Gifted and Talented

Do Now ActivityDraw a picture which represents

Gifted and Talented in your eyes.

Learning Objectives(What I will be learning today)

Must(Level/Grade: E-D )

Should(Level/Grade: C-B )

Could(Level/Grade: B-A* )

Identify a personalised learning agenda and how to meet the needs of Gifted and Talented Students.

Apply ideas and strategies to your own teaching planning.

Evaluate the effectiveness of different strategies.

G&T…Modify existing strategies for own subject teaching practice.

Literacy… communicate with others through speaking and listening your G and T ideas.

What does ‘gifted and talented’ mean?

• Wide range of competing definitions and models of ‘giftedness’ and ‘talent’

• Some focus on ‘intelligence’ as measured by standardised tests

• Others consider an individual’s disposition / character

• ‘We are aware that our collective understanding of ability is still evolving’ (DCSF,

2008)

Task 1 – Defining the Difference

Working with people in your learning village, describe what a Gifted and a Talented student would be like.

Gifted Talented

DCSF definition

The DCSF working definition of ‘Gifted and Talented’:

‘Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities)’

(DCSF, 2008)

Who are the ‘gifted and talented’?

Gifted learners: ‘those who have abilities in one or more academic subjects such as Maths or English’

Talented learners: ‘those who have particular abilities in Sport, Music, Design or Creative and Performing Arts. It includes those who are vocationally gifted’

(DCSF, 2008)

What’s in a name?

The term ‘gifted and talented’ is not universally popular. Some people may feel it is elitist and excludes pupils who are merely ‘able’. In practice, schools and colleges use a range of terminology:• Able pupils• More able pupils• The very able• Exceptionally able• Gifted children• Talented pupils• Those with exceptional talent• Pupils with marked aptitude………….

http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-talented-5284

What is ‘personalised learning’?

‘Personalised learning and teaching means taking a highly structured approach to each child’s and young person’s learning in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils - and their parents - as partners in learning’.

(DfES, 2020 Vision, 2006)

What does ‘personalised learning’ set out to achieve?

It aims to:

• Tailor learning to the needs, interests and aspirations of each individual

• Tackle barriers to learning to enable each child to reach their potential

Task 2 - Discussion• How do these ideas relate to pupils who are

‘gifted and talented’?

• What do you think potential barriers to learning for pupils who are ‘gifted and talented’ might be?

• How can learning be tailored to the needs, interests and aspirations of this group of pupils (examples from practice?)

From identification to provision

‘Personalised learning is about tailoring education to individual need, interest and aptitude so as to ensure that every learner achieves and reaches the highest standards possible…………’ (DCFS, 2008)

For ‘gifted and ‘talented’ learners this includes:• Effective assessment for learning• Learning activities in the classroom offer ‘additional stretch

through a combination of acceleration, enrichment and extension’

• Opportunities for independent learning, using a range of ‘learning styles’

• Learning in settings beyond the classroom• Support in specific areas alongside increased challenge in

areas of strength• ‘Above all, a rich provision for all………’ (DCFS,

2008)

Task 3 – Application - Role Play

Using the menu, you are going to complete a typical Drama lesson task.

Please carry out the task relevant to the colour you were given when you came in.

What is the difference between the tasks? How do we target our G&T students?

Why identify ‘gifted and talented’ learners?

• Justified by considerations of entitlement and inclusion

• Characterised by a ‘one size does not fit all’ stance (Winstanley, 2004)

• Supported by the personalised learning agenda (DfES, 2005)

Task 4 – Application and Evaluation

Apply this strategy / resource to your own subject to ensure you cater for G and T students in your classroom.

Plenary

How do you think you will ensure the needs of G & T pupils will be met in your classroom?

References (1)

• DfES (2004) Every Child Matters: next steps. Crown copyright. Chapters 3 & 4: The response. http://publications.teachernet.gov.uk

• DfES (2005) Higher Standards, better schools for all: More choice for parents and pupils (Education White Paper, October 2005). London: Crown Copyright.

• DfES (2006) 2020 Vision: report of the Teaching and Learning in 2020 Review Group. London: Crown copyright

• Maddern, T. (2011) Gifted and talented programmes face ‘decimation’ as funding dries up. TES (17th June 2011)

• Winstanley, C. (2004) Too clever by half: A fair deal for gifted children (Stoke on Trent: Trentham Books)

•

• The definition used by the DCSF is relational rather than objective. Being identified as ‘gifted’ and ‘talented’ in one school may not apply within a different educational setting

• Pupils develop at different rates and a particular pupil may fall within the scope of the definition one year but not the subsequent year

• Some indicators of giftedness can be misleading eg. some children will enter school with well developed language skills which may not be reflected in their other abilities

• Although the definition refers to ‘actual or potential’ achievement, everything within the school system is geared towards ‘actual’ achievement. How do we accurately measure the ‘under-achievers’?

• http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-talented-5284

Extended Learning Opportunities