Glemmer vi de dygtige

1
Glemmer vi de dygtige?

• Kan der overhovedet opretholdes en fælles skole
  for alle? eller har vi brug for niveaudeling og
  særlige eliteskoler?
• SKOLEN TIL PRØVE KURSUS PÅ DEN JOURNALISTISKE
  EFTERUDDANNELSE
• Indlæg v/Ole Kyed onsdag 10. maj 2006

2
Disposition glemmer vi de dygtige?

• Præsentation af indlægsholder erfaring med
  arbejdet med B.M.S.F.
• Hvorfor overhovedet stille spørgsmålet?
  spørgsmålet indikerer noget kunne være anderledes
  Danmarks forpligtelser, fordomme (A Nation
  Deceived)
• Hvilke elever taler vi om? Hvor mange er de?
  Hvordan får vi øje på dem? Sammenligning med
  udlandet.
• Hvad har de brug for? herunder erfaringer fra
  LTK projekt, samt øvrige danske og udenlandske
  erfaringer.
• Hvad er godt og hvad er skidt ved Folkeskolen set
  med de dygtigste elevers briller?
• Hvad er Regeringens målsætning? Fremgang,
  fornyelse og tryghed (april 2006) strategi for
  verdens bedste folkeskole
• Kan Folkeskolen klare opgaven med at rumme alle
  elever også de dygtigste eller er det en
  privatskoleopgave?
• Ole Kyed, maj 2006

3
Hvorfor stille spørgsmålet??

• Fordi Danmark er forpligtet i.h.t. internationale
  konventioner
• Der skal være plads til de dygtigste elever i
  vores uddannelsessystem
• FNs Børnekonvention 1989, art. 29 1, stk. A
• Skolen skal rumme alle elever, uafhængigt af
  deres fysiske, intellektuelle, sociale,
  emotionelle og sproglige evner eller andre
  forhold. Dette gælder også handicappede og
  særligt talentfulde børn
• Salamanca-erklæringen 1994, UNESCO

4
Misforhold mellem målsætning og resultat

• Hvorfor er der et misforhold mellem Regeringens
  målsætning og grunduddannelsernes effektivitet?
• Hvorfor har folkeskolen ikke levet op til
  målsætningen om undervisningsdifferentiering?
• (i.h.t. Folkeskoleloven af 1993)
• Hvorfor har Danmark ikke levet op til
  internationale
• konventioner om rettighedsbaseret og
  kvalitetspræget undervisning for alle?

5
Tradition og fordomme

• I undervisning af
• elever med særlige forudsætninger
• møder vi barrierer baseret på
• Traditioner
• Fordomme
• Og mangelfuld viden og indsigt

6
Skolen er ikke gearet til de dygtigste elever

• Det er et problem, at skolen ikke er gearet til
  at undervise og arbejde med børn, der tænker mere
  komplekst og på andre kognitive udviklingstrin
  end det store gennemsnit.

7
Fordomme trives såvel i Danmark som i udlandetA
Nation Deceived how schools hold back
Americas brightest students

• The school doesnt think the child is ready to be
  accelerated. Safe is better than sorry.
• We have several smart students how do we know
  that this child is different?
• Theres absolutely no proof that moving students
  ahead will help them academically or socially.
• How can we be sure that they will be OK socially
  with older kids when they have trouble making
  friends with their age mates?
• Acceleration is for the wealthy
• The University of IOWA, Oct. 2004

• Doing nothing is not the same as do no harm
• Tools and instruments are available to help
  determine which students will better benefit from
  acceleration. Closing our eyes to childrens
  educational differences is neither democratic nor
  helpful.
• Evidence indicates that when childrens academic
  and social needs are not met, the result is
  boredom and disengagement from school.
• Accelerating selected students can save years of
  loneliness and social isolation for students who
  dont fit in with age mates and long to have
  friends who share similar interests.
• Talent cuts across all demographics ethnicity,
  gender, geography, and economics. Acceleration is
  most beneficial to students who come from
  families of modest means because parents who are
  wealthy are able to provide challenging,
  accelerative opportunities for their children.

