EDUGATE

Strategia Nationala pentru Gifted Education

December 3, 2007 – 10:02 pm

Semneaza MANIFESTUL EDUCATIEI aici

Citeste si intra in dezbaterea metodologiilor de aplicare a legii privind educatia tinerilor supradotati, capabili de performanta inalta aici

Dezvoltarea programului Gifted Education in Romania se va face intr-un numar mare de pasi atat prin macro-programe, mezoprograme cat si prin microprograme. In toate aceste cazuri va exista o etapizare necesara pe directii principale de dezvoltare.

O privire sintetica asupra acestei dezvoltari se va putea forma prin urmatorul tabel in care se vor putea vedea sincronizarile in timp intre macro-programme,mezo-programe, micro-programe, dar si etapizarile logice si directiile de dezvoltare a acestora. Tabelul se va putea citi atat pe orizontala cat si pe verticala:

Macro-programe	Mezo-programe	Micro-programe
1a) pregatirea profesorilor in metodologiile gifted education	1b) organizarea de parteneriate institutionale intre organizatiile profesionale implicate si institutiile interesate. Acestea vor fi organizate intr-o retea colaborativa	1c) Organizarea si atragerea specialisilor in gifted education, sau a celor ce doresc sa se specializeze in acest domeniu, in jurul unor institutii de formare (Centrul National de Gifted Education, Universitati implicate in cursuri de gifted education, masterate, doctorate)
2a) fixarea obiectivelor de dezvoltare locala si proiectarea de centre specifice de gifted education in conformitate cu nevoile de dezvoltare a potentialului uman strategic. Aceasta se va face plecand de la potentialul de pregatire al profesorilor si se va dezvolta permanent in timp pe masura cresterii abilitatilor formatorilor	2b) dezvoltarea unor linii de finantare prin parteneriate public-private, public-public, sau privat-privat care sa permita atingerea acestor obiective. Pentru realizarea acestor obiective se va utiliza si dezvolta in continuarea reteaua colaborativa formata la punctul anterior	2c) crearea, selectarea, cercetarea si validarea de instrumente specifice necesare functionarii acestor centre. Aceste instrumente vor avea o plaja larga de la selectare personal sau elevi pana la selectare curricula, promovare, parteneriate, promovare si atragere de candidati. Pentru realizarea acestor obiective se vor utiliza specialistii creati la pasul anterior
3a) dezvoltarea de parteneriate nationale si internationale care sa asigure transferul de best practices de pe piata mondiala	3b) crearea de baze de date cu date utile dezvoltarii programului national (curricula selectata, formule de organizare, instrumente de lucru specifice, programme de succes, articole publicate, etc)	3c) dezvoltarea de retele de experti, mentori, tutori, sprijinitori locali, institutii participante, care sa constituie mediul de formare si difuzare a programului pe arie larga de raspandire si de difuzare in tot mediul scolar
4a) crearea unui forum de expertiza practica, a unei linii de cercetare si publicare de studii in gifted education accesibile tuturor in baze de date, a unei linii de publicare-editare de carti de specialitate in domeniu	4b) dezvoltarea unei linii competitionale pe directiile de pregatire din centre, a unei linii de exprimare a inteligentei, creativitatii, motivatiei, originalitatii, gandirii complexe si dinamice	4c) dezvoltarea de linii de educare pe nise inguste si puternic specializate. Aceasta se va putea face cu ajutorul mediului de formare din pasul anterior. Acestea vor genera numeroase micro-programme locale ce vor avea sprijin financiar local.
5a) dezvoltarea unor linii de evaluare a calitatii educatiei, produsului educativ, eficientei in dezvoltarea locala, programelor initiate	5b) dezvoltarea unei linii de integrare-insertie sociala si profesionala a absolventilor gifted education, a unui sistem de promovare bazat pe calitatea profesionala si calitatea expertizei, pe recomandarea calitatii	5c) dezvoltarea unei linii de auto-reglare a calitatii programelor de sprijinul financiar obtinut din mediul colaborativ local, de evaluarea de catre reteaua colaborativa si de evaluarea facuta de catre experti
6a) dezvoltarea de centre de importanta strategica pe directiile esentiale unde exista o nevoie curenta sau estimata pe viitor de specialisti de inalta clasa valorica	6b) dezvoltarea de programe de performanta care sa acopere nevoile urgente si importante (policy making, managementul crizelor, rezolvarea crizelor, inventica si dezvoltare de noi tehnologii, etc)	6c) crearea de mijloace stimulative pentru dezvoltarea de competente, stimularea creativitatii si gasirea de solutii, prin orientarea capitalului in aceste directii(venture capital, angel capital, social venture capital, etc)

Toate cele 18 de etape prezentate sunt legate intre ele atat pe orizontala cat si pe verticala, creaind astfel mijloace de corectare a deficientelor aparute pe o directie prin bucle de corectie de pe cealalta directie.

