Differentiate the culture

We need to focus on differentiating the culture of our classrooms – not just the content

There are a myriad of resources out there about how to differentiate lessons and activities for our gifted and high potential learners, but how often do classroom teachers and schools differentiate the culture they are growing in these spaces?

If gifted and high potential learners are going to achieve the higher outcomes we place for them, we (as teachers & leaders) need to show them that their interpretations of tasks are supported. We need to ensure they feel safe to share, motivated to go deeper and interested with collaborating with others.

So….

Classroom cultures that support gifted students will always pre and post assess so that up to date data is used for planning, and the needs are met.

• Data informed lessons flow better for all students and teachers
• Data informed lessons may take a bit longer to create but classroom behaviour will reflect this.
• Data can be short discussions, written tests or one on one activities.

Classroom teachers & school leaders need to encourage curiosity, problem solving and critical thinking at a higher level.

• Think beyond the curriculum and pre made resources to cater for their needs.
• Show off new and different thinking
• Showcase to the wider community what these students are capable of.

School environments need to allow for students to learn in varied ways so that the students are open to thinking of multiple possibilities and perspectives.

• flexible learning
• group, pair or individual work
• teacher led or student led
• movement between grades and stages

How do you support the differentiated culture at your school?