Classroomstrategies-101008045801-Phpapp01 1

Giftedkids.
ie Webinar Series
Classroom
Strategies
Presented by
Peter Lydon
October 7th 2010
Supported by
Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.
Classroom Strategies
for Teaching Gifted
and Talented Children
Peter Lydon
Wesley College, Dublin
&
www.icepe.eu
Background
BA, MA, DipEd.

3 years teaching in Ballymun
17 years in Wesley College
16 years in CTYI, DCU
6-12 year olds
Mostly 12-16 years olds
Copyright Peter Lydon @ 2010
Role of the Classroom Teacher

To manage the learning environment (classroom etc)
To teach
Instruct? Educate?
To ensure students are working
Check homework
- Correct exams
To assess
BUT
No matter what happens, to cover the course
Says who?
NCCA; Inspectorate; Principal; Board of Management;
Parents
What if..?
What if you could construct the type of education system you
wanted
what would that look like..?
In teaching G&T children.
it would meets their need to self actualise AND
the children would still get the college points needed.
Unfortunately, it isnt always possible to reconcile these two.
We want happy and successful children, but if we had to chose
between happy and successful, which would be pick?
Teachers before and After
Before
The fear of being caught out, of being challenged, of getting it
wrong
Sense of inadequacy - that there are children in the classroom that
are smarter or know more than the teacher.
After
The joy of being caught out, of being challenged, of getting it
wrong
Teachers are human!
Being OK with having highly able children and realising ones
potential as a source of true education for the child.
Important to realise that a teacher maybe the only person a child
has with whom to journey along their cognitive development path.
Teachers
The effective teaching of G&T children is not very different from
effective teaching generally.
Good teaching is good teaching irrespective of the student.
Provide Positive relationships
Teachers have to be in the same boat as the student
Need to avoid a them and us attitude.
A teacher who can not learn and has nothing to learn can teach no one
Teachers need to be prepared to model the behaviour they wish to see in
students
Flexible in use of time

Focus on creative process
Modify classroom environment
Teachers
Instructional outcomes are enhanced when
Classrooms are managed effectively
Their is a sense of positivity in the school environment
School culture actively promotes learning and encourages

achievement
There is appropriate instructional match

Goals are clear, expectations are explicitly communicated, lessons
are clearly presented
Student receive good instructional support
Sufficient time is allocated to instruction
Opportunity to respond is high
Teachers actively monitor student progress and understanding
Student performance is evaluated appropriately and frequently
(Christenson, Ysseldyke and Thurlow)
Gifted and Talented Children
Need to move through the curriculum faster and in more depth

Are more able to retain information the faster it is delivered
Find abstract and complex content more academically rewarding
Engage in a searching behaviour to find answers, develop
understanding
Often aimed at generating abstract rules for application later
are just like other children only more so!
What do G&T children say about school

Too much repetition
Too slow
Not enough new material
Not enough material.
Not enough time for questions
Being rewarded with extra work
Opinion not valued
Teacher not knowing enough about the topic
Limited resources
Dont like mixed ability
The Basics
Establish a consistent discipline
Control entry to class
Has a start of class routine
Books, copies, homework journal,
decide how to take in homework
Start of class, end of class on way out
Keep a late-to-class book
Keep a register of attendance for each class
Have a seating plan
Consider this carefully
Useful to have a small activity for students to do while waiting
for class to begin
The Basics Part II

Lesson plans need to be written down
Some leeway in this
In some form
Formal plan, a classwork worksheet,
Need to be able to communicate plan to students at the start
of class
Minimum, communicate objectives
Should have a beginning, middle and end
Need not be teacher talks, children work, teacher reviews
Think of advertising!
As far as practical, write homework on board at start of class
After that
Motivation and methodologies
Rules n stuff
Discipline rules should be a given

Make sure students know what these are and that they are
consistent
Attitudes expressed in class

Class mutual support for winners (however defined)
Success attitude
Learning is valued
There is no such thing as a swat etc
No jeering or passing remarks likely to intimidate or ridicule
Zero tolerance
Teacher
Be willing to recognise effort even for incomplete work
Be willing to listen to the student
Ian Gilbert
Little Book of Thunks
Essential Motivation in the Classroom
WIIFM?
Whats in it for me?
For the Gifted child, often very little
Motivation in the Classroom
Match learning to the childs ability

