Een krachtige leeromgeving voor cognitief sterke leerlingen in het lager onderwijs.

Bieke Finet
Persbericht

Meer ondersteuning voor cognitief sterke leerlingen in het lager onderwijs. Vlaanderen hinkt achterop.

Bieke Finet (Universiteit Antwerpen) beschrijft vanuit wetenschappelijk onderzoek noodzakelijke maatregelen voor cognitief sterke leerlingen in het lager onderwijs.

“Meer ondersteuning voor cognitief sterke leerlingen in het lager onderwijs. Vlaanderen hinkt achterop.” 20 mei 2019

Eindelijk werd binnen het Vlaams Parlement een resolutie gestemd met maatregelen om tegemoet te komen aan de noden van sterke leerlingen op school. Terwijl andere landen al decennialang cognitief sterke leerlingen identificeren en aangepaste hulp bieden, komt daar in Vlaanderen nu pas verandering in. Na de leerkrachten en ouders zijn nu ook de beleidsmakers zich bewust geworden van de specifieke noden van deze leerlingen. Als maatschappij lopen we het risico we heel veel potentieel talent laten verloren gaan. Iets wat we net nodig hebben om de uitdagingen en complexe problemen van de 21ste te kunnen oplossen.

Aangepaste maatregelen voor deze leerlingen zijn niet onmogelijk om te organiseren binnen de gewone klas, maar meer middelen voor opleiding en ondersteuning van de leerkrachten zijn noodzakelijk. Onderzoek geeft aan dat cognitief sterke leerlingen, naast het aanbieden van zelfstandig werk ook andere onderwijsnoden hebben. Expliciete instructie en een goede organisatie van die instructie door de leerkracht is ook voor cognitief sterke leerlingen belangrijk. Tijdens de les kan de leerkracht moeilijkere vragen stellen aan hen, zodat hogere denkvaardigheden worden aangesproken. Daarnaast is zelfstandig uitdagende, onderzoeksgerichte opdrachten oplossen ter vervanging van leerstof die al gekend is, een goede lesstrategie. Deze opdrachten leren hen kritisch denken over realistische problemen. De leerkracht kan denkstappen expliciteren, verbanden helpen ontdekken en hints beschikbaar maken. Tijdens dat zelfgestuurd leren is het wenselijk om leerlingen te laten reflecteren over hun aanpak. Cognitief sterke leerlingen hebben ook nood aan feedback die hen vooruit helpt. Tot slot wordt er bij het oefenen best gevarieerd in het groeperen van de leerlingen: soms niveaugroepen, soms gemengde groepen.

Naast onderzoeker als masterstudent aan de Universiteit Antwerpen is Bieke Finet ook zorgleerkracht in de Vrije Lagere School Westdiep in Oostende. Vanuit haar praktijkervaring vult ze aan dat het mogelijk is om deze maatregelen toe te passen in de klas. Maar om dit effectief waar te maken, naast alle zorg voor de andere leerlingen, heeft een leerkracht handen te kort. Ze pleit dan ook voor meer ondersteuning van de leerkrachten in de klas. Het is haar overtuiging, en het wordt in deze reviewstudie bevestigd, dat de leerkracht ook aandacht kunnen geven aan de cognitief sterke leerlingen.

Bibliografie

 ADDIN
EN.REFLIST Aveyard, H. (2014). Doing a Literature Review in Health and Social Care a practical guide (3 ed.). Berkshire: Open University Press.

Braddock, J. H., II, Slavin, R. E., & Center for Research on Effective Schooling for Disadvantaged Students, B. M. D. (1992). Why Ability Grouping Must End: Achieving Excellence and Equity in American Education. Baltimore: speech.

Cao, T. H., Jung, J. Y., & Lee, J. (2017). Assessment in Gifted Education: A Review of the Literature from 2005 to 2016. Journal of advanced academics, 28(3),163-203.

