Australian Gifted Awareness Week – Showcasing pedagogy for gifted students of QAHS #1

QAHS is celebrating Australian Gifted Awareness Week (15-21 March) by showcasing examples of instructional strategies used by our teachers and students in catering for the needs of gifted and highly capable learners.

The first example has been provided by Deputy Principal and Business and Management teacher Vanessa Rebgetz:

CEO HOT SEAT  

[borrowed and adapted with kind permission from Maestro Turpin]

Purpose of this strategy: Used as a revision strategy, students are asked to formulate a challenging question that can be answered by the student in the “CEO Hot Seat” in a few words. Example: (Unit: Motivation Theory) “Herzberg suggested managers could achieve worker motivation through Job Enjoyment – True or False?”

IB Learner Profile focus: Risk-taking, Communicators, Knowledgeable

How this strategy is aligned to the Guidelines on Gifted and Talented Education (Standard 6): By selecting, adapting and using this strategy to promote challenging learning opportunities and to modify learning environments to enhance self-awareness and self-efficacy for individuals. CEO Hot Seat puts students on the front foot of their revision of a unit:

  • Students must ensure they have revised sufficiently to pose a question and to respond to questions in the Hot Seat
  • Teacher can differentiate the questions to suit the ability level of the student in the Hot Seat
  • Students ‘unsuccessful’ in the Hot Seat are motivated to check that area of knowledge to build their understanding

As we are studying Motivation Theory, I linked this strategy to an Incentive Rewards Scheme whereby students gained a ‘brownie point’ for asking a question or responding correctly to a question. Students recorded the collection of their brownie points on a mock up loyalty card which earned them one of my home-made brownies at the end of the double lesson.

Guidelines on Gifted and Talented Education

Standard 6:  Instructional Strategies: Educators of the gifted possess a repertoire of evidence-based curriculum and instructional strategies to differentiate for individuals with gifts and talents.  They select, adapt and use these strategies to promote challenging learning opportunities and to modify learning environments to enhance self-awareness and self-efficacy for individuals.  They enhance the learning of critical and creative thinking, problem solving and performance skills in specific domains.  Educators of the gifted emphasise the development, practice and transfer of advanced knowledge and skills across environments.

Reference: National Association for Gifted Children – Teacher Knowledge & Skill Standards for Gifted and Talented Education.   http://gcq.sagepub.com/content/51/2/182.extract