Bathnes > APEX

There is a difference between a pedagogy based on defining and identifying a group and that based on helping people to generate, reveal, develop and share the gifts they are creating as they develop their talents in bringing them as fully into the world as they wish, for their satisfaction and societies benefit.

Definitions on what we mean by gifted and talented, high ability, exceptional ability... vary even more than the terms used. Some identify a population in terms of a statistical description. The DCSF describes:

• 'gifted' learners as those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE;
• 'talented' learners as those who have abilities in art and design, music, PE, or performing arts such as dance and drama.

and the EiC (Excellence in Cities initiative) targets gifted and talented work at the top 5 to 10 per cent of pupils in any school, regardless of the overall ability profile of pupils.

The Excellence Challenge takes a similar approach to Excellence in Cities in respect of gifted and talented 16 to 19 year-olds, but targets the 'top 2 to 20 percent' of students in an institution thought to be aiming for high attainments.

Other definitions focus on what is meant by high ability performance and include attributes particularly focused on a field or discipline.

In Bath and North East Somerset we are developing an inclusive understanding of ability, gifts and talents. All children and young people come with a whole variety of possibilities to explore, to decide where they want their passions to take them, and what they want to invest their effort in. As educators our challenge is to help them develop their aspirations, the knowledge of themselves, and the confidence and competences to pursue them.

In our policy on high ability it is recognised that many pupils have particular strengths in one or more areas of ability, endeavour or talent.  Areas that have been identified include:

·        Academic and Intellectual

·        Expressive and Performing Arts

·        Sports and Physical

·        Social, Leadership and Organisation

·        Visual, Spatial and Mechanical

·        Design, Technology and ICT

and in the council vision

These sites all have something of interest to everyone although they may appear to be particularly relevant to pupil, educator or parent.

The DfE site has the latest government thinking

Teachernet Webcast provides information on current DFES priorities for G&T

QCA provides curriculum guidance

Details of the proposed Quality Standards for Gifted and Talented Education (the language is important - it does not say Quality standards for gifted and talented children)

NACE (National Association of Able Children in Education) has news of events and practice and material in support of the Challenge Award

NAGC (National Association for Gifted Children) has information particularly interesting to parents

History of Influences in the Development of Intelligence Theory and Testing - if you are looking for a quick introduction to the major thinkers in the field over the last century this is a really good site created by Dr. Jonathan Plucker, Indiana University. Follow the links to get succinct summaries and further leads.

 I was asked by a teacher for references that have inspired me and I offer you here what I sent in the email. I tried to find some quick links to give a taste that might tempt you to explore further some of the ideas that have been hugely influential in developing my own work. I hope you enjoy them and find them as thought provoking as I have.

I am developing a list of useful reading and references as I work with the Master's group at University of Bath and the Gifts, Talents and Education Unit.

Below is a list I developed  June 06 updated Nov 06

Joan Freeman has some publications on line that are well worth looking at.

She has provided an extensive summary of what is around and will give you an appreciation of the very different concepts of high ability and how culturally based they are and the impact on us of the American view. Her main contribution for me is her 'Sports Approach'. I love this quote at the end of Out of School Education Provision

'The human spirit survives most attempts to be categorised, selected and treated in accord - for good or ill.'  

Another English thinker to look at is Philip Adey - for a quick taste try this link to the standards site.
He talks about teachable intelligence which I am committed to.

Susan Hart has done some excellent work in Learning Without Limits which I recommend to anyone wanting a very good read on working without the impositions of an abilities related pedagogy. There are case studies from 9 English schools.

Jo Renzulli's work on the school wide enrichment model made me think of the type of learning opportunities I offer.

He seems to have some new stuff I have not explored it. I must admit that 'packages' concern me but I have extended my thinking and practice a lot by working with his ideas on different types of learning opportunities as you can see in my work.

Similarly Robert Sternberg has a Triarchic theory I have struggled with it and found his other theory on successful intelligence - also a triarchic theory which is confusing - easier to connect with. I like the story and found the book, Successful Intelligence, very good reading. I must have a look at his work on love

You will find Howard Gardner frequently mentioned. There are numerous summaries on the web.