8
Mange bliver ikke identificeret

• Der er mange kvikke og talentfulde elever i
  skolen, som ikke trives og som underpræsterer. De
  bliver ikke identificeret og spottet.
• Nogle talentfulde elever er dobbeltramte, idet
  de udover et stort indlæringspotentiale kæmper
  med et eller flere skjulte handicaps (dyslexi,
  Asperger, ADHD etc.)
• Nogle har en tydelig asynkroni i deres personlige
  udvikling.
• Mange tilegner sig mangelfuldt udviklede
  arbejdsvaner med uheldige følger for deres videre
  uddannelsesforløb og karriere.
• Mange savner udfordringer, der imødekommer deres
  behov og interesser.
• De mangler pædagogiske anvisninger i, hvordan de
  kan håndtere og arbejde med et emneområde.
• De savner opmuntring og inspiration fra lærerne.
• De savner at få lov til at fordybe sig og
  accelerere i et fagområde.
• De mangler accept af, at de kan være lidt
  nørdede og ikke specielt supergode i alle fag.
  De har mindst lige så stort behov som andre børn
  for at blive følelsesmæssigt bekræftet fra de
  voksne.
• Nogle er fremragende og andre ikke specielt gode
  i sociale sammenhænge.

9
Undersøgelse i New Zealand?

• We welcome and celebrate the fact that there are
  gifted and talented students in all areas of
  school life academic, creative, sporting, and
  social.
• They come from all backgrounds and show
  above-average ability and/or commitment in one or
  more areas.
• They have particular personal and learning needs
  which we need to identify and nurture, in the
  same way that we respond to specific needs of
  other identified groups.
• Tracy Riley An Investigation into the
  Identification of and Provisions for New
  Zealands Gifted and Talented Students,
  (describing the process and findings of a recent
  Ministry of Education-funded study investigating
  the identification of and provisions for gifted
  and talented students in New Zealand)
• The study concluded that while New Zealand is
  making progress in the field of gifted education,
  its development is hampered by a lack of New
  Zealand-based research and the continuing need
  for professional development at pre- and
  in-service levels. - 2004

10
Undersøgelse i New Zealand?

• Gifted and talented students have significantly
  different learning needs from other students.
• Maori perspectives and values must be included
  when defining, identifying and providing
  programmes.
• Gifted and talented students may require
  emotional and social support to realise their
  potential.
• As teachers we must recognise potential as well
  as demonstrated ability and plan and implement
  programmes which provide rich and challenging
  experiences for these students.

11
Factors for consideration in school-based
definitions of giftedness and talent

• The recognition of both performance and
  potential, or promise and fulfilment
• The acknowledgement that gifted and talented
  students demonstrate exceptionality in relation
  to their peers of the same age, culture, or
  circumstances.
• The acceptance of a multicategorical approach
  which includes an array of special abilities.
• The recognition of multicultural values, beliefs,
  attitudes and customs.
• The need for differentiated educational
  opportunities for gifted and talented students,
  including social and emotional support.
• The acceptance that giftedness is evidenced in
  all societal groups, regardless of culture,
  ethnicity, socioeconomic status, gender, or
  disability (learning, physical, or behavioral),
  and
• The recognition that a student may be gifted in
  one or more areas.
• Riley. T (2000). And Mondays Back to the
  Chalkface?
• A Guide to Programme Development
• http//www.tki.org.nz/r/gifted/pedagogy/chalkface_
  e.php.

12
Principles of identification

• Embedding identification within a responsive
  classroom environment, ensuring it is an
  unobtrusive process.
• Employing multiple methods of identification,
  which are appropriate to different domains of
  giftedness and talents.
• Remembering that identification is a means to an
  end, rather that an end in itself.
• Undertaking early and ongoing identification of
  giftedness and talent.
• Communicating openly with the school community
  (teachers, parents, students, board of trustees)
  about the identification of giftedness and
  talent.
• Utilising a systematic, coordinated, schoolwide
  team approach (including parents, friends,
  family, peers) to identification, and
• Ensuring the identification of groups of students
  who may be under-represented or hidden. Minority
  groups, underachievers, students with
  disabilities or from lower socioeconomic groups.
• Ministry of Education, NZ, 2000

13
New Zealand

• In many schools, these students are not being
  identified and culturally appropriate provisions
  are not being planned, implemented, or
  evaluated.
• Although some New Zealand schools recognise and
  acknowledge this as a problem and are genuinely
  concerned they seemingly do not know what to do
  to improve the situation.
• Others perceive their identification and
  provisions as appropriate, but these assumptions
  are based upon stereotypes, biases, negative
  attitudes and lack of knowledge. Still others do
  not view culture as an important factor to be
  considered in the development of identification
  and provisions for gifted and talented students.

