Gifted and Talented Black Minority Ethnic and EAL pupils project Tuesday 31st March 2009 Outline of the day 9:30 – 10:00 Outline of the project 10:00 – 10:45 G&T / EAL pupils – looking at the pupils in your school. 10:45 – 11:00 Tea / coffee 11:00 – 12:30 The Gifted and Talented pupil 12:30 – 1:20 Lunch 1:20 – 2:00 Identification and tackling underachievement 2:00 – 3:00 Learning and Teaching Strategies 3:00 – 3:30 Developing the project The G&T BME & EAL Project Aims to: • explore and understand the needs of BME/EAL pupils with (potential) high ability • evaluate the effectiveness of L&T strategies / materials in supporting learning pathways • consider the role of mentoring • produce a short case study of strategies that effectively meet these pupils learning needs. So why? • • • • • • • Equitability and inclusion National data – BME / EAL underrepresented Local under representation on G&T registers Rural context – isolated Little evidence of successful strategies outside major cities Lack of shared knowledge of what works! Opportunity for us to learn How the project works…….. • • • • • • • Initial teacher day Build case study of identified pupil’s/pupils’ needs Use and evaluate impact of learning & teaching tools Complete case study of pupil/s Disseminate impact in school Consider potential of other BME/EAL pupils as G&T Identify their needs - ongoing The case study……… • To provide evidence of good practice strategies • To create a tool to share what works • To improve school practice and provision for potentially high ability BME/EAL learners • To develop own expertise and understanding What do we mean by the term Gifted and Talented? The current definition ‘Gifted and talented children are those who have one or more abilities developed to a level significantly ahead of their year group – or those with the potential to develop these abilities.’ DCFS: The Standards Site In England the term ‘gifted’ refers to those pupils who are capable of excelling in ‘academic’ subjects: english, mathematics, science, IT, history, geography, modern foreign languages and drama. ‘Talented’ refers to those pupils who may excel in areas requiring visio-spatial skills or practical abilities such as games and PE, art or music. Leadership skills, analytical and questioning skills, ‘multiple intelligences’ are features which define a way of learning which fits outside this ‘subject’ based learning model. The expectation is that……… • a school will identify its most able or potentially most able pupils • these pupils may be identified for attainment / potential in any area of school life or for achievements beyond school • a school’s register will reflect the make up of its pupil intake • Gifted and Talented pupils can be found in every classroom in every school • identification is contextualised to the school What are the characteristics of gifted and talented pupils? In comparison with peers when engaged in their area of expertise G&T pupils tend to: • show a passion for particular subjects and seek to pursue them • master the rules of a domain easily & transfer their skills to new problems • analysis their own behaviour & consequently use a greater range of learning strategies than others • make connections between past & present learning • work at levels beyond those expected for their age • engage in depth with the subject & show intellectual maturity • produce original & creative responses to common problems • actively engage in debate & discussion on a particular subject They may also: be reluctant to show their skills and abilities be isolated and perceived as or perceive themselves as ‘the only one’ have special educational needs be from low socio-economic groups learn English as an additional language have medical conditions be in public care be from different ethnic or cultural groups come from a family under stress be at risk of disaffection and exclusion ACTIVITY: identify the learning characteristics of high ability BME/EAL pupil/s in your school. Are there other characteristics that you could add? Above average ability Task commitment G&T learners Renzulli’s three-ring model of giftedness Creativity Where the 3 rings overlap is said to be where gifted and talented students are found. Gardener’s multiple intelligences intrapersonal interpersonal naturalistic bodily kinaesthetic Multiple Intelligences Logico-mathematical musical spatial Verbal-linguistic Belle Wallace’s High performance constellation INTELLIGENCES Bodily kinaesthetic Linguistic Logical- mathematical Spatial Musical Spiritual Personal Inter – personal Intra - personal ZEAL Interests Ego – strength Motivation Self – esteem Sensitivity Maturity KNOWLEDGE Knowing that ….. Knowing how to ….. Knowing when to ….. Thinking skills Problem – solving strategies PERFORMANCE CREATIVITY Imagination Lateral thinking Independence Divergence Originality Flexibility heredity + early learning experiences + general environment LGT Model of BME/EAL & G&T What characteristics do learners need to enable them to achieve? – the 4 Rs • Resilience – desire to stick at it • Resourcefulness – able to find the tool to enable independence in learning • Reciprocity – able to learn alone & with others • Reflective – understanding of self as a learner Based on the works of Guy Claxton Teaching key skills Benefits: • develops independence and understanding of how to learn • enables pupils to engage in the enquiry process • promotes the importance of applying skills and flexibility ACTIVITY: Consider ways in which a key skills approach could be used to support the learning of BME/EAL pupils in your school. Identifying process Q: Why do we identify pupils? Criteria for identifying pupils ‘Schools have the discretion to decide how best to identify their gifted and talented pupils but are likely to obtain the best results by drawing on a wide range of information sources, including both qualitative and quantitative information. A range of popular methods for identification are listed below.’ What criteria do we use? • Teacher nomination • Checklists • Testing-achievement, potential and curriculum ability • Assessment of children’s work • Peer nomination • Parental information • Discussions with children DCSF 2008 • Using community resources ACTIVITY: How does your school currently identify pupils? What criteria does your school use? Do any of these methods disadvantage BME/EAL pupils? Underachievement BME and EAL pupils are identified as groups that are at risk of underachievement. This implies that BME / EAL pupils with potential high ability are at risk of underachievement. Pupils may underachieve for a variety of reasons. Underachievement may be caused by ‘ barriers’ that inhibit learning pathways. Pupils who underachieve may……. • • • • have low self-esteem manipulate their environment to make themselves feel better tend towards a superior attitude to those around them find inadequacy in others, in things, in systems, to excuse their own behaviours Sometimes pupils with abilities in one or more areas of learning may also suffer from a disability or difficulty in others. This can present a considerable barrier to the achievement of potential, as well as leading to frustration and disaffection. What we need to do……… The key aspects of underachievement that need to be taken into account and considered are: • • • • What are the indicators of underachievement? What are the causes of underachievement? What are some ways of countering underachievement? Are there potential causes due to dual or multiple exceptionalities? Some barriers mask potential and lead to underachievement ACTIVITY: How might some of these barriers mask BME/EAL pupils’ potential? • level of language comprehension in English • level of literacy in English • understanding of school processes including the way the curriculum is delivered • opportunity for enrichment experiences • cultural differences and values What other barriers might there be for BME/EAL pupils in your school? Learning and Teaching strategies Strategies for supporting gifted and talented learners in the classroom • • • • • • • • Differentiation Thinking time / Reflection time Open ended learning activities Risk taking and opportunities to deal with both success and failure Thinking and questioning skills Learner as researcher Learner as the expert Balance of depth, pace and breadth Blooms Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge 1 1 test recommend name define convince measure decide describe tabulate discriminate summarise tell support who label compare identify explain examine quote collect conclude judge plan select show where summarise substitute assess grade when create rearrange differentiate rank list compose extend predict distinguish integrate combine what is? discuss associate interpret formulateprepare 6 5 2 modify rewrite generalise infer invent design order select apply modify examine describe estimate contrast solve demonstrate arrange relate separate experiment change compare explain illustrate complete show divide classify discover connect calculateclassify analyse 4 3 3 4 5 6 2 Knowl edge Comprehens Application Analysis Synthesis Evaluation LGT teacher tools • A set of resources to help provide for gifted and talented students http://www.londongt.org • Organised around the three core areas of identification, provision and evaluation • Provide ready-to-use training materials for use in school • REAL project: materials that support the identification and progression of high ability BME & EAL pupils http://www.londongt.org/real/ Most Difficult First – don’t get GT to do everything – only give them challenging work and open ended activities Differentiate by Process and Content – By outcome is NOT enough! Higher Order Questions – use Blooms Taxonomy for prompts. Create Questioning Classroom. Allow time to answer Qs. Use of IT is carefully planned and is not seen as add-on – ensure activities relate to objectives Planning – ensure all abilities planned for with extension activity for more able – consider breadth and depth Grouping – use a variety of groups to engage GT Activate Prior Knowledge and Accredit Prior Knowledge – build on what they know – use mind mapping, concept maps, graphic organisers to demonstrate knowledge and understanding Develop Independence – allow GT students some choice in their learning – use Activity Choice, set own targets etc. Build in time for reflection of learning Gifted & Talented Checklist Develop collaborative learning with Thinking and Problem Solving Skills in all areas of curriculum Planning issues – ensure activities for GT children ties in with their interests and learning styles. Consider whole class teaching – look for ways to offer extension in each part of your lesson – from the starter session to the plenary session. Allow time for thinking and use high level language Planning the development of the project in your school Possible project activities…….. • What is the current learning experience of the pupil/s in the project? • What strengths? Are there any barriers? APP • What strategies shall we use? – L&T resources, mentoring, involving parents, peers, interventions • How will you evaluate impact? • How will you record? What do I need to consider? • • • • • What do I want to do? When am I going to do it? What activities will be undertaken? Who do I need to include? How will I share what I learn? Draft a provisional action plan outlining costs and activities.