Hello everyone,
I’m seeking feedback on a set of exemplar learning activities I’ve developed for an upcoming PD presentation. These activities focus on supporting high-ability (gifted) and twice-exceptional learners by offering structured scaffolds for students with support needs, while also extending advanced learners through curriculum compacting and task acceleration.
Context: In the session, I’ll be sharing exemplars and discussing evidence-informed approaches to scaffolding and pacing that nurture growth, challenge, and engagement for gifted, high-ability, 2e learners and those requiring additional support. Before finalising the presentation, I’d love to gather perspectives from this community to ensure the work is robust, practical, and grounded in current research.
I’d really appreciate your thoughts on the following:
- What works well, and why?
- Did any particular insights or learnings emerge for you?
- How could the activities, tasks, or exemplars be strengthened?
- If you were to adopt this approach in a high-ability classroom, what might you change and why?
- Is there anything else you feel would be important to refine or reconsider?
Thank you in advance for your feedback, guidance, and collaboration. This is very much a draft, and I’m keen for it to evolve through collective expertise to better reflect best practice in gifted education.
I’ve attached the current draft of the PD session, which will be delivered to teachers at a co-educational independent school in metropolitan Australia.
I look forward to hearing your thoughts.
Warm regards,
Ivan
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