Advertisement

Promoting Engagement for Students Who Are Well Above Average in Reading and Writing

  • Constantina Spyropoulou
Chapter

Abstract

This paper discusses the importance of implementing strategies that will promote engagement in above average (talented or gifted) students. My purpose is to make learning interesting for students and get them engaged, but I do not want strategies that will separate gifted students from the rest of the class. Instead, it is hoped that gifted students will be able to share their skills and help their peers improve. I accordingly put six strategies into practice: (1) doing investigations on student’s topics of interest, (2) using information reports and open ended questions, (3) allowing students to present information to the class, (4) providing extra tasks/activities to further extend knowledge when classroom tasks are completed, (5) exposing students to a wide range of resources, and (6) using hinge questions, as an indication of what to teach next. Each strategy can be used to encourage the whole class to participate in learning and give students the opportunity to extend their knowledge. I discovered that when my students’ needs were met, lessons were differentiated and learning personalised. My gifted students became more engaged during reading and writing and more focused on their learning, and at the same time the rest of the class also got the opportunity to extend their skills.

References

  1. Catholic Education Office, Archdiocese of Melbourne. (2013). Gifted and talented students—A resource guide for teachers in Victorian schools. http://www.cecv.catholic.edu.au/publications/Gifted%20and%20Talented%20handbook.pdf. Accessed 26 Jan 2016.Google Scholar
  2. Education and Training, Victoria State Government. (2014). Gifted and talented education. http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/pages/gifted.aspx. Accessed 26 Jan 2016.Google Scholar
  3. Jarvis, J. (2010). Supporting diverse gifted students. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity, inclusion and engagement (pp. 298–312). South Melbourne: Oxford University Press.Google Scholar
  4. McDonald, T. (2010). Classroom management: Engaging students in learning. Sydney: Oxford University Press.Google Scholar
  5. Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne: Oxford University Press.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Charles Darwin UniversityDarwinAustralia

Personalised recommendations