Research tasters: Part 2

last updated:June 2007

Research evidence

Research findings in the RfT study Supporting gifted and talented students (June 2007) suggested that gifted and talented (G&T) students' learning is enhanced when teachers use differentiated approaches to their learning. One approach described by the study was offering enrichment activities designed to challenge and engage G&T students. Enrichment involves increasing the breadth and depth of specific curriculum areas and subjects the student is already following as part of their normal curriculum.

As strategies that separate out individual students from the mainstream class run the risk that the students may feel isolated from their peers, emphasis is increasingly being placed on the provision of enrichment activities within the classroom. Enrichment activities that form part of classroom learning may be designed to increase variety and/or pace of learning. They may also include using higher order thinking skills, developing students' enquiry and problem solving skills, and encouraging student independence and intellectual risk-taking.

How can I explore the kinds of activities that challenge G&T students?

One teacher investigated what challenges and engages G&T students using two approaches:

• observation (of the teachers), and
• structured interviews (with the students).

Having identified nine G&T Year 9 students, the teacher observed four of their lessons (maths, languages, English and ICT), to find examples of strategies their teachers used for increasing challenge in their lessons, using the schedule below to keep the observation focused. Here are some of the tools she used which you might like to use in your own context.

Observation

Structured interviews

The teacher also interviewed the students on three separate occasions to find out what they felt challenged and engaged them in the classroom. In the first interview, she asked them to talk about specific lessons and teachers where they felt positive about their learning experiences. The second interview focused on one of the lessons she had observed, whilst the third focused on issues specific to her own geography lessons, such as working in mixed ability groups. All the interviews comprised a series of main questions, supported by a number of probing and prompting questions. We have reproduced parts of the first two interview schedules below  because we think you might like to adapt and adopt them.

Ethical considerations

Before the interviews, the teacher pointed out to the students that:

• the interview would be taped to allow her to focus on what the student said rather than having to make notes throughout
• anything the students said would be treated in confidence and that no teacher would find out what they had personally said
• when talking about negative experiences, the students shouldn't mention the names of teachers involved, although they could mention a teacher's name when talking about positive practice
• when the results were published they would not be specific to one subject and any examples would be anonymous
• she wanted them to feel free to be honest about giving their views of her geography lessons.

The teacher was careful to check with the students that they were happy to take part in the interview before proceeding.

First interview schedule

Second interview schedule (which took place after a lesson observation)

How might I make use of these tools?

You might like to use these tools to help you gather evidence for your own enquiries. For example you might explore:

What strategies and activities challenge G&T students effectively?

What helps G&T students to achieve at the highest level?