Ella Cosmovici Idsøe Trondheim, 20 oktober

ella.m.idsøe@uis.no

MISFORSTÅELSE I NORGE

(a) Folk tror at evnerike barn kan klare seg alene uansett læring miliø

(b) beliefs that we are all equal (c)that giftedness leads to elitism (d) school cultures that recognize and applause achievements in

athletics, leadership, and the performing arts while ignoring or downplaying the accomplishments of students whose talents are academic in nature;

(d) widespread acceptance of stereotypes of academically gifted individuals—such as “nerd” —in schools and popular culture.

(e) belief that in order to help these children you need lots of extraresources

Hva betyr det å være evnerik?

! Det finns mange definisjoner: 1. Definisjoner knyttet til eksepsjonelt intellektuelle

evner. 2. Definisjoner fokusert på flere intellektuelle

ferdigheter.

3. Definisjoner som tar høyde for kreativitet. 4. Definisjoner knyttet til flere talenter. 5. USA Offisiell Federal definisjon.

ANDRE TYPER INTELLIGENS

" Sosial intelligens # Gode mellommenneskelige ferdigheter # Gode samarbeidsferdigheter # Henger sammen med emosjonell intelligens

" Emosjonell intelligens # God til å lese, forstår andres og egne emosjonelle

tilstand # Empati

" Sosial og emosjonell intelligens kan brukes positiv ( forstår og ivaretar og har omsorg for andre) og negativ (manipulering av andre)

Giftedness/Evnerikdom

! (a) reflekterer samfunnets verdier; ! (b) is typically manifested in actual outcomes; ! (c) er domene‐spesifikt; ! (d) is the result of the combination between biological, pedagogical, psychological, and psychosocial factors; and

! (e) is relative not just to the ordinary (e.g., a child with above‐average art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art for ex.). (Subotnik et.al, 2011)

For å være evnerik……

! Ability is necessary for giftedness (Gobet & Campitelli,2007; Howard, 2008; Simonton & Song, 2009) but not sufficient for the development of special talent (Sternberg & Davidson, 2005; Tannenbaum, 2003)

! Second, interest in and commitment to a domain are essential to becoming a gifted achiever and, ultimately, to attaining eminence (Ceci & Williams, 2010; Renzulli, 1978).

! Third, gifted achievement and eminence also depend on appropriate teaching or coaching of psychosocial skills that include persistence and exertion of effort (Cross & Coleman, 2005; Gagné, 2005b; Robertson, Smeets, Lubinski, & Benbow, 2010; Subotnik & Jarvin, 2005, Syed, 2010; Worrell, 2010a);

Stort potensial

Motivasjon+Mentor/Veileder

talent

konklusjon

The development of talent requires a substantial investment of time and effort (Sosniak, 1990).

Noen karakteristika

! Highly creative fantasies – Imaginary friends, worlds described in detail ! Independent, prefers individual work ! Transfers concepts learned to new situations ! Interest in abstract concepts (time, space) ! Interest in cause and effect relationships ! Quick‐developing, wide knowledge base ! Strong memory, cognitive strategies

Skolebarn‐har du sett disse

karakteristika?

! De kjeder seg med rutineoppgaver ! Nekter å gjøre ”enkle” hjemmelekser ! Vanskelig å få dem til å skifte tema ! Kritiske overfor andre – særlig lærerne ! Er uenige med andre – inklusive lærerne ! Vitser eller forstyrrer i klasserommet ! Arbeidet deres kan være rotete og uoversiktlig

Evnerik, begavet, talent

! Giftedness/Begavelse ! distinctly above average competences or aptitudes in intellectual, creative, socioemotional or sensori‐motor ability. They are untrained and displayed spontaneously.

!"#$$%&'($)*"&+",#%$"$-".)+)$&/"0-(%/)0 !"-'0)%1)*"&+"2#+3"-4"$5)"$#060"#",)%0-+"does. ! They can be suppressed by environmental influences and are seen in young children.

! Talent ! distinctly above‐average competence in one or more fields of performance such as fine arts or performing arts. They are skills or abilities that are developed systematically emerge gradually as the aptitudes are transformed into skills in particular areas of activity.

