ABSTRACT
Much of the work on teaching the more able has been about what London Gifted & Talented called high challenge/low threshold learning, about exploring the interaction between what challenge looks like and how teachers offer that challenge in ways that are accessible to all students. How do educators make crossing that threshold into high challenge learning irresistible, and how do schools convince learners that what lies beyond that door is the highest possible level of satisfaction and achievement? Picking up on the discussion in the last chapter, this chapter looks at keys strategies that offer a common language of differentiation and also offers an extensive list of the ways teachers might think about and practice it in the classroom.
