Recommendations

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=﻿__Catering for gifted students in the middle years__ = **What we tend to do:**

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 * Assign extra work to gifted children who finish assignments early.
 * Get students to help others in the class when they have finished their work.

**What we recommend teachers should do:**


 * Be flexible with the curriculum.
 * Teach interactively.




 * Encourage gifted students to participate in extracurricular activities that involve academic skills.



Teams of students work to solve problems in a number of disciplines, including:
 * applied technology
 *  language and literature
 * mathematics and engineering
 * social sciences




 * Set individual goals.
 * Remember that gifted children may not excel in all areas.
 * Provide plenty of opportunities for gifted children and average children to engage in social activities.
 * Minimal repetition

**For Teachers this will require more time planning and collecting resources to cater for the gifted students in the class.**


 * To ensure that students reach their full potential, effective planning should :**

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 * Involve using new, innovative ways to engage the students
 * Involve open-endedness


 * Use tools such as BLOOM'S TAXONOMY to encourage higher order thinking and creative thinking processes **.**

The table below outlines some sample activities, based on Bloom’s Taxonomy,
 * ** Bloom strategy ** || ** Definition ** || ** Sample teaching and learning activities ** ||
 * ** Knowledge / remembering ** || Retrieve relevant information || * Identify the different types of skills required in ball games.
 * Describe the characteristics of these skills. ||
 * ** Comprehension / understanding ** || Construct meaning from oral, written and graphic communication || * Compare and contrast a range of different skills that are required in different ball games by watching demonstration games e.g videos or TV coverage.
 * Describe how the rules of the game can influence the types of skills required. ||
 * ** Application / applying ** || Carry out or use a procedure in a given situation || * Develop an offensive and defensive strategy and implement it in a modified game situation. ||
 * ** Analysis / analysing ** || Break material into its parts and determine the relationship between each part and their relationship to the whole || * Develop and implement a criteria to analyse the performance of participants in a range of ball games. ||
 * ** Synthesis / creating ** || Put elements together to form a coherent or functional whole, reorganise elements into a new pattern or structure || * Experiment with the application of simple mechanical principles to determine their effect on performance e.g. force, stability, momentum.
 * Transfer and improvise skills from one movement context to another game context. ||
 * ** Evaluation / evaluating ** || Make judgements based on criteria and standards || * View a game situation and evaluate the effectiveness of offensive and defensive strategies employed by each team. ||
 * Allow for some freedom of choice.
 * Involve real world problems
 * Be for real world audiences
 * Require real deadlines
 * Require transformation of learning
 * Involve appropriate assessment and evaluation
 * Involve extended or accelerated outcomes.