! Individuals who are gifted may not necessarily be talented

Flinke elever versus evnerike elever ! Flinke elever ! Kan svarene ! Er interesserte ! Arbeider hardt ! Svarer på spørsmål ! Befinner seg i toppen av klassen ! Lytter med interesse ! Lærer lett ! Har det fint med jevnaldrende ! Er mottagelige ! Kopierer nøyaktig ! Liker å gå på skole ! Mottar informasjon ! Er teknikere ! Liker logisk oppbygget læring ! Er bevisste ! Er tilfredse med egen læring

! Evnerike elever ! Stiller spørsmålene ! Er ekstremt nysgjerrige ! Beskjeftiger seg med andre ting og klarer

seg godt ! Diskuterer i detaljer og er omstendelige ! Er forut for klassen ! Viser sterke holdninger og synspunkter ! Kan det allerede ! Foretrekker voksne ! Er intense ! Skaper nytt ! Liker å lære ! Bearbeider informasjon ! Er oppfinnere ! Trives med kompleksitet ! Er ivrig observerende ! Er meget selvkritiske

Hjerneforskning på evnerike barn

! Gifted individuals show the following measurable biological differences: 1. There is, by means of an increase in neuroglial cell production, accelerated

synaptic activity that allows for more accelerated thought processing (Thompson, Berger, and Berry, 1980).

2. The neurons become biochemically richer, allowing for more complex patterns of thought (Rosenweig,1966: Krech, 1969).

3. More use is made of the activity of the prefrontal cortex of the brain. This allows more future planning, insightful thinking, and intuitive experiences (Restak, 1979; MacLean, 1978).

4. More use is made of alpha wave activity within more areas of the brain. The gifted individual can move into this state more quickly and stay in it longer than average learners. Such a state allows more relaxed and concentrated learning, higher levels of retention, and more integration of hemispheric modalities (Lozanov; 1977, Martindale, 1975).

5. There is more coherence and synchronicity of brain rhythms more often, allowing heightened concentration, focused attention, and in depth probing and inquiry (Millay, 1981).

Konklusjon

! Forskningsresultater viser at evnerike elever har: ! Evnen til å lære hurtigere ! Evnen til lettere å finne og løse problemer og handle i forhold til dem

! Evnen til lettere å manipulere abstrakte ideer og se sammenhenger

Hvorfor er det viktig å kartlegge

evnerike barn?

Dette er viktig fordi: ! I likhet med alle andre barn, har de krav på et opplegg som er tilpasset deres evner, de har rett til et verdig liv hvor de kan utvikle seg i henhold til sitt potensial

! de kan miste potensialet ! Mangelfull stimulering kan lede til motivasjonstap, skolevegring, atferdsproblemer, depresjon…..

! Samfunnet trenger dem…. De er fremtidens spesialister som vil komme med nye oppdagelser innenfor ulike områders

Kartlegging av evnerike/talent barn

Forskning anbefaler multiple kartlegging instrumenter: 1.Intelligenstester (Behov for nye generasjon med tester) 2.Kunskapstester (verbal, matematisk, kunstnerisk, osv.)

3.Kreativitetstester 4.Andre prosedyrer (lærervurderinger, foreldrevurderinger,

vennrapporteringer, selvrapportering, mappeevalueringer)

! The Scales for Identifying Gifted Students (SIGS; Ryser & McConnell, 2004) include the following seven subscales: General Intellectual Ability, Language Arts, Mathematics, Science, Social Studies, Creativity, and Leadership.

Wechsler Intelligence Scale

WISC-IV •16 deltester fordelt på 4 hovedområder:

• verbal forståelse, • perseptuell organisering • oppmerksomhet • hurtighet

•Norske normer

UJEVNE PROFILER

" Noen barn har meget gode ferdigheter på noen områder men ikke aller (ujevn profil)

" Oftest barn med meget gode språklige og matematiske evner oppfattes som intelligent i skolesammenheng…..men kan strever på andre områder ( motoriske og sosialt)

" Slik at skolehverdagen kan være vanskelig

”Too creative” for IQ tests

What do the numbers 37 and 127 have in common? ! – 1 point answers Both contain/end in 7 Both odd numbers Both greater than ##(10….20..) ! – 2 point answer Both prime numbers ! – Gifted/creative child’s answer Both have digits that add to 10

I.Q. table

Level I.Q. intervall Prevalens Litt begavet 115‐129 1:6‐1:40 Moderat begavet 130‐144 1:40‐1:1 000 Høyt begavet 145‐159 1:1 000‐1:10 000 Eksepsjonelt begavet 160‐179 1:10 000‐1:million Dypt begavet 180+ Færre enn 1:1 mil Miraca Gross (2009)

RENZULLI/HARTMAN SCALES RATING THE BEHAVIORAL CHARACTERISTICS OF SUPERIOR STUDENTS Designed to provide an objective and systematic instrument to be used as an aid to

guiding teacher judgment in identification of superior students. They should not be added to yield a total score.

