Leading Teachers for gifted and talented education.

1. Leading Teachers for gifted and talented education. Rotherham training programme 10th January 2008 RPDC

2. The gap tasks – taking on the leading teacher role Cluster • Contact the rest of your cluster to introduce & discuss the Leading Teacher for G&T Teaching & Learning. • Invite them to a twilight meeting, organise a venue & date. • Plan the meeting agenda; e.g. consider the action points from the evaluation from 26th September.

3. Agenda Session 1: Developing Thinking Skills Session 2: Climate for Learning Session 3: Articulating Thinking. Session 4: Plenary

4. IQS: Element 2 Effective Classroom Provision

5. The five components of personalised learning Inner core Personalising theschool experience Assessment for Learning Effective Teaching and Learning Curriculum entitlement and choice Organising the school Beyond the classroom

6. Session 1 Developing Thinking Skills

7. Objectives for Session 1 • To consider Blooms Taxonomy for Higher Order Thinking skills. • To explore, through group/cluster discussion a classroom strategy to promote the development of our pupils thinking skills. • To plan individually how you will use this strategy in your own classroom this term.

8. Blooms Taxonomy Evaluation Conceptual/Divergent Synthesis Analysis Application Concrete/ Convergent Comprehension Knowledge

10. Applications for planning • Questioning • Lesson Objectives • Verbs • Materials • Situations • Activities • Products

11. Task 2 • Individually consider a topic or lesson which you are planning for this term. • In your cluster discuss, how could you use this questioning strategy to develop the higher order thinking skills of your pupils. • Adjust your planning to develop HOTS using questioning. • Before our next session try out the new planning & evaluate its effectiveness.

12. Quality First Teaching Strategies and Environments to Create and Nurture Challenge

13. What is Education? • Strip away the assessments, record keeping, targets, SATs, etc • What is left at the heart of education? • What do we want for our children – now and for the future?

14. Challenge • Quality First, whole class teaching • Mixed ability, collaborative learning • Open-ended, problem-solving • Hooking into their values (WiifM?) • Aiming for the Big Picture • Opportunities for identification

15. Maths Activity • Choose a card to show to your partner • Two red cards = 3 points each • One black (5) one red (-2) • Two black = 0 points each

16. Learning • Did the mixed ability context hinder you? • Did you learn anything? • What are the principles for success?

17. What do we want to develop? • Independence • Articulation • Engagement • Life-long learning • Self esteem • Care • Strong opinions rationally expressed

18. What are the Important Elements? • Classroom environment • Teacher facilitation or mediation • Pupil collaboration • Parental involvement • Whole school commitment

19. Classroom Environment • Displays • Atmosphere • Ethos • Routines • Layout

20. Teacher Facilitation • Good use of questioning: • To draw in the reluctant • To probe perceptions • To encourage clear articulation and reasoning • To challenge thinking - thereby creating independence

21. Pupil Collaboration • Basic ground rules: • Listening • Speaking clearly • Valuing others • Giving reasons for everything • Being willing to change your mind

22. Parental Involvement • Encourage hobbies and interests • Have high expectations and celebrate success • Encourage family enrichment activities • Talk to their children

23. Whole School Commitment • Regular discussion on pedagogy • Clear mission statements • Consistent approaches

24. So What Does Good Classroom Provision Contain? • Higher Order Thinking • Looking at different viewpoints • Verbalising their thinking • Reflection (metacognition) • Cross-Curricular/making connections (bridging)

25. Some Strategies • Odd One Out • What ifs…… • Plus, minus, interesting • WiiFM?

26. Session 3 Articulating Thinking.

27. Objectives for Session 3 • To consider Concept lines as a strategy for articulating thinking. • To explore, through group/cluster discussion how you could use this strategy in your own classroom this term.

28. IS IS NOT CONCEPT LINES

29. Global Citizen Not Global Citizen Global Citizenship Think about WHY you have placed yourself at each point……

30. Someone who buys all fair trade products • Travels all over the world • Supports missionaries and charities working in Africa • Works for a multinational company • Takes things to the recycling bank regularly

31. Task • In your cluster discuss, how could you use concept lines to encourage your pupils to articulate their higher order thinking. • Link this back to task 2 planning to develop HOTS in your classroom this term.

32. Thinking around a problem • 3 Strategies towards an answer • Looking from another perspective • Devising the question for an answer • Making a game more complicated

33. HIGH PERFORMANCE CONSTELLATION SOCIAL EMOTIONAL SPIRITUAL LINGUISTIC MATHEMATICAL SCIENTIFIC MECHANICAL - TECHNICAL VISUAL - SPATIAL AUDITORY - MUSICAL MOVEMENT - KINAESTHETIC ABILITIES KNOWING THAT KNOWING HOW TO KNOWING WHEN TO THINKING SKILLS PROBLEM SOLVING STRATEGIES KNOWLEDGE PERFORMANCE STAMINA INTEREST - OPPORTUNITY EGO – STRENGTH MOTIVATION SELF – ESTEEM SENSITIVITY MATURITY CREATIVITY IMAGINATION DIVERGENT - LOGICAL THINKING INDEPENDENCE ORIGINALITY FLEXIBILITY

34. Renzulli’s 3 ring model Above-average ability Task commitment Creativity

35. 6 Thinking Hats

36. The Oceans all dry up

37. 6 Colours • Red – emotion • What do you feel about the suggestion? • What are your gut reactions? • What intuitions do you have? • Don’t think too long or too hard.

38. The yellow Hat • Yellow – optimism • The sunshine hat. • It is positive and constructive. • It is about effectiveness and getting a job done. • What are the benefits, the advantages?

39. Black – caution • The caution hat. • In black hat the thinker points out errors or pit-falls. • What are the risks or dangers involved? • Identifies difficulties and problems.

40. White Hat – facts • The information seeking hat. • What are the facts? • What information is available? What is relevant? • When wearing the white hat we are neutral in our thinking.

41. Green – Creative • This is the creative mode of thinking. • Green represents growth and movement. • In green hat we look to new ideas and solutions. • Lateral thinking wears a green hat.

42. Blue - Control • The control hat, organising thinking itself.Sets the focus, calls for the use of other hats.Monitors and reflects on the thinking processes used.Blue is for planning.

43. Questions • How did it feel? • What benefits for learning? • When would/could you use these strategies?

44. Other Ideas for the Future…? • Cognitive Acceleration • Philosophy for Children • TASC Wheel

45. Cognitive Acceleration • Foundation Stage to KS3 • Variety of subjects – immaterial • Cognitive conflict in a collaborative setting • Development of thinking not content • Clearly structured – teacher facilitated

46. P4C Philosophy for Children

47. Both Pedagogies Develop… • Questioning in the development of reason and reasoning • Constructivist learning to increase understanding of the personal and ethical world around them

48. TASC Wheel

49. Our Desire for Children • How can we move these thoughts forward in our own setting? • What would we hope to achieve? • Who will benefit? • How can we support you in this?

50. Gap Task • Choose one strategy to be a focus for change in your classroom • Decide how you will measure the change • Feed back to your cluster group • As a group choose one or a collation of all the projects to bring to the next meeting (2 - 5 minutes ONLY)