Gifted and talented education - NQT course presentation 10Feb10

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        NQT Training
 Wednesday 10th February 2010
  Cumbria Children’s Service

                        JOANNE STEELE
                   Development Officer:
             Gifted & Talented Provision
• Introductions
• Aims for the Session
• Contextualise G&T education
• To introduce the key elements of G&T education
•   Share experiences & approaches to identification
•   To reflect upon the needs of able, gifted & talented
•   To raise awareness of the types and areas of provision
•   To evaluate current challenge in classrooms (CQS)
•   Opportunity to share key strategies for teachers to use
    with G&T pupils.
•   Focus on strategies to develop thinking skills in lesson
•   Have a laugh???
Context of GT Education
            The National Picture
                     Key Players

• DCSF – G&T Unit: Narrowing the Gaps Division
• National Association of Able Children’s
    Education (NACE)
•   Ofsted
•   National Association Gifted Children (NAGC)
•   Qualifications and Curriculum Authority, QCDA
•   National : Rural Network and Regional
•   SSAT
•   National Strategy…..
• Started as EiC initiative (Excellence in Cities) – narrow
  social deprivation & achievement
• 10% identified in each school (yr group, subject)
• Leading Teachers for G&T (or co-ordinators) in every

• Gifted = Academic
• Talented = Creative Arts, music, sport…..

National Strategies….decided:

Gifted     describes students who have the
           ability to excel academically in one or more
           subjects such as English, drama, and

Talented describes students who have the
         ability to excel in practical skills such as
         sport, leadership, artistic performance.
         These students may well follow a
         vocational training pathway to
         accreditation and employment

Inclusive approach to talented agenda!?!
The flexibility can exercise some schools
– they might find rigid guidelines easier to
The context-dependency can cause problems –
what about students who move schools? What
about the different levels of ability between schools’
Assumes schools can spot ability in students who
don’t attain highly, but there are few guidelines for
Makes schools focus on their own most able – no
one can say they don’t have a top 10%

Allows schools to focus on students who may
need most support and encouragement to achieve

Shines a torch on provision and challenge for a
group whose needs may be overlooked
It is generally agreed that:

• There is no universally accepted definition of

• Estimates of giftedness vary tremendously
• Being gifted and talented is not a one-off and
  fixed state of existence
• The terminology…..Get over it!
Its not what we call them – its what we do with
   them to develop and nurture their abilities!
• The 10% rule…….Get over it!
You’ve got em (possibly) – You or they might not
  know it yet!

Our most able children and Young People have a
 right to be challenged and stretched – just as
 much as the lower end of the ability range
           = Inclusive Education!
    3 key principles…..
•Monitoring and Evaluation
Who are they? What do they look like?
Activity Case studies – Identification
Working in groups from the same phase (primary or secondary)
share out the case study cards.
For your case study decide:

• The strengths of the system that the school is using
• Where the school might improve on its identification
  system. Share your ideas in your groups
• Reflect on the system that your school currently uses to
  identify gifted and talented pupils and to construct a
  register. Note in your log any ideas that you have now
  that may strengthen that system
Log it and discuss back in school with the Leading
• Is multi dimensional
  – only some aspects can be measured

• Is a mixture of innate predispositions,
  environment, personality and contextual

• Is developmental
• Needs to be nurtured through
  opportunity, support and motivation
       Identification Strategies
Requires a combination of:
• Checklists
• Detailed knowledge of backgrounds and interests
• Objective testing
• Creativity testing
• Use of an observer/external expert
• Peer group nomination
• Teacher assessment / observations
• Examination results
• Information from parents/carers
• Pupil self-awareness
    Identification – A checklist???
    Profile – A Gifted pupil

• Learns quickly, easily.                     • Keen, alert, observer, attention to
• Superior reasoning ability.                     detail.
• Possesses extensive general                 •   Vivid imagination.
    knowledge.                                •   Preference for individual work.
•   Ability to deal with abstract concepts.   •   Keen sense of humour.
•   Great intellectual curiosity.             •   Perfectionist approach, dislikes failure.
•   Asks many provocative, searching          •   Divergent thinking – looks for the
    questions.                                    unusual.
•   Good concentration, persistence,          •   Interested in ‘adult’ problems.
    determination.                            •   Number of interests/demanding
•   Thinks quickly.                               hobbies.
•   Good memory.                              •   Impatient with self and others.
•   Reads rapidly, extensive vocabulary.      •   Writing untidy, unwillingness to record.
The organisation of provision:

There are multiple providers and different types of provision:

• Out of School activities
  HE, Parents, local experts, specialist organisations

• Curricular (differentiated)
  Individual study, enrichment, extension, withdrawal,
  acceleration, streaming, setting, resources, opportunities

• Extra Curricular
  Clubs, weekends, summer schools, other schools, competitions
The needs of Gifted and Talented
•   Opportunities to work at increased pace
•   Less practice and fewer detailed instructions
•   More independence of study
•   The need to fail and take risks
•   Open-ended situations
•   Contact with teachers (inc time)
•   Creative opportunities
•   Space to experiment
•   Appropriate Q&A sessions - time to reflect
•   Contact with peers / groupings
•   Access to expertise (within and beyond the school)
Suggested strategies for effective
provision in the classroom:
1. Judge the correct starting point for each pupil.
2. Allow pupils to miss out stages if it is clear they
     have the ability to jump steps.
3.   Give space for individuals to experiment – allow
     a different way of working
4.   Create as many open-ended situations as
     possible. (shows individuality and creativity)
5.   Be prepared to cut short ‘practice’ of a skill or
     process if any mastery is shown.
6.   Allow independent working (with monitoring)
7. Take advantage of detailed and advanced
    knowledge which a child may have, partnering
    delivery of the lesson.
8. Design some tasks where there are more
    advanced options for those who complete the
    earlier sessions easily.
9. Have exciting texts/resources to be used by
    most able pupils.
10. Use Differentiated homework to set more
    demanding targets, or tasks that other pupils
    will not do.
11. Use different levels of language, especially in
    conversation and written instructions
12. The more able the pupil = Less instruction you
Quality Standards for G&T Education
Classroom Quality Standards (CQS)
Exemplary evidence:
The school/college engages in action research to improve the learning
   environment, and shares innovative models of effective classroom
   provision with other schools/colleges
Teaching and Learning are suitably challenging and varied,
   incorporating the breadth, depth and pace required to progress high
   achievement. Independent learning is integral to in-class provision
The innovative use of new technologies raises the achievement and
   motivation of gifted and talented pupils.

Institutional Quality Standards (IQS)
Leading Teacher for GT/HT should be aware and using for whole
   school evaluation. You need to contribute! You need to be aware
   and help deliver and develop whole school provision

They are designed and link clearly with the 5 components of
  Personalised Learning!
CQS - Activity
• 5 minutes to audit your classroom – use
  the G&T column only
• What does your classroom look like?
- Pick ONE feature and share ideas of how
  you currently address the questions.
- Which feature of your classroom is
Homework: look to develop layer 2 of the feature which would have
  the biggest impact on learning for ALL, including G&T
Open-ended teaching/learning
Developing thinking skills:
          Philosophy for children (P4C)
          Bloom’s Taxonomy of thinking
            De Bono’s six thinking hats
              Open-ended questions

Help to build confidence in ability, understanding
  other points of view and individualise the
  learning experience.
Bloom’s Taxonomy
• Knowledge – knowing and remembering
                   Tell, list, memorise, recite
• Comprehension – understanding
     Explain, summarise, translate, show, give examples of
• Application – applying what you know
          Demonstrate, use guides, maps, build, draw
• Analysis – analysing what you know
         Investigate, classify, compare, contrast, solve
• Synthesis – combining what you know
    Compose, design, invent, hypothesize, construct, imagine
• Evaluation – judging the outcomes
      Judge, viewpoint, evaluate, give an opinion, critique
  Open-ended questions

What if…..?
How do we know……?
How does it feel…….?
How can we tell……?
Explain what you mean……?
What would happen….?
Why do you think that happened….?
How could the situation have been different…..?

Plan for reflection, time to respond, time to consider

Ask for pupils personal opinions on a particular topic (with
     justification/reasoning) BEFORE AND AFTER
Differentiation Activity
Working individually, pairs or in a max group of 3

Choose one (or more) of the objects below and
describe all the possible uses for…..

1. A newspaper
2. A brick
3. A rabbit
You have 10 minutes, how you record and
   feedback is up to you – but be creative!!!
Types of differentiation :
•   BY   OUTCOME *
•   BY   TASK*
•   BY   PACE*
• One goal in G&T education is to develop
  creativity and imaginative thinking.

This is why many of the models for use focus upon
  developing thinking skills.

Thinking strategies and skills that are transferable
  to problem solving, creative thinking! Who
  knows the future
Question & Answer Surgery

Any other questions ?

Please complete the evaluation forms
Contact Details:

Joanne Steele