Subtests:

1. Learning Characteristics * 2. Motivational Characteristics * 3. Creativity Characteristics * 4. Leadership Characteristics *

5. Artistic Characteristics 6. Musical Characteristics 7. Dramatics Characteristics 8. Communication Characteristics-Precision 9. Communication Characteristics-Expressiveness 10. Planning

* Frequently used in identification

Spesifikke skala som måler real fag

potensial (eg.matematikk) ! Elever som har matematikk talent, har evner til å løsne problemer på en veldig effektivt

måte og to generalize their findings across mathematical situations. ! Andre karakteristika (Ablard & Tissot, 1998; Clark, 1997; Cruikshank & Sheffield, 1992;

Franke & Carey, 1997; Gallagher, 1996; Greenes, 1981; House, 1987; National Council of Teachers of Mathematics, 2000; Sheffield, 2002; Stanley & Benbow, 1988):

!"70)0"1#%&)$3"-4"0$%#$).&)0"$-"4&+*"0-8($&-+0"$-"mathematical problems !"9#6)0".--*"/-+:)/$(%)0";*&0/-1)%3"-%&)+$)*< !"70)0 effective mathematical communication !"=>5&'&$0",)%0&0$)+/)"&+"4&+*&+."#"0-8($&-+"$-",%-'8)20 !"?)+)%#8&@)0"&*)#0"#+*",%&+/&,8)0"4%-2"-+)"2#$5)2#$&/#8situation to another !"A))0"mathematical patterns and relationships !"B/C(&%)0"4-%2#8"-,)%#$&-+0")#%8&)%"$5#+"#.)",))%0 !"A-81)0",%-'8)20"&+"*&1)%0)"D#30 !"E#0"0$%-+."&+$(&$&-+"/-+/)%+&+."2#$5)2#$&/0"(perceptive, sees relationships)

Spesifikke skalaer som måler real

fag potensial (eg.science) Characteristics most often cited in the literature (Adams,1996; Brandwein,

1955; Csikszentmihalyi, 1996; National Research Council, 1996; Piirto, 1999b; Subotnik, 1986; VanTassel‐Baska, 1998; VanTassel‐Baska, 2003) include the following:

!"Enjoys experimenting !"F(%0()0"&+C(&%&)0"')3-+*"#88-$$)*"$&2)"0,#+ !"=+.#.)0"&+"&+*),)+*)+$"0/&)+/)"-%"8#'-%#$-%3"work !"E#0")>/)88)+$"*)*(/$&1)"%)#0-+&+."06&880 !"F#30"/#%)4(8"#$$)+$&-+"$-"*)$#&8 !"?)+)%#$)0",-$)+$&#8"%)0)#%/5"C()0$&-+0"-%"53,-$5)0)0 !"G#%%&)0"-($"&+C(&%3"4%-2"').&++&+."$-")+*"%)0(8$ !"Pursues experimental work !"E#0".--*"-%.#+&@#$&-+#8"06&880"4-%"&+C(&%3 !"H)8#$)0"0/&)+$&4&/")1)+$0"-%"4&+*&+.0"$-"-+)"#+-$5)% !"7+*)%0$#+*0"cause‐and‐effect relationships

How do we teach these students in a “regular” classroom?

" Akselerasjon (ex.en elev blir ført gjennom det tradisjonelle pensum raskere enn det som er vanlig)

" Berikelse (kan gjøres for ett tema/emne som ikke nødvendigvis er inkludert i vanlig skoleplan (ex. Journalistikk, mikrobiologi, osv.)

! Modify the content ! Modify the process/method ! Modify the learning environment

Hva slags strategier passer best?

! Modifying content

! Students need to be challenged to think, to reason and to be able to explain and justify their thoughts.

! If they master a particular concept, they need to be ,%-1&*)*"D&$5"2-%)"#*1#+/)*"-%"C(#8&$#$&1)83"2-%)"complex material.

! Their learning characteristics are best served by thematic, broad‐based, and integrative content, rather than just single‐subject material (Watters & Diezmann, 2000).

! F%-'8)2"'#0)*"8)#%+&+."$5%-(.5"&+C(&%3

Hva slags strategier passer best?

! Modifying the process/product

! Process includes how we teach and how students learn. The activities we provide for student learning must address differing student abilities, learning styles, and interests.

! Emphasis on learning investigatory skills, both scientific and social which allows students to develop a high C(#8&$3 product.

Hva slags strategier passer best?

! Modifying the environment

! It is essential to provide gifted students with an environment where risk‐taking is tolerated, where ideas are cherished and encouraged (irrespective of conformity) and where independence, creativity and autonomy are the norm.

! Such environments can be instigated within a regular classroom but also by the establishment of special “pullout” classes for gifted students.

! Pullout classes involve students attending a class timetabled either within the normal class time or after school. Gifted students need opportunities to interact with peers of similar interest and abilities to overcome feelings of isolation and low self‐esteem.

Hva slags strategier passer best?

