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

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

Hvorfor stille spørgsmålet?? Fordi Danmark er forpligtet i.h.t. internationale konventioner ”Der skal være plads til de dygtigste elever i vores uddannelsessystem” FN’s 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

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?

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

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.

Fordomme trives såvel i Danmark som i udlandet A Nation Deceived – how schools hold back America’s brightest students The school doesn’t 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? There’s 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 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 children’s educational differences is neither democratic nor helpful. Evidence indicates that when children’s 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 don’t ”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.

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.

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 Zealand’s 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

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.

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 Monday’s Back to the Chalkface? A Guide to Programme Development

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

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.

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 student’s 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

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

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.

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 undervisningsdifferentiering. Der er behov for at få en formuleret arbejdsetik vedr. arbejdsindsats/holdning hos eleverne.

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.

THE FOUR PILLARS OF EDUCATION Learning to know Learning to do Learning to be Learning to be together Lanceret af UNESCO – Jacques Delors

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?