Barratt, B. (1993) Challenges. Activities for Gifted Children. Horwitz Grahame, Australia.

Brian Barratt's Challenges is a good example of a book whose enrichment activities are worthwhile and not just 'more of the same'. This is a book of creative ideas linked with worthwhile and stimulating activities, designed to 'help middle and upper primary school children who have high levels of ability and creativity' (p.10). The activities are able to be used as self-contained units but also for extension activities by those students who are achieving at higher levels.

Some activities provide information to the student while others are predominantly open-ended, allowing for a more personalised use by students with higher-level skills in thinking and problem solving. These are often the favoured activities of more able students who do not suffer from the 'tyranny of the right answer'. They enjoy the freedom and the challenge of providing solutions which often leave their classmates bewildered.

However, the activities and challenges provided in Barratt's book are not only valuable for gifted and talented students. They also provide opportunities for peer tutoring, group work, expert models and the like, all of which are necessary skills for all students regardless of academic and social ability. Most of the activities are Type IIs and like Type IIIs in Renzulli's triad model.

Barratt has given very detailed explanation of how the book can be used to best advantage for students. As a teacher, I have found it to be well set out and easy to follow. Implementation of the suggested activities has been made as painless as possible.

The activities and their challenges have been set out in five main learning areas:

• Thinking (logical, critical, divergent and creative)

• Learning (and self-awareness through metacognition)

• Problem solving

• Language use

• Communication (and cooperative learning).

Barratt offers three ways to choose an activity or series of activities:

A. From the ten main section headings.

B. From the Curriculum Areas in the Scope and Sequence chart.

C. From the Instant Theme Guide.

The ten main section headings are: Thinking and Learning; Critical Thinking; Divergent Thinking; Creative Thinking; Problem Solving; The Writing Process; Editing and Publishing; English Usage; The Story of English; and Communication.

These, as well as the five main learning areas previously listed, sit very comfortably with the work of Feldhusen (problem solving), Ennis (critical thinking), Sternberg (metacognition analysis) and Treffinger, Schlichter, and Kaplan (critical analysis and creative thinking) (Braggett, 1992, p.9). Barratt has certainly grounded his work in research and contemporary ideas. This allows me to give these activities to students with confidence and the knowledge that they are working on something of value to them.

The activities also allow for a great degree of flexibility. I have used them as originally presented and also as the basis for other activities specifically designed for some of my less able students. I have also found them valuable when negotiating theme work or individual work plans for my class as they give both the participating students and me ideas for possible learning centres, project topics and so on.

Barratt also suggests that teachers let students 'set their own goals and monitor their own progress and results' (p.12). He even provides a sample Evaluation Sheet. This is adaptable and some of my gifted students add and delete parts as each activity progresses.

Cooperative learning is encouraged. Indeed, most of the activities can be undertaken by a group or a pair of students. It also fosters the concept of each student being an independent learner, responsible for his/her own learning. This is a vital part of teaching the gifted and talented. It is also necessary, at an appropriate level, for other students.

'Martin' (age 11), a gifted student in my Year 6/7 multi-age class, told me: 'I like the way I can organise myself, Mrs Ward. The activities give me some good ideas when I mightn't be able to think of any myself. The challenges are really great. They make me think in all different ways.' 'Nonie' (age 12) agreed. She liked the challenges which were more unusual, plus the fact that she could: 'work with as many or as few people as I choose, depending on how I feel at the time.' The wisdom of youth!

I recommend this book to any teacher or educator eager to possess a useful, valuable source of activities and challenges for all students, but with the adaptability necessary for use with gifted and talented students. It is based on contemporary theory and the practical experience of its author, as a teacher of gifted and talented students and as a mentor. To 'Martin' for the last word: 'I'd say it's cool, Mrs W.' High praise indeed for Mr Barratt.

Reference: Braggett, E.J. (1992) Where will the gifted movement be in the Year 2000? Major issues. Australasian Journal of Gifted Education, 1 (2), 5-13.

Sheryl Ward, Yeppoon, Qld

TalentEd No. 55, Spring 1996

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