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As explicit instruction gains momentum across Australia, it has been accompanied by some vocal cries against differentiation. Yet research indicates that gifted and high potential students benefit from grouping with peers and experience negative academic and socio-emotional outcomes when instruction is not differentiated.

This session first examines this conundrum through the evidence around differentiation and ability grouping, before exploring strategies that transform theoretical best practice into immediate classroom application. We’ll delve into methods to add depth and abstraction, encourage higher-order thinking and generate low entry-high ceiling tasks that provide stretch for gifted students. K-12 illustrations make this relevant and practical for all teachers.

Kate Barton

Dr Kate Barton is a teacher, school leader and consultant committed to high impact instruction who specialises in primary mathematics and gifted education. She has established K-10 gifted education programs, whole-school frameworks for gifted identification and acceleration policies and practices, as well as teaching and mentoring gifted students. Kate provides professional development and consulting to schools focused on evidence-based pedagogy.