Make learning relevant
Make learning fun
Assign appropriately challenging work
Promote self-directed learning
Teach to the students enjoyment
Vary methods (but not necessarily in the same lesson!)
Dont be afraid to be quirky in approach
Dont miss a chance for creativity
Some Issues
Textbooks
Many teacher teach to the textbook, from the textbook
Individual Work
isolated learning
Classes often chalk and (teacher) talk
Thinking is devalued
G&T children cannot find their voice
Closed questions
Little opportunity for Divergent thinking
Early finishers rewarded with extra work
No one likes a _____________( insert whichever applies swat, clown, smart alec, know all)
Making a difference.....
Encourage independent thinking

Encourage abstract and complex thought
be accepting of debate, discussion, questions
Facilitate discussion
Use open ended projects
Groups activities
Making a bigger difference

Be a facilitator of learning
The Equalizer
Blooms Taxonomy
The Jigsaw Classroom
Project based Activity
Differentiation
Developing Research Skills
De Bono
Encouraging Independent Learning
Assessment for Learning
Role of Digression
insert
Tomlinson
Blooms Taxonomy
of educational objectives
Knowledge
Comprehension
Application
Ananlysis
Synthesis
Evaluation
1. Knowledge: The recall of information.
define
name
order
describe
recite
recognize
label
recall
record
list
relate
reproduce
match
repeat
state
arrange
underline
2. Comprehension: The translation, interpretation or

extrapolation of knowledge.
arrange
explain
interpret
classify
express
locate
describe
identify
report
discuss
indicate
restate
sort
translate
extrapolate
arrange
explain
interpret
3. Application: The application of knowledge to a new

situation.
apply
practice
solve
choose
prepare
use
illustrate
schedule
demonstrate
operate
sketch
measure
apply
practice
solve
choose
prepare
use
4. Analysis: To break down knowledge into parts and show

relationships among the parts.
analyze
diagram
question
appraise
discriminate test
calculate
distinguish
differentiate
categorize
examine
compare
contrast
experiment
inventory
criticize
5. Synthesis: Bringing together parts (elements, components) of

knowledge to form a whole and build relationships for new situations.
arrange
design
prepare
assemble
formulate
propose
collect
manage
set up
compose
organize
synthesize
create
plan
write
construct
modify
conduct
6. Evaluation: Judgments about the value of material and

methods for given purposes.
appraise
estimate
select
argue
evaluate
support
assess
judge
value
attack
predict
score
compare
rate
defend
appraise
estimate
select
Techniques
Use divergent questioning to encourage higher order thinking skills
Give students time to think about questions asked
Pause for thought
Think-pair-share
Who wants to be a millionaire
Probe - follow up answer to clarify understanding or develop ideas
For higher order questioning - dont reply with thats correct.
Try a hmmm or a um instead
Be a Devils Advocate
Take each thinking skills in order
No point trying to evaluate without the basic knowledge
The Jigsaw Classroom

Each student has one piece of the jigsaw of information that
comprises the whole.
Each student must teach his/her group their material.
Only by listening and contributing can each student get the whole
picture
Each childs contribution is valued and vaulable
Great reaction from students
Team work
Responsibility
Understanding
Independent learning
Rising to a challenge
Variations in use
Youve inherited a bog What can you do with it?
Oil has been discovered off the west coast. It will generate 15
billion in revenue each year.
How will you spend this money?
A factory owners wants to build a factory in_______________.
Teams representing
Company; local politicians; environmentalist; local residents;
Local unemployed; local businesses
Decide and explain whether you are for or against the factory
Project Based Learning

