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Students of High Ability - Bs to As

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Craig Kupke

on 18 August 2015

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Transcript of Students of High Ability - Bs to As

Supporting Higher Achieving Students
Teaching Academic Vocabulary -
Marzano (2013)
Identification - what should we be looking for?
Thinking Frameworks
Stahl (1999)...direct vocabulary instruction ... significant impact on students whose vocabularies are small...growth is slower than peers
PAT - R; PAT - M
90th percentile
Yr 3 Band 6+
Yr 5 Band 8+
Yr 7 Band 9+
UNSW - Gerric
Resources PD Package

Learning to think - Thinking to Learn
Michael Pohl

Smart Thinking - Wilson, Jan (PETA)

What stops students from achieving their potential?
Social acceptability

Dysfunctional perfectionism



Main Ideas
Carol Dweck - the Scottish experience
Centre for Confidence

Perception about effort

Fixed mindset - lack of ability

Growth mindset - Effort is a necessary part of success

Praise - ask how they got the 'A'
By catering for the higher achieving students we can raise the level of discourse in our classes
Student diversity advice
All students are entitled to rigorous, relevant and engaging learning opportunities

aligned with their individual learning needs, strengths, interests and goals
(Student Diversity advice - Australian Curriculum)
ways we can cater for students across ability levels
and contrast a student in a class in which all students do the same task with a class which the student is working at his/her level
What would happen if
Albert Einstein was a student at Unity College?
Would you rather
achieve or flounder with your learning?
How would you feel if
we all had to attend each of today's presentations?
are the characteristics of a differentiated classroom?
is differentiation seen as difficult?
is differentiation like a Zoo, gardening, sport?

Active questions
What questions would a student ask about how we cated for higher ability students?
What questions would a parent ask about differentiation
Topic: Linear Equations

1. List all the different types of linear equations questions you can think of.
2. In what ways is a linear equation like an expression? In what ways are they different?
3. What would happen if there were no numbers?
4. Would you rather be a linear equation or an expression?
5. How would you feel if you were a linear equation with a fractional solution?
6. What if you weren’t allowed to use pronumerals to represent the unknown?
7. What is the most challenging aspect of learning about linear equations?
8. How are linear equations like string, a playground, school, shopping?

Active Questions:
What would a linear equation ask of a surd?
What would a linear equation ask of another linear equation?
What would a linear equation ask of a student?
What would a linear equation ask of a math teacher?

AISSA Website
Giftedness = potential
Talent = action of the gift
The Australian Curriculum

Thinking Capability
Unity College Policy
Parents, teachers, self, peers, LSOs
Reports, ICAS, AMT, Academic awards
De Bono's 6 Hats
Williams 8 &18
Makers Model
Tiered Assignments
Thinkers Keys
Kaplan's Research Model
Sternbergs: Triarchic model of intelligence
Marzano's Taxonomy
Developing reflective practices:
Fish Diagram
Venn Diagrams
Mind/Concept Mapping - Gifted children tend to show more connections
Y charts
Learning walls
Photo journals
Yes/No Positive/Negative charts
Sequence / Timelines
Frayer Model - Definitions, Characteristics,Examples, Non-examples

Metacognition - thinking about their thinking
Modification of :
Learning Environment
Full transcript