! Klasseromsstrategier 1. Learning contracts 2. Individual timetables 3. Ability pairing 4. Grouping according to ability, learning style, interests, mutual support

5. Older tutor, adult mentor IJ"70)"-4"0)84‐teaching instructional materials, multimedia, self‐pacing

7. Interest centres 8. Involvement in extra‐class competitions etc 9. Open ended projects

Hva slags strategier passer best? ! Skole strategier

1. Co‐operative or team teaching—share expertise 2. Special clustering—removal of students from one or more classes to meet special need 3. Cross‐setting—ability grouping of students across year levels 4. Heterogeneous groups ‐ composite groups – multi‐age 5. Homogeneous groups ‐ same age and ability 6. Cross age tutoring — older students working with younger ones 7. Specialist teacher 8. Electives program—non‐graded opportunities to pursue individual interests 9. Acceleration — introduction of advanced concepts 10.Resource centre—place where students can pursue advanced interests. 11.Concurrent education— attending high school or advanced learning institute 12.Cluster groups—co‐operation between schools in a region to provide a central facility and

specialist 13.Field trips—excursions to work with mentors 14.Project classes – school based science research and extension classes

Hva slags strategier passer best?

! Andre strategier 1. Weekend or evening classes—school parents, university Enrichment programs, gifted and

talented associations, industry extension programmes 2. Camps 3. Community clubs

MDF

For content areas that focus on practice, such as math, grammar, language mechanics, reading skills, vocabulary …

MDF is a process that allows students to

demonstrate their capabilities in 10 – 20 minutes instead of a longer time period. Instead of doing 40 problems, they are able to show what they know by doing the most difficult ones.

Independent Studies Seven Steps:

1. Choosing a topic, issue, problem … 2. K+&$&#8"C()0$&-+&+." 3. Planning the independent study 4. 7+/-1)%&+."$5)"&+4-%2#$&-+L""$5)"%)0)#%/5 5. Putting it together: the findings and the product 6. Presentation of the Independent Study 7. Evaluating the Independent Study

Pensum mål: to demonstrate an understanding of models and

systems

! Aktivitet: using the following criteria, create a model of an aquarium and explain its make-up:

• Specifications of tank size • Number of fish & type • Number & type of plans • Light & water filtration system • Setting

• What variables are most important to consider in constructing your aquarium? Why?

• How would you describe your aquarium as a living system? ! Evaluering: ! Judge the written product and oral presentation.

Learning Contract, Intermediate and Middle School To demonstrate what I have learned about ____________________, I want to

_ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model

_ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other

This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________

My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___

Book Report

Draw a picture of the main character.

Perform a play that shows the conclusion

of a story.

Write a song about one of the main

events.

Write a poem about two main events in

the story.

Make a poster that shows the order of events in the story.

Dress up as your favorite character and

perform a speech telling who you are.

Create a Venn diagram comparing and contrasting the introduction to the

closing.

Write two paragraphs about the main

character.

Write two paragraphs about the setting.

Research Example – Science & Math

Ask students to design an experiment to test a question of

interest to them:

! Examples: ! Do people in Stavanger preffer white cheese over the brown cheese?

! Are ants attracted to sugar? ! Are girls more addicted to computers than boys?

! A research report must be prepared and presented, using technology applications. Be sure to address hypothesis, *#$#"/-88)/$&-+"$)/5+&C()0M"#,,%-,%&#$)"*#$#"$#'8)0M"conclusions, and implications of the findings based on the -%&.&+#8"C()0$&-+J

A possible suggestion for the

norwegian school context……

! Creating a Virtual Learning Environment ! A Virtual Learning Environment (VLE) refers to computer‐based

environments for delivering learning materials on the Internet (Wilson, 1996). They can be an exciting learning approach for students because of the unlimited amount of information that is available online. Instant information is as close as a search engine away (Will, 2005).

! Creating a virtual thematic unit ! It is used as a strategy to integrate abstract, complex ideas into

the curriculum(Riley, 2003) ! The teacher needs to choose the content for the unit ! The units include lesson plans, activities and other interesting

informations

The norwegian curriculum should

allow

1. Akselerasjon 2. Komplexitet 3. Dybde 4. Challenge (motivasjon, gøy, stimulering) 5. Kreativitet

Hvordan kan vi motivere elevene

våre?

! Train teachers to develop innovative teaching methods (ex: &+C(&)%3 based learning)

! Make students in charge of their own learning ! Reform the curriculum content in line with the changing world and increase research component at all levels.The curriculum should include world problems that is both complex and interdisciplinary.

! Changes in the evaluation system to encourage research/scientific thinking and promote better understanding of the basic concepts

! Promote access to C(#8&$3 educational material at all levels ! Promote carreers in basic sciences (teaching and research should be made more attractive)

Veien videre…..

! Å skrive et forskningsrapport som oppsummere og drøfte de beste, evidens baserte programmer for disse barna for å se hva passer best for implementering i den norske skolen. Kulturelle og finnansielle/ressursmesige aspekter må også drøftes.