Teachers role is to be a facilitiator of learning
Better participation
More motivation
Engages students in the learning process
Encourages students to be creative and productive
Not just doing what you want them to do
Facilitates the students on learning awareness
Set performance target
Collaborative learning opportunities
Increases pride in work
Helps improve learning planning
Differentiation
An approach to teaching in which the teacher provides learning
opportunities tailored to meet the educational needs of individual
students.
Individual IEPs???
In reality
Bottom
Middle
Top
groups
Key principles for Differentiation
Learning Experiences are based on diagnosis of student readiness, interest and/or

learning profile,
Content, Activities and Products are developed in response to varying needs of
varied learners,
Teaching and Learning are focused on key concepts, understandings and skills,
All students participate in "respectful" and engaging work,
Teacher and students work together to ensure continual engagement and
challenge for each learner,
The teacher coordinates use of time, space and activities,
Flexible grouping ensures consistently fluid working arrangements, including whole
class learning, pairs, triads and quads, student-selected groups, teacher-selected
groups, and random groups,
Time use is flexible in response to student needs,
A variety of management strategies (such as learning centers, interest centers,
compacting, contract, independent study, collegial partnerships, tiered assignments,
learning buddies, etc.) is used to help target instruction to student needs.
Clearly established individual and group criteria provide guidance toward
success,
Students are assessed in a variety of ways appropriate to demonstrate their own
thought and growth.
http://www.gifted.uconn.edu/siegle/epsy373/Tomlinson.htm
Differentiation Strategies
Anchor activities that students can complete on their own
Separate assignment instructions
Class expert
Class teacher for a day
Upwardly mobile
Upwardly Mobile
Must - all students expected to achieve this minimum
Should - most pupils should be able to do this
Could - only a few students will get to this level
Outline activities from the top down and encourage students to aim
high
Use different methodologies/activities for each level
Students must be able to demonstrate their learning
Lesson planning
Upwardly Mobile
Requires independent learning
Students can see where they are going!
Prevents students wondering what to do when finished
Quick on the draw

Quiz type activity
10 questions for each of 6 teams
say go member runs,
get question, runs back,
writes answer, brings it for correction,
gets another question
First to get 10 correct wins
Beat the Teacher

Ask a question
If correct waward one point - need 5 for a permanent point
Other approaches to lessons
Make a model, prepare visual aids, write a passage

Do some research
Here are the answers, work out the questions
Heres one answer - come up with as many questions as possible
Here a caption, draw a cartoon
Heres a cartoon, write a story, poem, piece of music, dance
Instead of write about a volcano you have studied

Try Adopt a volcano
Report, video, animation..
Twice Exceptional Students

Make sure the basics have been covered
Giving the answers can be a good idea
Try to play to the strengths of the TES
Eg. AS students - maths, music, graphs, charts,
Have simple, clear cut instructions, not too many
Repeat if necessary and encourage
Allow students to use a variety of materials and approaches
Visual and hands on learning are important
Allow a different time scale for work to be completed
Independent Study and Learning

Independent study programme
Identifying and developing a focus
Developing skills in creative and critical thinking
Using problem solving and decision making strategies
Learning research skills
Developing project management strategies
Keeping learning logs
Evaluating the process and product
Sharing the product with an external audience
Keeping a portfolio of results
Developing Research Skills
Using a library index

Using correct citations
Referring to sources in text (foot notes, end notes)
Using several sources to develop a report
Learning Centres
Handy differentiation strategy
Make sure its guided
Useful for enrichment activities
Learning Through Case Studies
Case studies with a dilema or problem built in
Learning through problem solving
MENTORING
De Bonos Creative Thinkning Skills
PMI Plus, Minus, Interesting

CAF - Consider All Factors
C&S -Consequence and Sequel
Bit like CAF only forward thinking
OPV - Other Peoples Views
APC - Alternatives, Possibilities, Choices
Assessment for Learning

Most assessment carried out is assessment of learning (summative
assessment).
A test or homework is corrected and students are given a grade.
For G&T childrens work, grades are often pointless.

That said, it is more important today for children to learn to study
independently, to acquire the skills to do so, and as they acquire
these skills, to learn how they learn.
AfL is an assessment method that encourages this. AfL is diagnostic
and formative. It helps identify weaknesses in student learning and
provides feedback that informs a child about the strengths and
weaknesses of their work.
This is not to say we should throw out summative assessment But
we need a balance between the accountability of the exam system
and the need of a child to develop their ability to learn
Using AfL
The use of AfL requires several actions on the part of the teacher
Learning outcomes needs to be stated at the beginning of a lesson
They should be phrased in a way that focuses on the learning rather
than the doing
e.g. instead of saying we are going to make a poster, say we are learning
to know what makes a good poster.
Learning intentions can be phrased in terms of lesson outcomes

Instead of saying at the end of the lesson you will have made a
poster, say at the end of the lesson you will be able to identify
what makes a good poster.
Student should have access to the learning intentions throughout a
lesson.
Using AfL
Students next need to know the success criteria for a lesson.

