Challenging the most able

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Challenging the most able. Clevedon Teachmeet 23 June 2011.

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  • Open-ended multi intelligence tasks that are student centred.
  • Open-ended multi intelligence tasks that are student centred.
  • Open-ended multi intelligence tasks that are student centred.
  • Open-ended multi intelligence tasks that are student centred.
  • Challenging the most able

    1. 1. Outstanding Teaching – how to challenge the most able (and everyone else!)
    2. 2. <ul><li>Satisfactory? </li></ul><ul><li>Fount of knowledge ‘filling empty vessels’ </li></ul><ul><li>Didactic – teacher guides students </li></ul><ul><li>Teacher questions </li></ul><ul><li>Outcome focus </li></ul><ul><li>Intelligence is fixed </li></ul><ul><li>Teacher talks </li></ul><ul><li>Outstanding? </li></ul><ul><li>Facilitator </li></ul><ul><li>Student centred activity </li></ul><ul><li>Students construct questions/challenges </li></ul><ul><li>Students co-designers </li></ul><ul><li>Students judge success, self correcting </li></ul><ul><li>Creative opportunities </li></ul><ul><li>Success and failure equal partners for learning </li></ul><ul><li>Reflection/ metacognition </li></ul><ul><li>Develops habits/dispositions </li></ul><ul><li>Language for learning </li></ul>Teachers - what’s the difference?
    3. 3. For top performance: You believe….They believe... <ul><li>Intelligence is fixed: </li></ul><ul><li>You need to be able to do it quickly and easily to prove you are clever </li></ul><ul><li>You need to out perform others – always </li></ul><ul><li>Only thick people have to work hard to get good grades </li></ul><ul><li>Avoid: </li></ul><ul><li>having to try too hard, high performing peers, setbacks and mistakes </li></ul><ul><li>Intelligence is cultivated through learning: </li></ul><ul><li>You can become more clever the harder you try </li></ul><ul><li>It’s smart to engage fully with tasks, apply skills, make mistakes, make a big effort </li></ul><ul><li>It’s better to avoid easy stuff – the harder and more impossible, the more it will grow your brain </li></ul><ul><li>Feeling unsure and out of your comfort zone is exciting </li></ul>OR ‘ Never hire the people with exceptionally high grades….’.Tom Peters A*
    4. 4. Learning to learn – the secret skill <ul><li>Developing a set of skills and habits that facilitate a self-awareness and resilience in learning. </li></ul><ul><li>Being able to transfer skills and learning from one context to another </li></ul><ul><li>Understanding how you as an individual learn best and knowing how to use this effectively </li></ul><ul><li>HOW? </li></ul><ul><li>Using meta-cognition (thinking about </li></ul><ul><li>learning) to develop the above as part </li></ul><ul><li>of the school experience </li></ul><ul><li>Develop a language and strategies </li></ul><ul><li>for learning </li></ul>Excellence is not an art but a habit - Aristotle <ul><li>Use PLTs framework </li></ul><ul><li>Self manager </li></ul><ul><li>Effective participator </li></ul><ul><li>Creative thinker </li></ul><ul><li>Reflective learner </li></ul><ul><li>Independent Enquirer </li></ul><ul><li>Team worker </li></ul>
    5. 5. Prof John Geake (2005): Talented pupils need challenges that: <ul><li>Are not correct/incorrect </li></ul><ul><li>Allow social-emotional dialogue </li></ul><ul><li>Are open-ended (fuzzy/fluid) </li></ul><ul><li>Are meaningful </li></ul><ul><li>Extend intelligence (abstraction, analogy, reasoning, memory, learning etc.) </li></ul><ul><li>Emphasise reflective/thinking time </li></ul>
    6. 6. How do apply this in the classroom?
    7. 7. How do apply this in the classroom?
    8. 8. How do apply this in the classroom?
    9. 9. How do apply this in the classroom?

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