How about this for a quote- 'The second principle of magic...things which have once been in contact with each other continue to act on each other at a distance after the physical contact has been severed'. Sir James Frazer -
got that off that site - I am thinking of the link with the work of Jack Whitehead and his focus on connections flowing through web space

I tried to find you a site to give you a taste of David Perkins work but haven't found one yet - but he is worth reading

Sternberg and Gardner and Perkins have gone further and have been exploring - behaving wisely and wisdom - which connects for me with Jack Whitehead's work on Living Values and Living Educational Theories

Carol Dweck's work is revolutionising the field. She does not attempt to define intelligence.   Her research focuses on how people's implicit theories about intelligence can impact their behaviour. She identified two implicit theories of intelligence:   Students who have an “entity” theory view their intelligence as an unchangeable internal characteristic. Students with an “incremental” theory believe that their intelligence is malleable and can be increased through effort. She demonstrated empirically that students who hold an entity theory of intelligence are less likely to attempt challenging tasks and are at risk for academic underachievement and has evidence that praising students for their intelligence has the potential to limit their intellectual growth. (Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved 20th Nov 2006), from http://www.indiana.edu/~intell  Do look at this site as it have video interviews with Carol Dweck herself and a really good summary which will make you think. There is also a transcript of an interview on Walden University site 'How Can Teachers Develop Students Motivation and Success? and a neat one page summary of her ideas and the implications.

Carol Dweck's work for me connects directly to Jack Whitehead's work on people understanding their own embodied living educational theories through theorising their practice. Check his website www.actionresearch.net for more. I would really suggest all passionate educators who want to understand how understanding their own educational theories can significantly impact on their practice read Mairin Glenn's thesis, Working with collaborative projects: my living theory of a holistic educational practice accessed from Jean McNiff's website which is also a wonderful resource

I can't finish without mentioning the work of Belle Wallace on TASC (Thinking Actively in a Social Context) For an overview of the work try this link and for a swift introduction try this new e-resource developed by the London GATE

Private schools set to woo brightest state children -  TES article

There is as yet little in this field and I am keen to try to extend the references that can be drawn on. I am not suggesting that all the references here are of those who would claim, or want to claim, that their work is a contribution to the development of inclusive and inclusional gifted and talented educational theory and practice. But I have found the references here, in various degrees, inspiring, thought provoking, affirming and/or challenging. I might occassionally include something that I find so outrageous it has forced me to clarify my arguements. I sometimes find that work I completely disagree with takes my thinking forward as I try to explain why I dont agree.

All writing needs to be critically engaged with and any quotes I have selected and notes I have made are coming from my own biassed position. Sometimes I dont understand something in the way the writer intended but I appreciate the line of thought they have taken me along. I want to emphasise that I hope that what I put here might entice you to read the original source and make up your own mind about what is being said and how it contributes to your educational journey.

At the moment there are all sorts here, including pedagogy and learning, intelligence, educational philosophy etc, and there is no order so you will have to skim through the list and see what takes your fancy. Hope you find something that excites.

If you have a look on Amazon or googlebooks you can quite often read some of the book and get quite a good taste of what they are about.

• A radical alternative, which focuses on empowering all to enhance their educational influence in their own learning, is offered which goes beyond traditional approaches of definitions, identification and categorising children.
• Practical, inclusive, real-life methods for teachers and educators working with all their pupils and students to develop talents and create and offer gifts to improve the world we live in.
• Draws on the living theory narratives of practitioner-researchers which offer significant and original accounts of their own learning as educational gifts and contribute to the knowledge base of educators.

Freeman, J. (2002) Out-of-school Educational Provision for the Gifted and Talented Around the World: A report to the DfES.

Freeman, J. (1998) Educating the Very Able:Current International Research'The Stationery Office, London.

Joan Freeman has undertaken longditudinal studies in the field and her 'sports approach' is well worth reading. These papers and others can be downloaded directly from her website. http://www.joanfreeman.com