Caraisco, J. (2007). Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages: "I'm Choosing to Learn!" A Journal of Educational Strategies, Issues and Ideas, 80(6), 255-260.

CASP Critical Appraisal Skills Program. (2018). Retrieved from https://casp-uk.net/casp-tools-checklists/

Cervetti, G.N., Barber, J., Dorph, R., Pearson, P.D., & Goldschmith, P.G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49, 631-658.

Chen, L. C., Huang, T. W., & Chen, Y. H. (2017). The effects of inquiry-based information literacy instruction on memory and comprehension: A longitudinal study. Library & Information Science Research, 39(4), 256-266.

Colangelo, N., Assouline, S. G., Gross, M. U. M., Iowa University, C. B., Jacqueline, N. B. & Talent, D. (2004). A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. International Center for Gifted Education and Talent Development (Version 2). Iowa City: Published at the University of Iowa.

De Corte, E. (2013). Giftedness Considered from the Perspective of Research on Learning and Instruction. High Ability Studies, 24(1), 3-19.

De Corte, E., Verschaffel, L., & Masui, C. (2004). The CLIA-Model: A Framework for Designing Powerful Learning Environments for Thinking and Problem Solving. European Journal of Psychology of Education, 19(4), 365-384.

Dunn, R., Bruno, A., & Gardiner, B. (1984). Put a cap on your gifted program. Gifted Child Quarterly, 28(2), 70-72.

Eidhof, B., Houtte, M. v., & Vermeulen, M. (2016). Sociologen over onderwijs. Apeldoorn: Garant-Uitgevers.

*Faber, J. M., Glas, C. A. W., & Visscher, A. J. (2018). Differentiated instruction in a data-based decision-making context. School Effectiveness and School Improvement, 29(1), 43-63.

Farkas, S.,& Dufett, A. (2010). Cracks in the ivory tower? The view of education professors circa 2010. Washington, DC: Thomas B. Fordham institute.

Gagne, F. (2015). From genes to talent: the DMGT/CMTD perspective. Revista De Educacion (368), 12-39.

GEP Identification. Retrieved from https://www.moe.gov.sg/education/programmes/gifted-education programme/gep-identification

Gibson, S., & Efinger, J. (2001). Revisiting the Schoolwide Enrichment Model--An Approach to Gifted Programming. Teaching Exceptional Children, 33(4), 48-53

*Guthrie, J. T., McRae, A., Coddington, C. S., Klauda, S. L., Wigfield, A., & Barbosa, P. (2009). Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers. Journal of Learning Disabilities, 42(3), 195-214.

Heller, K., & Council of Europe, S. (1991). State of the Art of Giftedness Research and the German Part of Education of the Gifted and Talented Youth. European journal for high ability, 2(2).

Heller, K. A., & Feldhusen, J. F. (1986). Identifying and Nurturing the Gifted: An International Perspective.Toronto: Hans Huber Publishers.

Hertberg-Davis, H. (2009). Myth7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficent: Classroom teachers have the time, the skills and the will to differentiate adequately. Gifted Child Quarterly, 53, 251-253.

Hertzog, N. B. (1998). Open-ended activities: Differentiation through learner responses. Gifted Child Quarterly, 42(4), 212-227.

Hiebert, J. & Wearne, D. (1993). Instructional tasks, classroom discourse, and students learning in second-grade arithmic. American Educational Research Journal, 30, 393-542.

Home | Centre for Talented Youth, Ireland | DCU.   Retrieved from https://www.dcu.ie/ctyi/index.shtml

Hunsaker, S. L., Nielsen, A., & Bartlett, B. (2010) Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers. Gifted Child Quarterly, 54(4) 273-282.

Huss, J. A. (2006). Gifted Education and Cooperative Learning: A Miss or a Match? Gifted Child today, 29(4), 19-23.

