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Transcript of Teaching Exceptional Students: a workshop for the gifted and talented Geographical Association...
Teaching Exceptional Students: a workshop for the gifted and talented
Geographical Association Conference 2005
Secondary Education Section Committee
Presenters
Gary Dawson - Head of Geography, Fair Oak Business and Enterprise College, Staffordshire
Melissa Gardner - Head of Geography, Stanchester Community School
Alan Parkinson - Head of Geography, King Edward VII School, Norfolk
Fred Martin - PGCE Tutor, Bath Spa University College
SESC 2005
Other contributors On holiday ! Rob Lodge - Secondary Consultant
Foundation Strand, Norfolk Sarah Todd - AST, Stanchester
Community School, Somerset Sarah Watts - Secondary
Consultant Foundation Strand, Hampshire
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Have we got some headlines for you !
Background image copyright Hat Trick Productions and the BBC.
Africa continues to lag behind the rest of the world.
Trade holds the key to African development.
China set to overtake Britain as the 4th richest country in the
world.
Britain promises to cancel debt to help the developing world.
Millions still without access to water in poor countries.
Rich countries give aid with one hand, but take aid
repayments with the other.
Poverty in Africa is a legacy of European colonialism.
Corrupt officials and politicians put off overseas investors.
Trade barriers prevent Africa’s escape from poverty.
Africa needs to reduce its dependence on aid.
And now the next activity !
Objectives 1What are the differences between gifted and talented students ?What are the characteristics of a gifted geographer ?What are challenging tasks for gifted geographers ?How can challenging tasks be made more accessible to the mainstream ?
SESC 2005
Objectives 2 How one department manages gifted
geographers Using ICT to support the learning of
gifted geographers Using fieldwork to support the
learning of gifted geographers Consider the next steps to support
your gifted geographers
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Who are the Gifted and Talented? ‘Gifted' learners are those who
have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE
‘Talented' learners are those who have abilities in art and design, music, PE, or performing arts such as dance and drama.
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Adapted from Excellence in Cities
Characteristics of gifted Geographers
Think of a student in your school and describe his or her characteristics
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Characteristics of gifted Geographers
http://www.nc.uk.net/gt/geography/index.htm
Training materials for the foundation subjects. Module 9 ChallengeChris Durbin www.sln.org.uk/geography
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Increasing the challenge and making the challenge more accessible
Groups of 3/4/5Some groups work on increasing the challengeTRF concept mapDesign a citySome groups work on making the challenge more mainstreamThanks to geographyCartoon(s)
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How is G and T managed in the Geography Department?
A case study from Stanchester School, Somerset
Our set up..
3 Geographers2 classroomsBoth rooms data projectors
and laptopsOne IWBAll lessons on Ppt – interactive
startersLots of playdough!
Keeping G and T happy Our G and T AST surveyed all G and T students in our school ..Here’s some student thoughts…
I don’t feel comfortable when the teacher seats
me next to someone who
messes around
The more interesting the class is, the better the class is.
Making lessons fun and how the information is put across helps loads
Being involved – doing things – helps me
Personal talking time really helps – where you share your ideas before you write down
Being different, original and fun.
I liked having time to think in silence
Department ideas. Seating Plans – learning buddy (more able –
more able) Differentiation – must, should, could and
VAK / multi sensory tasks Fieldwork opportunities e.g. weather diary
winners to RNAS Yeovilton Coursework – differentiated guide booklets..
Hotlinks of data sources, updating website info Exemplar material…..an example of an A*….
Stepped level criteria ‘an A* response is….’ Shared peer learning – cross phase projects
(teaching volcanoes to Year 6) Weather club – geo clubs… let them run it
and update weather data / RND team
Creativity and G and T Make learning purposeful… Roving reporter Magic microphone for quiet types Hot seating… ‘ready steady chat’ Keep their attention…. Lyrics to a song..
Mamma Mia, here I blow again, I am an active volcano…
Call my bluff.. students create questions for homework….
Give us the question… we give you the answer
Create a rainforest … from scrap
What do you need? Boxes Tissue Paper Information from
textbooks Card Why not visit the Scrap
Store in Yeovil…
Using the resources available, build your own rainforest on the wall…cut out the trees…add the birds…wildlife…flowers….
It will be assessed for accuracy of its layers and their contents – labels should be clear and informative
You have
20 minutes to create your rainforest
The G and T students could be grouped together for this activity, then have an
extension to report back from the rainforest about the threats….
Could be a roving reporter…..
And so….
We manage G and T with department and school wide initiatives, which are enhanced by fun and engaging learning styles.
ICT: Case study
The use of ICT to offer challenge and a sense of mystery for your G&T students…
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“This is your life….” – Old Harry
Thanks to Daniel Raven Ellison – “Learning through Windows”
RGS-IBG Innovative Geography Teaching Grant
You were born…Your parents were…You had a wife, butseparated…
How will G&T use images ? Application: applying the same idea to
changed situations Analysis: questions that invite pupils to
explore causes, effects and relationships
Synthesis: hypothesising or generating ideas
Evaluation: assessing validity of conclusions reached
RGS-IBG Innovative Geography Teaching Grant 2003-4
Weblogs Set up a departmental weblog –
encourage students to post / comment Go beyond the themes in the classroom ‘Immediacy’ Students gain ‘ownership’… Read more in ‘Teaching Geography’
October 2004 FLICKR – photo cataloguing and tagging
& easy upload to weblog
Researching Starters Simon Renshaw of Roundhill
Community College, Leicester asks G&T students to research images for forthcoming lessons / starters
They research images which provoke questions…
http://www.debatabase.org300 topics
Location : Bawdsey Suffolk
http://www.ifever.org.uk/camera
Artist: Bettina Furnee
Produce a powerpoint with a sequence from the Archive of images.
http://www.picasa.com“Picture Pile”
Picture by Edwin Chew: courtesy SLN.ORG.UK/GEOGRAPHY
Picture Reveal Exercise
http://www.barcodeart.com/art/yourself/yourself.html
Copyright: Scott Blake
Please note that some parts of this presentation have been removed due to copyrighted material.
These included ideas for using video and images with G&T students.
For further information go to:
http://www.geographypages.co.uk/gandt.htm
Click the link below, and set an
Field Work for G and T
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Two stars and a wish
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Turn to the person next to you and:
• tell them two things that you are currently doing to support G and T in your lessons
• identify one thing that you are going to trial in your lessons
Good practice
The ability to think independently and in depth should be developed in all students.
Pupils need to reflect on the processes of their own thinking and learning so that they can build on their own skills and intellectual strengths
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Next steps: whole school
In your school, is there a G and T policy register co-ordinator separate funds special programme?
What is your department’s contribution?
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Next steps; department Do G and T students go beyond Level
Descriptions? Do G and T students progress best in sets? What teaching strategies are most
suitable? What learning activities best develop the
abilities of G and T students? How can you assess the achievement of G
and T students?