What works well in your own classroom

Tessa FordTford@buckscc.gov.uk

www.bucksgfl.org.uk/gt

Improving gifted and talented education

Five workshops for Senior Management1:Hearts and minds: what do we believe about G&T

education?2:G&T practice in our school: where are we now?3:Exploring what works: Quality First teaching 4:Leading improvement in G&T provision5:Small steps to change: planning improvement in

G&T educationhttp://nationalstrategies.standards.dcsf.gov.uk/node/398625?uc%20=%20force_uj

Improving gifted and talented educationFour workshops for Leading Teachers1:Your teaching and learning role – exploring what

works in your classroom2:Your teaching and learning role – working with

colleagues in school3:Your leadership and management role – school-

wide self-evaluation and action planning 4:Your leadership and management role –

widening opportunitieshttp://nationalstrategies.standards.dcsf.gov.uk/node/447711

Workshop Objectives:

To explore: the characteristics of effective G&T provision in

the classroom some of the characteristics of effective learners

and some of the barriers to learning Quality First teaching and “Excellence for All”

Starter activity What are the key features of good, high-

challenge lessons for gifted and talented learners?

Would any of these be unsuitable approaches for other learners?

Activity 1: What does quality G&T provision look like?

Use Classroom Quality Standards (CQS) layer 1 toreflect on:• What are the key features of a good, high-challenge

lesson for gifted and talented learners?• Where are you most confident?• Where are you least confident?

Use CQS layer 2 to reflect on:• Is there evidence of impact linked to areas identified as

‘most confident’?• Which areas do you need to develop?

Characteristics of a Successful learner?

Activity 2: Understanding learners’ needs

1 Review the list of characteristics for gifted and talented pupils in school and RAG rate each one (red, amber or green)

2 Compare your thoughts with another member of the group and discuss similarities and differences. Identify:– Which characteristics are your pupils most confident

in? – Where are the main barriers?

Activity 3: Quality First teachingKey Principles• Schools need to implement a clear, consistent and

shared understanding of Quality First teaching (QFT)

• QFT is central to effective mainstreaming of gifted and talented (G&T) provision

• All teachers are accountable for the quality of teaching in their lessons. They have a responsibility to ensure that barriers to academic achievement and longer term success of their pupils are identified and reduced through a whole-school focus on QFT

Key Characteristics of QFT• Highly focused lesson design with sharp objectives• High demands of pupil involvement and engagement with

their learning• High levels of interaction for all pupils• Appropriate use of teacher questioning, modelling and

explanation• An emphasis on learning through dialogue, with regular

opportunities for pupils to talk both individually and in groups

• An expectation that pupils will accept responsibility for their own learning and work independently

• Regular use of encouragement and authentic praise to engage and motivate pupils

E4A page 21