IGGY The International Gateway for Gifted Youth. Retrieved from https://giftedphoenix.wordpress.com/2012/12/19/iggy-the-international-g…

Jen, E. (2017). Affective Interventions for High-Ability Students from 1984-2015: A Review of Published Studies. Journal of advances academics, 28(3) 225-247.

Jesson, K. J., Matheson, L., & Lacey, M., F. (2012). Doing Your Literature Review traditional and systematic techniques. London: SAGE Publications Ltd.

Jnana Prabodhini Prashala, school for gifted children, CBSE School at Pune. Retrieved from http://prashala.jnanaprabodhini.org/

Kitsantas, A., Bland, L., & Chirinos, D. S. (2017). Gifted Students' Perceptions of Gifted Programs: An Inquiry Into Their Academic and Social-Emotional Functioning. Journal for the Education of the Gifted, 40(3), 266-288.

Kulik, J. A., & Kulik, C.-L. (1992). Meta-Analytic Findings on Grouping Programs. Gifted Child Quarterly, 36(2), 73-77.

Kulik, J. A., & Kulik, C.-L. C. (1984). Effects of Accelerated Instruction On Students. Review of Educational Research, 54(3), 409-425.

Laine, S., & Tirri, K. (2016). How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies, 27(2), 149-164.

Little, C. A., Feng, A. X. M., VanTassel-Baska, J., Rogers, K. B., & Avery, L. D. (2007). A study of curriculum effectiveness in social studies. Gifted Child Quarterly, 51(3), 272-284.

Lou, Y., Abrami, C.P., Spence, C.J. Poulsen,C., & Chambers, B. (1996). Within-Class Grouping: A Meta-Analysis. Review of Educational Research 66(4)

Martin, A. J. (2015). Motivating the Gifted and Talented: Lessons from Research and Practice. Australasian Journal of Gifted Education, 24(2), 52-60.

*McCoach, D. B., Gubbins, E. J., Foreman, J., Rubenstein, L. D., & Rambo-Hernandez, K. E. (2014). Evaluating the Efficacy of Using Predifferentiated and Enriched Mathematics Curricula for Grade 3 Students: A Multisite Cluster-Randomized Trial. Gifted Child Quarterly, 58(4), 272-286.

Mulrine, C. F. (2007). Creating a Virtual Learning Environment for Gifted and Talented Learners. Gifted Child Today Magazine, 30(2), 37-40.

Neber, H., Finsterwald, M., & Urban, N. (2001). Cooperative learning with gifted and high-achieving students: a review and meta-analyses of 12 studies. High Ability Studies, 12(2), 199-214.

Ondersteuning voor leraren en leerlingen bij specifieke onderwijsbehoeften – voor onderwijspersoneel. (z.d.). Geraadpleegd op 2 maart 2019, van https://onderwijs.vlaanderen.be/nl/ondersteuning-voor-leraren-en-leerli…

Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning, Handbook of Self-Regulation, 451-502. San Diego, CA: Academic Press.

*Popa, N. L., & Pauc, R. L. (2015). Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School. Acta Didactica Napocensia, 8(2), 23-32.

PRISMA Transparant Reporting of Systematic Reviews and Meta-analyses. (2015).   Retrieved from http://www.prisma-statement.org/

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170.

Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

*Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42(2), 123-129.

Renzulli, J. S. (1984). The Three Ring Conception of Giftedness: A Developmental Model for Creative Productivity.

Renzulli, J. S., & Renzulli, S. R. (2010). The Schoolwide Enrichment Model: A Focus on Student Strengths and Interests. Gifted Child Quarterly 26(2-3), 140-157.

*Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students' Science Knowledge and Skills. Journal of Advanced Academics, 25(3), 189-213.

Rogers, K. B., & Kimpston, R. D. (1992). Acceleration: What We Do vs. What We Know. Educational Leadership, 50(2), 58-61.

Rogers, K. B., & Storrs, C. T. (1991). The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner. Executive Summary. Research-Based Decision Making Series.

