Implications on stretching the higher end 

1. Not all children are ready to achieve the same high level on the same time schedule (Winebrenner, 1992).  Those who are not able to reach a certain level at a certain time may be able to achieve a higher level at a later stage.  Giving all students challenging tasks can benefit all of them though the impact on some of them cannot be noticed in the short term.
2. The input for all students was the same for each unit.  During EC lessons, the learning ceiling was removed.  Students could read as much as they liked about the topic, could decide how much time to spend on the research work and the depth and breadth of their investigation.  When teachers asked the open ended questions, students were free to give their answers.  It was observed that some students’ responses were beyond the expectation of the teachers.  Some were able to answer higher order thinking questions and teachers continued to give them more challenging questions during the interaction to develop their creativity and critical thinking skills. The teachers did not push those who could not do it – either the teacher would stop asking them more challenging questions or other students helped them. 
3. While catering for the needs of higher ability students, teachers realized that the average ability and lower ability groups also benefited from the discussion and whole class interaction.  Creativity and critical thinking skills were not only for the higher ability group.  Teachers observed that some students with poor language proficiency could actually come up with brilliant ideas.  Teachers helped these students rephrase their ideas.  In this way, all students were encouraged to contribute.  Lower language proficiency levels did not hinder student participation because the teachers were there to help.  They learnt from the teacher how to present their ideas in using more accurate language.
4. Gifted students are like artesian wells.  Deep down below are lots of ideas and knowledge. Some of them are able to show the others what they have underneath.  Others might need some help.  Higher order questions are powerful tools to help students show their creativity & develop their critical thinking skills.
5. The experience in implementing the unit showed teachers that they were on the right track to stretch the potential of their students – by aligning tasks in EC lessons and writing tasks, by providing opportunities for students to do group discussions, by using questioning techniques to probe students to give more details and think more critically and by providing opportunities for whole class interaction in EC lessons.  Teachers realized that creativity and critical thinking skills cannot be developed through one chapter or in one single year.  This is something that has to be done systematically and continuously – infusing the elements into each unit across the year and across levels so that students can develop the habit of thinking critically, questioning assumptions, elaborating their ideas and bring precise.
6. For enquiry learning to take root and blossom, there has to be a supportive classroom culture that fosters teacher-student and student-student interaction and encourages risk-taking.

Facilitating factors

Suggestions