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методы обучения Дадли

Communication:  students explain out loud, comparing old and new learning and ideas with their peers.
Classroom Provision for the Gifted and Talented (Goodhew, 2009)

Task demand:

New knowledge is presented within the context of a conceptual framework, not as facts
in isolation.


the teacher stimulates thinking by taking a problem-posing as well as a problem-solving
approach to issues and material


the teacher teaches for clear 'scientific' thinking skills to greater depth than normal.


Abstract as well as basic concepts are emphsised.


materials are used which are high in quality, and reading levels demand complex, novel
responses.

Use of language:

The intellectual demands of a lesson are recognized by the level, speed and quality of the
verbal interactions that go on in it.

The appropriate language is used rather than simplified version.

Word-play is encouraged.

Questioning is considered part of everyday learning, to stimulate thinking and creative
problem-solving.
Communication:

students explain out loud, comparing old and new learning and ideas with their peers.

78

Research skills are taught, so that pupils can explain on ideas for them-selves.

Encouragement to excellence:

Students get own-time rewards on demonstration of high achievement. This takes the
form of individual projects in accordance with an agreed teacher-student contract.

Goals are set to a high, perhaps professional standard.

Mentors are appointed.

Creative abilities are nurtured.

Projects are completed and work is monitored.
Classroom Provision for the Gifted and Talented
(Goodhew, 2009)

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