Roy, A., Guay, F., & Valois, P. (2013). Teaching to address divers learning needs: Development and validation of a differentiated instruction scale. International journal of Inclusive Education, 17, 1186-1024.

*Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation. Instructional Science, 33(2), 105-119.

Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context. Learning and Individual Differences, 41, 43-53.

Sternberg, R. J. (2018). Direct Measurement of Scientific Giftedness. Roeper Review, 40(2), 78-85.

Steenbergen-Hu, S., Makel C.M., Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement:Findings of Two Second-Order Meta-Analyses. Review of Educational Research 86(4), 849–899.

*Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16(2), 257-267.

*Stoeger, H., & Ziegler, A. (2005). Evaluation of an Elementary Classroom Self-Regulated Learning Program for Gifted Mathematics Underachievers. International Education Journal, 6(2) p261-271.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Association for Psychological Science, 12(1), 3-54.

Swiatek, M. A. (2007). The talent search model: Past, present, and future. Gifted Child Quarterly, 51(4), 320-329.

Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K., Reynolds,T. (2003) Differentiated instruction in response to student readness, interest, and learning profile in academicall diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119-145.

US Department of Education (ED). (z.d.). Archived: A Nation At Risk. Geraadpleegd op 2 maart 2019, van https://www2.ed.gov/pubs/NatAtRisk/risk.html

Van de Cloot, I., & Van Keirsbilck, C. (2008). Hoogbegaafden: Een te ontginnen potentieel in België. Rapport Itinera institute.

*Van Dijk, A. M., Eysink, T. H. S., & de Jong, T. (2016). Ability-related differences in performance of an inquiry task: The added value of prompts. Learning and Individual Differences, 47, 145-155.

Van Tassel-Baska, J., & Hubbard, G. F. (2016). Classroom-Based Strategies for Advanced Learners in Rural Settings. Journal of Advanced Academics, 27(4), 285-310.

VanTassel-Baska, J. (2008). Curriculum development for gifted learners in science at the primary level. Revista Espanola De Pedagogia, 66(240), 283-295.

VanTassel-Baska, J. (2015). Differentiation in action: The Integrated Curriculum Model. Revista De Educacion(368), 232-254.

VanTassel-Baska, J. (2018). Achievement Unlocked: Effective Curriculum Interventions With Low-Income Students. Gifted Child Quarterly, 62(1), 68-82.

VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51(4), 342-358.

Voorstel van resolutie 1937 (2018-2019) nr. 1 Geraadpleegd op 28 april 2019 van https://www.vlaamsparlement.be/parlementaire-documenten/parlementaire-i…

Wat is het STEM-actieplan? (z.d.). Geraadpleegd op 2 maart 2019, van https://onderwijs.vlaanderen.be/nl/onderwijspersoneel/van-basis-tot-volwassenenonderwijs/lespraktijk/stem-science-technology-engineering-mathematics/stem-actieplan-2012-2020/wat-is-het-stem-actieplan

Warne, R. T., Doty, K. J., Malbica, A. M., Angeles, V. R., Innes, S., Hall, J., & Masterson-Nixon, K. (2016). Above-Level Test Item Functioning Across Examinee Age Groups. Journal of Psycho Educational Assessment, 34(1), 54-72.

Webb, R. A. (1974). Concrete and Formal Operations in very Bright 6- to 11-Year Olds: Human Development.

Wycoff, M., Nash W.r., Juntune, J.E., & Mackay, L. (2003). Purposeful professional development: Planning positive experiences for teachers of the gifted and talented. Gifted Child Today, 26, 34-41.

Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.

Zimmerman, B., Bonner, S., & Korvach, D. (1996). Developping Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington, DC: American Psychological Association.

Universiteit of Hogeschool
Master in de Opleidings- en Onderwijswetenschappen
Publicatiejaar
2019
Promotor(en)
Prof.dr.V. Donche
Kernwoorden
Share this on: