It could be argued that due to these pressures the teacher may not find time to challenge certain children to higher level thinking (Coates and Wilson, 2003, p.2). Hayes (2003) agrees that it is difficult to structure a lesson that allows all of the children to succeed whilst challenging children to think hard …show more content…
One way of fulfilling this is by making more challenging learning objectives a regular occurrence in my lessons (Eyre, 2001, p.3); this does not necessarily mean supplying children with different meaningless worksheets but challenging them to understanding additional complex concepts which could be achieved by careful and thorough questioning (Eyre, 2001, p.3). This questioning could follow Bloom’s taxonomy (1956); where children are encouraged to ask and answer their own questions, demanding of them a higher level thought process (Fisher and Frey, 2007, p.43). Furthermore, I could use Renzulli et al’s 1981 (Legge and Harari, 2000, p.71) ‘revolving door model’ to further stretch the more able children in my classroom. This method focuses on targeting the children whose achievements are in the top 25% and facilitating enrichment materials to allow for the development of their needs (Legge and Harari, 2000, p.71.). It is also important to note that the strategies that are used for children who may be deemed as gifted and talented will also be beneficial for children of all abilities. Children should be measured against their own potential instead of their peers; thus encouraging an atmosphere that encourages children to strive to better themselves (Legge and Harari, 2000,