Prepoznavanje naderjenih na Nizozemskem Identification of giftedness in school

Transcription

1 Prepoznavanje naderjenih na Nizozemskem Identification of giftedness in school Ljubljani, 11 februarja 2014 Drs. Mariska Poelman Special Education, Psychologist, CBO Group screening coordinator Centre for the Study of Giftedness, CBO Nijmegen, The Netherlands

2 Centre for the Study of Giftedness (CBO) Instituut Academisch voor Centrum Toegepaste Sociale Sociale Wetenschappen Radboud University Nijmegen, Netherlands

3 Goal Learn about identification of Giftedness in the Netherlands Raise your enthusiasm for group screening Content Why, what and how? Screening, and than? Questions and discussion

4 Dutch Schoolsystem School is compulsory from age 4 years -18 years Primary school grade 1-8 Special education (age 4 12) Basic education: plus classes Leonardo education Secundary school grade 1-4 VMBO (age 12 16/17/18) grade 1-5 HAVO grade 1-6 VWO : atheneum : gymnasium VWO (HAVO) offers moreover: VWO+, TTO, Technasium, LOOT,

5 Identification of excellence / giftedness Giftedness is still mostly seen as IQ > 130 Prof. Dr. Mönks

6 Identification of excellence / giftedness Primary school - CITO student performance monitor system - DHH Digital Protocol Giftedness - Individual basis; psychological maesurement - CITO grade 8 maesurement - NIO intelligence test - Drempel test (school level test) -. Secondary school - CITO grade 8 and primary school - Teacher advice primary school - CITO intelligence test - CBO Group screening -.

7 School advice cognitively excellent students (platform Beta techniek, december 2012)

8 Profiles of Gifted Students Betts & Neihart,1998, revised 2010 The Autonomous The Successful The Creative The Underground The At-Risk The Twice/Multi Exceptional

9 The Autonomous Students Student Has appropriate social skills Works independently Develops own goals Follows through Works without approval Follows strong areas of passion Is creative Stands up for convictions Takes risks

10 The Succesful Student High achiever Perfectionist Seeks teacher approval and structure Non-risk taking Does well academically Accepts & conforms Dependent

11 The Creative Student Corrects teacher Questions rules, policies Is honest, direct Has mood swings Demonstrates inconsistent work habits Has poor self control Is creative Prefers highly active & questioning approach Stands up for convictions Is competitive

12 The Student who goes Underground Denies talent Drops out of G/T and advanced classes Resists challenges Wants to belong socially Changes friends

13 The Student at Risk Irregular attendance Doesn t complete tasks Pursues outside interests spaced out in class Is self abusive Isolates self Is creative Criticizes self & others Performs inconsistently Is disruptive, acts out Seems average or below Is defensive

14 The Twice/Multi Exceptional Student Demonstrates inconsistent performance Seems average or below May be disruptive or acts out

15 What we would like to prevent.. Successful Student Autonomous Student Underground Student Creative Student Student at Risk (Drop-out) Double/Multi Exceptional

16 Group screening objectives Raise understanding of student potential Provide insight in strengths and weaknesses Provide insight in motivation and personality characteristics Detect underachievers in early stage Select students for special programs and projects

17 Development of gifted performance Personality Talent Performance Environment Mönks, 1993 Heller, 1995 Gagné, 2008

18 Group screening options (1/2) Questions from practice (schools) Examine variable Instrument Time in min. Number of items Is the student eligible for a program for gifted students? Intellectual abilities IST (part) Which capabilities does the student have and in which direction? IST Raven Creativity TCT-DP 10 - Is the student motivated? School motivation SVL Interest in learning FES Performance motivation PMT-k Does the student feel at home? Well-being in school SVL 15 80

19 Group screening options (2/2) Questions from practice (schools) Examine variable Instrument Time in min. Number of items Personality Self (academic, social, personal) SDQ Self (academic) SVL Test anxiety Test anxiety PMT-K SDQ

20 IST: Intelligence Structure Test Subtests Number of items Accumulated scores 1 Sentence completion (complex) 2 Verbal analogies (more complex) 3 Similarities (more complex) Verbal 4 Calculation exercises (complex) 5 Number sequencing (more complex) 6 Operators (more complex) Numerical 7 Figure recognition (complex) 8 Cubes (more complex) 9 Visual patterns Figure 10 Verbal memory 11 Numerical memory 12 Graphical memory Memory 13 Knowledge test 84 Knowledge

21 TCT-DP: Test for Creative Thinking - Drawing Production Jellen, H., Urban, K.K., 1986

22 SVL - school motivation, wellbeing and selfconcept Compare the sentence with your opinion and choose the answer that fits best. Example: I like to do my homework most of the time A B C That is true I don t know That is not true

23 FES - interest in learning / Inquisitiveness For each of the following statements, indicate if these apply to you. It is not important if you are capable in the activity. It is more important if you like the activity. Example: Books en sites about foreign countries have my interest A B This is true This is false

24 How? Screening approach CBO Teachers maesure their students, test results go to the CBO for scoring and processing and we go to the school to discuss the results. Standard norm Group norm Within group

25 Screening result

26 Ideas for the future Group-screening in other countries with a similar test battery to increase volume of research data Conducting joint research with the aim to stimulate teachers to identify the gifted and offer suitable adjusted curriculum Further the awareness of effects of identification and curriculum adjustment on motivation, inquisitiveness, wellbeing, self-concept and school results of the gifted

27 Summary Content Why should schools screen there students? Different profiles of gifted students Bets andneihart (2008, 2010).. Subotnik, R. (2011), Rethinking Giftedness and Gifted Education: You ll only see it once you know it A Proposed Direction Forward Based on Psychological Science. Goal?! Raise your enthusiasm for group screening

28 Questions? Thank you for your attention! And if you like to do a group screening in your school, let s cooperate Drs. Mariska Poelman Coordinator CBO group screening Center for the Study of Giftedness Radboud University Nijmegen, The Netherlands