In teaching, there are several techniques you can use to improve student learning.
As far as possible and appropriate, use open questions rather than closed
questions.
If a wrong answer is given, dont rush to correct,
ask are you sure? or how can you be sure?.
When asking questions, avoid the temptation to chose the student who will give the
correct answer. Even if we are honest with ourselves, we can still end up biasing our
student selection simply because it makes class function.
One possibility is to reject hands up as a way of choosing a student to answer a
question. Using a no-hands policy ensures that all students are more attentive
because the may be picked at any moment.
There is still the chance of a bias in the choice of students so I use lollipop sticks with
students names written on them. This ensures the choice is random.
It is important to give children time to think of an answer. And after they give an
answer, take time before you respond.
Other AfL aspects

When writing comments, try to be encouraging. Give recognition for
effort.
Comments should tell students what they got right and what they
have to do to close the gap between their work and the success
criteria
Students should have the opportunity to reflect on their work and
their learning.
Collaboration
Two minds are better than one
Collaboration allows children to apportion tasks among a group so
that each member can contribute according to their strengths
Discussion produces creativity

Particularly good in problem solving exercises
Digression
Two types
Off-subject
Useful in building relationships but keep to very small doses
On subject off Topic
Decide where it fits into the topic, otherwise move on quickly
David and Kathryn Geldard
Counselling Adolescents, 3rd Ed. 2009

a very common feature of adolescent conversation is that young people
tend to frequently digress from a topic of interest, talk about something
else, and then return to the topic..we believe that, especially for
young people.this serves a useful purpose. Because young people are
continually revising their constructs, they are often trying to grapple with
many different thoughts and ideas at the same time..by digressing
they are able to deal with new thoughts without putting them on hold
For G&T children with faster thought processes, this may be heightened
Other activities besides chalk and talk
Brainstorming and Brainwriting

Discussion
Artwork
Music
Journal keeping
Field Trips
Guest speakers
Debates
Video
Demonstrations
Action Research
Interviews
Surveys
Oral presentations
Role Playing
Simulations
Thanks to . .
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Giftedkids.

BA, MA, DipEd.

Copyright Peter Lydon @ 2010

Role of the Classroom Teacher

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Teachers before and After

Copyright Peter Lydon @ 2010

Flexible in use of time

Copyright Peter Lydon @ 2010

School culture actively promotes learning and encourages

There is appropriate instructional match

(Christenson, Ysseldyke and Thurlow)

Copyright Peter Lydon @ 2010

Gifted and Talented Children

Need to move through the curriculum faster and in more depth

are just like other children only more so!

Copyright Peter Lydon @ 2010

What do G&T children say about school

Copyright Peter Lydon @ 2010

The Basics Part II

Discipline rules should be a given

Attitudes expressed in class

Copyright Peter Lydon @ 2010

For the Gifted child, often very little

Copyright Peter Lydon @ 2010

Motivation in the Classroom

Match learning to the childs ability

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Encourage independent thinking

Copyright Peter Lydon @ 2010

Making a bigger difference

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

1. Knowledge: The recall of information.

2. Comprehension: The translation, interpretation or

Copyright Peter Lydon @ 2010

3. Application: The application of knowledge to a new

Copyright Peter Lydon @ 2010

4. Analysis: To break down knowledge into parts and show

5. Synthesis: Bringing together parts (elements, components) of

Copyright Peter Lydon @ 2010

6. Evaluation: Judgments about the value of material and

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

The Jigsaw Classroom

Project Based Learning

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Key principles for Differentiation

Learning Experiences are based on diagnosis of student readiness, interest and/or

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Copyright Peter Lydon @ 2010

Quick on the draw

Copyright Peter Lydon @ 2010

Beat the Teacher

Copyright Peter Lydon @ 2010

Other approaches to lessons

Make a model, prepare visual aids, write a passage

Instead of write about a volcano you have studied