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3 take aways - Our role in TD, what HAL provision is about (to explore deeply in their passion), levels of service 

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3 take aways - Our role in TD, what HAL provision is about (to explore deeply in their passion), levels of service 

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2 ideas - a more structured programming for TD, how HAL pupils can give back to the school
1 question - other than e2k, any other options that we can boost our HAL pupils’ interest and curosity in Science

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1) one of the way to evaluate our DI programme is using e Logic model to look at the inputs, outputs and outcomes.
2) inputs= programme investments
Outputs= efforts
Outcomes= effects
3) levels of services: stage 1: falling in love with the topic. Stage 2: teaching for techniques( skills, knowledge etc) stage 3: mentoring for personalised niche( make original contributions to the domain)

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3 takeaways: Logic model, levels of service, designing provisions
2 ideas: chalk talk, differentiation by process
1 question: is it better to have mixed ability groups?

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Take-aways - first stage of TD is to ignite the passion & curiosity of the students in the subject, only with this passion that the students will want to make the effort to explore and continue learning; what tr can do in TD; LoS
Ideas to try - introduce Ladder of feedback to students; design activities to extend student learning to stretch the HA students

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3 takeaways
1. We need to help students actualise their potential by providing them with a range of activities (levels of service)
2. The logic model helps in evaluating programmes
3. Critical thinking must be cultivated - teach students how to think.

2 ideas to try out
- Discuss with my colleagues how to provide more level 2 services for students to voluntarily explore and develop their interest in science
- exploring inductive teaching for science concepts

1 question
- can “concept attainment” and “inductive teaching” be used interchangeably?

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3 insights: how programmes can be grouped via the different levels of service, teacher's role in talent development, logic model
2 ideas: HAL pupils can give back to the school, differentiation by product.

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3 takeaways
- TD - teaching for falling in love with the topic, for technique and mentoring for personalised niche
- logic model (output/outcomes)
- level of service

2 ideas
- enhancing service level 2 opportunities
- better evaluation of programmes using logic model

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3 take aways: how to TD, logic model, level of services
2 ideas: conscious ways to TD
1 thing to try: Explore more ways for HAL students to be engaged

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3 takeaways: logic model, our role to provide opportunities for HALs, 

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3 takeaways: logic model, our role to provide opportunities for HALs, 

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2 ideas to try: differentiating product, differentiating them into groups based on their prior knowledge on the topic

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3 takeaways: Levels of service, Considerations in designing provisions for HAL, logic model to monitor and evaluate programme
2 ideas to try out: Explore more level 2 programmes under LoS, giving HAL a platform to share their learning with their peers

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1. Difference between Renzulli's Enrichment Triad and LOS
2. Different types of level 2 activities
3. Use of Logic model to evaluate programs. Evaluation should be considered during the initial planning of program

2 Ideas
Use of logic model to evaluate program, stock take the activities at various levels of LOS; Find activities that can get students interested in science and it has to be sustainable

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3 takeaways:
- Treffinger's levels of service
- How to monitor programme outcomes
- Logic Models
2 ideas:
- Extension learning activities done on a class level.
- Differentiation by product/ choice (choice board) to showcase learning after a topic.

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3 takeaways - levels of service, talent development and outputs vs outcomes

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3 takeaways: logic model, talent development must be intentional, importance of evaluating programmes

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3 takeaways: logic model, talent development must be intentional, importance of evaluating programmes

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2 ideas: how to select outcomes to evaluate a programme, considerations in designing HAL provisions

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1. How to evaluate effectiveness of our HA programmes using logic model
2. LOS model to differentiate learning opportunities for learners
3. Ideas on differentiation of some science topics for mixed ability classes (from breakout sharing)

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1. Level of Services Treffinger model
2. Input, output, outcome
3. Limitations

2 ideas: getting HAL students to 'give back'

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3 Takeaways: Levels of Practice allows us to have a spiral approach to planning our programme, Logic Model

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3 Takeaways: Levels of Practice allows us to have a spiral approach to planning our programme, Logic Model

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2 Ideas: Having clarity on the various pedagogy is useful in planning activities.

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-Our roles in TD -Customizing Programming for TD -Carrying out a self-evaluation through the considerations in designing HAL provisions

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-Our roles in TD -Customizing Programming for TD -Carrying out a self-evaluation through the considerations in designing HAL provisions

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3 Takeaways: Levels of Service, Talent Development, Logic Models
2 Ideas: Differentiated Instructions by Process and Product

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3 takeaways: Use of logic model for evaluation, levels of service

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3 takeaways: Use of logic model for evaluation, levels of service

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2 ideas:  DI shared by group members, use of levels of service

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If academic performance is not the only way to identify HA learners for programmes and competitions (E2K, SPSO etc), what other tools can we use to be objective?

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3 takeaways
1. Our role in TD (Renzulli's Enrichment Triad & Treffinger's Level of Service (LoS)
2. Paul's wheel of reasoning as a questioning technique to help students derive answers through critical thinking.
3. Concept teaching

2 ideas
1. Using Paul's wheel of reasoning for questioning techniques.
2. Inductive way of teaching through concept.

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Takeaways: Levels of service, monitoring process using Logic Model, differences between output and outcomes

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3 Takeaways: level 2 possibilities for students, logic model, trajectory of interest-skill/knowledge-eminence

2 ideas to try: differentiate by interest, more level 2 possibilities for students to volunteer