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Exceptionally Able StudentsDraft Guidelines for Teachers
Exceptionally Able Students
Draft Guidelines for Teachers
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Exceptionally Able Students
Contents
1. Introduction A Working Definition The Aims of the Guidelines Where the Guidelines Will Be Used Identification A Diverse Group Overview of the Guidelines 2. Identification Assessment and Identification Observation Parent/Guardian Referral Peer Referral Self Referral Referral by Others Identification by Psychologists Teacher Referral General Checklist for Identifying Exceptionally Able Students Across the Curriculm Subject-Specific Checklists School-Wide Identification Processes 3. Profiles of exceptionally able students Social and Emotional Issues in the Development of Exceptionally Able Students ‘The Successfuls’ ‘The Challengings’ ‘The Undergrounds’ ‘The Dropouts’ ‘The Double-Labelled’ ‘The Autonomous Learner’ 4. Whole school strategies School Leadership Responsibilities Auditing Current Practice Policies Record Keeping School Organisational Strategies
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Exceptionally Able Students
Mixed Ability Classes or Groups Working With Older Students for Some Subjects Compacting Target Grouping Summary 5. Classroom strategies Differentiation By Task and Benefits By Outcome and Benefits By Resource and Benefits By Support and Benefits By Dialogue and Benefits By Pace and Benefits By Choice and Benefits Other Ways of Thinking About Teaching and Learning Bloom’s Taxonomy Multiple Intelligences (Gardner) Further Suggestions 6. Conclusion 7. Appendices Appendix I A Sample Policy for the Education of Exceptionally Able Students Exemplars of Recording Templates Appendix II Case Studies from Northern Ireland Appendix III ‘Voices’ from the Republic of Ireland References Acknowledgements
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Table of Figures