G&T group if they are presented with a range of statements outlining what is expected of them along with some examples of high quality work to model their thinking and to act as something to aspire towards.

[Dan Moorhouse]

Beyond all this I think identifying Gifted students can be a real problem - but I guess that's a different story.

<{POST_SNAPBACK}>

The following list was offered to me as a starting point when I did co-ordinator training:

1) Ability to understand abstract/ difficult concepts quickly
2) Lucid expression of understanding orally
3) Lucid expression of understanding, in writing
4) Ability to link ideas and concepts
5) Development of own ideas
6) Thirst for knowledge
7) Independent thinking
8) Analytical thinking
9) High powers of reasoning
10) Ability to transcend the confines of the work set

There are problems with using lists like this one of course. Some of the issues around identification are discussed on the National Curriculum site.

[DAJ Belshaw]

As I said above, the problem comes with the unmotivated but talented pupil. Has anyone any examples of a lesson or homework which really stretched a pupil of this ilk? I certainly can't think of anything worthwhile I've ever done with G&T pupils which didn't involve a large amount of open-endedness!

Doug

[Dan Lyndon]

I currently have the pleasure of being both Head of History and G&T co-ordinator at my inner city boys school. The first point that I have to make with my co-ordinator hat on is that it is incredibly hard to change the practice that goes on inside the classroom, and that is why seminars like this are so invaluable. If all of the subjects in my school had forums like this and the teachers were prepared to ask questions and MOST IMPORTANTLY experiment with new ideas then I would happily be out of a job.

In my school we structure G&T provision in two ways: inside the classroom and outside the classroom - the latter is relatively easy, most depts happily set projects and run after school clubs and in History we have done things such as writing a history of the school and going on residentials with University academics to focus on WW1 (see My Webpage for more details). Inside the classroom I have tried to encourage depts to use Thinking Skills style activities as part of their provision for G&T students. Those of you familiar with the Peter Fisher book 'Thinking Through History' will know what a fantastic resource that is. I am also a massive fan of role play as a way of liberating students from the restrictions of the textbook / worksheet. I am sure that Dan is being falsely modest by not mentioning Ian Dawson's Thinking History website for the most fantastic resources that stimulate and inspire all students but really allow G&T students to shine. The responses that you can draw out of G&T students in the debrief to these kind of activities are unbelievable.

One of the other difficult issues that has been mentioned is the underachieving G&T pupil. Here is one suggestion that I have used to good effect (although it can't be used that often and needs to involve group work). I was involved in discussions with our behaviour management consultant about group work and we came up with the following suggestion: When you work in groups on an activity (in this case it was year 10s working on interpreting sources about Weimar Germany - I can't remember exactly what) you give each member of the group a different role - the scribe, the presenter, the researcher etc BUT you give the G&T underachiever the role of monitor and tell them that they are NOT allowed to contribute to the discussion but have to make notes on the contributions of the rest of the group. They also have to feedback their observations to the group at the end of the session. This worked really well because the underachiever was not moaning / failing to complete the work , was really engaged in the taks and gave some really insightful feedback. The spin off was also an awareness of what they themselves were failing to contribute in similar activities and a greater involvement thereafter, at least temporarily - I am not a magician!

My final comment at this stage -don't be afraid of failure and encourage your pupils to have the same approach, this will free your G&T pupils more than anything.

Edited by Dan Lyndon, 26 January 2005 - 08:03 PM.

[Dan Moorhouse]

Some general links relating to Gifted and talented provision:

Whats does Gifted and Talented mean?

QCA - guidance on identification, provision and other issues.

Standards site - list of resources produced by the DfES. Includes exemplar materials and downloadable training packs. The history examples can be downloaded from here. (pdf file 210kb)

NC Online - G&T section for History

Westminster institute of education. ! Loads of links, guidance and CPD opportunities on here.

[Richard Drew]

I find developing the role of the pupil as teacher can be vital in helping to cater for G&T pupils. Handled correctly it can be a great forum for these pupils to stretch themselves and assist other pupils too.

For example the other day i was doing an overview lesson with Y10 on life in Nazi Germany. The lesson took the form of a role play with 8 pupils taking on characters from Nazi Germany (2 families, fathers with different jobs and experiences - one pro-Nazi, one former TUnionist, wives different again - one happy housewife one teacher, a daugher and son each - again diffrent experiences)., The pupils ahd basic details on their characters and were asked to develpp their characters to fill in the blanks, making connections to their prior learning. The other pupils then got to ask these people questions about life in Nazi Germany. As well as being a great lesson in which all pupils learned a lot and commented on how fast the lesson went by, my top 8 pupils in this set 1 got to undertake a task that was very challenging, required them to make many connections, show huge depth of understanding and a lot of thinking on their feet. They absolutely loved being able to 'teach' the rest of the class about life in Nazi Germany.

Whereever possible I seek to give G&T pupils the opportunity to act as educators when it is beneficial to their own learning too.

[donald cumming]

Aside from the edition of Teaching History dedicated to g&t provision, there is also this - the report of History-specific work by the National Academy For Gifted & Talented Youth at Warwick Uni.

G&T history - NAGTY report

[DRC]

I am planning to separate out the G+T students (using Yacapaca as a gauge of their prior knowledge of a topic) at the start of a unit of work and then give them a project they will work on (largely independently). I'm hoping this approach will allow a more personalised approach to G+T, as pupils won't neccessarily be G+T across every unit and are being stretched where they need to be (ie. a student that is a fan of castles would participate in the program for that unit, but then follow the mainstream for other units)

I've got Year 7 largely plotted out (although would love to hear others opinions on whether this is a good way to go)

Battle of Hastings - students examine all the 'what if's' surrounding events in 1066, plot this information in flow chart form and use these to produce a game based on the different ways the events could have happened (webquest to help them here)

Norman Conquest - students evaluate Hereward the Wake as a representative of Saxon resistance (source based, geared up to examining how much resistance there really was)

Medieval Village - Students use information to create a model/map of the area in the medieval period (found some excellent books on this tucked away in one of the Year 5 cupboards today!), links to Geography when they look at the settlement changing over time

Development of the Judiciary - Students research a medieval crime, trial and punishment and then write a script at put on a performance for the class

Development of Castles - Students build a detailed model of a castle (I know this is not necessarily going to be hugely stretching - but thought it was important to throw in activities that would boost enthusiasm/avoid the feeling of classwork+)

Crusades - Read several 'crusaders' stories (varying from real accounts to modern fiction) and then produce their own

Development of Parliament - Students create a huge timeline of events that have led to developments in Parliament

Edward I, Scotland and Wales - Researching a map of the medieval kingdoms of Europe

I have some ideas for Year 8, but its not as organised

Edited by DRC, 18 July 2007 - 04:07 PM.

[Dom_Giles]

Aside from the edition of Teaching History dedicated to g&t provision, there is also this - the report of History-specific work by the National Academy For Gifted & Talented Youth at Warwick Uni.

G&T history - NAGTY report

NAGTY has done some excellent work - however it appears that it is being scaled down or even perhaps closed all together. Something to do with Warwick Uni (PLC) selling off contracts to companies who are "economising". Such a pity.

[DRC]

Ok, here is my more detailed out of G&T for Year 7 Humanities. Still working on getting the levels sorted for each unit - but should give a much clearer idea of what I meant I would be doing than my earlier post. Your comments would be much appreciated!

I will follow this up with my Year 8 program shortly (going to pilot this with my KS3 classes before looking at rolling it out at KS2)

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