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Responsible use of education grants

Focuss on talents

A talented or gifted pupil is one who demonstrates a significantly higher level of ability than most pupils of the same age in one or more curriculum area or in any of the following:

• physical talent
• artistic talent
• mechanical ingenuity
• leadership
• high intelligence
• creativity

Gifted pupils can be:

• good all-rounders
• high achievers in one area
• of high ability but with low motivation
• of good verbal ability but poor writing skills
• very able with short attention span
• very able with poor social skills
• keen to disguise their abilities.

Training independence

During my workshop about the training of independence I always use this structure. Teachers can use it as a checklist and thick which of the 20 agreements are completely functioning in their class.

GENERAL RULES

1. Agreements about things the children can do themselves: toilet – drinking water – washing hands – how to use the classroom.
2. Introduction and working with a ‘household assignment’.
3. Agreements about the materials the children can take themselves.

POSTPONED ATTENTION (BLOCK PERIOD)

4. Making the choice for a sign for the block period, introducing of the rules.
5. What can you do yourself without help: thinking yourself – try again – ask your mate. (making of action guides)
6. Explain that the block period is only temporary and help is possible on a later moment

MATERIAL PROBLEMS

7. The whole school makes agreements about which materials can be taken by the children themselves, how to handle if they make a mistake etc.

PROBLEM SOLVING

8. Let them invent the rules : think again – read again – ask someone else – start with another part of the assignment (action guides)
9. Learn them to analyse the problem : what kind of problem – did  I had a similar problem before – ask a real question – try to help step by step (action guide)
10. Learn planning, try to anticipate and make a work planning
11. Give attention to social problems: how to solve them – how to work together
12. Agreements about the noise during the work (making of “noise cards”)

ASKING / GIVING HELP

13. First try yourself
14. Start asking your workmate instead of walking around in the classroom
15. Use your help signal if you couldn’t find the right help.
16. Ask clear questions – don’t be impatient in trying to help
17. Explaining is not the same as giving the answer
18. Learn to explain step by step
19. Investigate first what is known already
20. Use a ‘help booklet’.

Interesting expanation of Blended learning in the context of the 21st Century Skills.

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