14
Schools should

• Adopt a schoolwide, clearly defined
  multicategorical concept of giftedness and talent
• Use multiple methods of identification. Using
  many methods of identification allows the results
  to act as parts of the puzzle to understanding
  the gifted and talented students abilities and
  qualities. This better enables educators to
  design educational programmes that develop and
  enhance individual gifts and talents.
• Ensure a careful match between identification
  methods and the many areas of giftedness and
  talent.
• Base identification upon the special needs of
  individual gifted and talented students, rather
  than pragmatic factors such as ease of
  implementation, resources, teacher expertise and
  so on.
• Identify gifted and talented students within the
  context of a culturally responsive, supportive
  environment.
• Ensure professional involvement, including
  in-service education, of all staff in the
  development and implementation of identification
  procedures.
• Embed identification processes in the cultural
  context of the school, ensuring that the methods
  utilised are appropriate in the identification of
  students of diversity within the school
  population, and
• Constantly evaluate identification methods and
  procedures.
• Riley et al, 2004

15
Regeringens mål for Folkeskolen (april 2006)

• Danmark skal have verdens bedste folkeskole.
  Folkeskolen skal give eleverne faglige kundskaber
  og færdigheder, fremme kreativitet og
  selvstændighed samt forberede til videre
  uddannelse.
• Eleverne i folkeskolen skal være blandt verdens
  bedste inden for de fire grundlæggende
  fagområder Læsning, matematik, naturfag og
  engelsk.
• Alle elever skal have gode faglige færdigheder.
  De dygtigste skal være på niveau med de bedste i
  andre lande. Og niveauet hos de svageste elever
  skal hæves.
• Folkeskolen skal sikre, at alle unge får
  kundskaber og færdigheder, der kvalificerer dem
  til at deltage aktivt i en globaliseret verden.
• Fremgang, fornyelse og tryghed
• Strategi for Danmark i den globale økonomi
• April 2006

16
Den rummelige skole

• Et dilemma i den rummelige skole er at fastholde
  elevens forpligtende tilknytning til fællesskabet
  i klassen og samtidig skabe et læringsmiljø med
  forskellige grupper (hold) ud fra faglige niveau.

17
Hvad er der brug for?

• På det specialpædagogiske område har Danmark
  tradition for, at alle kan lære og har ret til at
  få udviklet det potentiale de har.
• Der er behov for at udvikle et læringsmiljø, der
  kan tage højde for værdig inklusion med det
  normale og ligeværdig samspil med jævnbyrdige.
• Der er brug for uptodate og fremsynes
  lærerkvalificering og uddannelse.
  Lærerautoriteten skal styrkes.
• Der er brug for at fremme det igangværende
  paradigmestifte med vægt på barnets ressourcer og
  vilkår og i mindre grad fokus på stempling og
  udskillelse.
• Der er brug for at reflektere over effektiviteten
  i skolens mødekultur.
• Der er behov for at formulere en fælles
  forståelse af begrebet undervisningsdifferentierin
  g.
• Der er behov for at få en formuleret arbejdsetik
  vedr. arbejdsindsats/holdning hos eleverne.

18
Hvad er der brug for?

• Der er brug for planlægning baseret på
• team-samarbejde og faglig inspiration
• aktiv elevinddragelse
• styrket forældresamarbejde
• Når læreren målretter og forbereder
  undervisningen på flere niveauer, så hæver det
  generelt klassens niveau.
• At undervise på flere forståelsesniveauer
  indebærer en ganske anden forberedelse og
  planlægning end der har været tradition for.

19
THE FOUR PILLARS OF EDUCATION

• Learning to know
• Learning to do
• Learning to be
• Learning to be together
• Lanceret af UNESCO Jacques Delors

20
Fremtidens børn fremtidens skole

• Det kan betale sig at investere i børn
  fremtidens borgere!
• Det skal være cool at være klog!
• Why let them walk when they can fly?