Title: Methodical materials for working with gifted and talented children
Type of the resource: OTHER
Funded by: Lifelong Learning Program, Comenius Regio Partnership Facility
Authors: Rezekne Municipality, Sisaka - Moslavina district in Croatia
Type of disability: ALL TYPES
Target education level:
Language(s):
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The aim of the project is to increase the quality and efficiency of the educational process by improving creativity and innovative thinking, as well as providing practical assistance to teachers in dealing with talented children.For the purposes of the project, "gifted and talented" students are considered to have talent in the form of ability in one or more of the following areas:
- general intellectual ability or talent,
- specific academic ability or talent,
- ability in visual, performing arts, music and sports,
- ability of leader, speaker,
- creative and effective thinking skills,
- Specific abilities in empathy, understanding and negotiation.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
In order to make the materials developed during the project accessible to all interested parties, we decided to create this e-brochure activity descriptions and other materials sent by lecturers and teachers, as well as future teachers.
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
The methodological material is a compilation of the practical tools developed during the project and is not accompanied by guidelines for their use.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Methodological authors believe that gifted children are more likely than others to have serious problems that require special attention and appropriate help from psychologists and teachers. Therefore, targeted pedagogical support is needed.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The authors of the methodological material have created a toolkit for the project, but no indicators to achieve the goals are mentioned in the material.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
The authors of the methodological material have created a toolkit for the project, but no indicators to achieve the goals are mentioned in the material.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Potential risks are related to the understanding and attitudes of teachers to inclusion of gifted students in pedagogical process.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Provide a broader community of educators with methodological materials to work with gifted and talented children, thus facilitating an individualized approach to their learning.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Provide a broader community of educators with methodological materials to work with gifted and talented children, thus facilitating an individualized approach to their learning.
Sources and means of verification: (What are the available sources of information for these indicators?)
Provide a broader community of educators with methodological materials to work with gifted and talented children, thus facilitating an individualized approach to their learning.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Potential risks are related to the understanding and attitudes of teachers to inclusion of gifted students in pedagogical process.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The material covers 160 pages and includes descriptions of gifted areas, giftedness criteria and indicators, gifted and talented children learning characteristics, adaptation problems, creative thinking features, Gardner's multiples intelligence theory characteristics for a work with talented children, etc.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
The material is addressed to teachers and school support staff to work with talented and gifted students.
Sources and means of verification: (What are the sources of information about action progress?)
The material does not include information on the measurement of potential dynamics or the cost of using the methodology.
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
The material does not include information on possible prerequisites and evaluation for the application of the methodology.
Attachment:
URL: http://rezeknesnovads.lv/wp-content/uploads/2014/04/spark.pdf
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