The demands faced by teachers in the classroom are well documented. Providing stretch and challenge for higher-attaining students is yet one more thing to consider on top of the existing time constraints involved in delivering the A-level content of a packed chemistry curriculum. However, there is a wide range of resources and strategies that busy teachers can employ to support their students without the need for hours of preparation time.
Whilst the terms 'more able' or 'gifted’ students are controversial for some[1], in all of my classes there have been some pupils who benefit from more challenging work. Teaching higher-attaining students in any classroom presents unique challenges and opportunities; these students often require more advanced and engaging material to keep them motivated and to help them achieve their full potential.
In addition, as an A-level chemistry teacher, there are additional challenges such as time constraints in delivering a packed curriculum which limit the depth of exploration into complex topics. Here, I intend to discuss a range of strategies that I have effectively used to manage such challenges, focusing on how high-achieving students can be effectively engaged and empowered in the classroom.
I have found that some great starting points for many ideas that can be used immediately in my classroom, with little preparation time, are some of those on the Royal Society of Chemistry's website for teachers. One such example has been the use of Venn diagrams when asking students to categorise ideas presented to them.[2] One example use I have made of this idea has been to ask students to:
Place the following elements into a Venn diagram:
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