De exemplu 4b) « dezvoltarea unei linii competitionale pe directiile de pregatire din centre, a unei linii de exprimare a inteligentei, creativitatii, motivatiei, originalitatii, gandirii complexe si dinamice » se poate influenta atat prin « 3b)crearea de baze de date cu date utile dezvoltarii programului national (curricula selectata, formule de organizare, instrumente de lucru specifice, programme de succes, articole publicate, etc) », cat si prin « 4a)crearea unui forum de expertiza practica, a unei linii de cercetare si publicare de studii in gifted education accesibile tuturor in baze de date, a unei linii de publicare-editare de carti de specialitate in domeniu ».

O imagine grafica mai clara a interferentelor se poate face pe un tor, astfel, de exemplu, 3a este influentat de 2a si de 3c.

La acest moment exista bazele pentru dezvoltarea fiecaruia din cei 18 pasi, aceste baze de dezvoltare avand nevoie doar de o corelare riguroasa pentru a se integra intr-un program national performant.

O prezentare a acestor baze de inceput se va putea vedea in urmatorul tabel:

Pasi	Baze existente
1a) pregatirea profesorilor in metodologiile gifted education	RO-TALENT si IRSCA GIFTED EDUCATION
1b) organizarea de parteneriate institutionale intre organizatiile profesionale implicate si institutiile interesate. Acestea vor fi organizate intr-o retea colaborativa	EDUGATE consortiu colaborativ cu peste 30 de membri
1c) Organizarea si atragerea specialisilor in gifted education, sau a celor ce doresc sa se specializeze in acest domeniu, in jurul unor institutii de formare (Centrul National de Gifted Education, Universitati implicate in cursuri de gifted education, masterate, doctorate)	Universitatea din Iasi, IRSCA (Institutul Roman Pentru Studii si Cercetari Avansate Gifted Education)
2a) fixarea obiectivelor de dezvoltare locala si proiectarea de centre specifice de gifted education in conformitate cu nevoile de dezvoltare a potentialului uman strategic. Aceasta se va face plecand de la potentialul de pregatire al profesorilor si se va dezvolta permanent in timp pe masura cresterii abilitatilor formatorilor. Dezvoltarea de centre se va face pe directiile « charter centers-feeder schools » preluandu-se astfel centrele de excelenta si integrandu-se in programul gifted education, magnet schools, unde pot intra centre din invatamantul artistic si vocational de performanta, ca si centre private cu specializare inalta pe oferta educationala, centre pilot de mare performanta necesare formarii de specialisti de inalta clasa valorica si cu specializari deosebite. Experienta centrelor pilot se va putea imprastia ulterior in cadrul sistemului de educatie nationala si internationala.	Colaborare cu Ministerul Educatiei si Cercetarii, Institutii si organizatii nationale si internationale, cu Institutul de Cercetari ale Educatiei si cu alte institutii si ONG-uri, firme si autoritati locale in vederea identificarii nevoilor de dezvoltare locala si a mijloacelor necesare dezvoltarii acestora. Aceasta colaborare se va face intr-o retea colaborativa bazata pe expertiza tehnica si implicare sociala, organizatorica si financiara.
2b) dezvoltarea unor linii de finantare prin parteneriate public-private, public-public, sau privat-privat care sa permita atingerea acestor obiective de dezvoltare a potentialului uman.	Linia de colaborare pentru formare profesionala (Agentia Nationala de Formare Profesionala), firme finantatoare si programe de finantare nationale, europene, sau internationale.
2c) crearea, selectarea, cercetarea si validarea de instrumente specifice necesare functionarii acestor centre. Aceste instrumente vor avea o plaja larga de la selectare personal sau elevi pana la selectare curricula, promovare, parteneriate, promovare si atragere de candidati.	Sunt deja validate in Romania testele Stanford-Binet 5 si Wechsler, care sunt cele mai performante la nivel mondial. Exista de asemenea o continua dezvoltare aptitudinala si crestere a experientei psihologilor in acest domeniu.
3a) dezvoltarea de parteneriate nationale si internationale care sa asigure transferul de best practices de pe piata mondiala	World Council for Gifted and Talented Children, ECHA, NAGC, NAGY, AUSTEGA, etc.
3b) crearea de baze de date cu date utile dezvoltarii programului national (curricula selectata, formule de organizare, instrumente de lucru specifice, programe de succes, articole publicate, etc)	www.curriculumonline.gov.uk, ERIC, GERIC, etc. Aceste date vor fi ofertate scolilor free sau contra cost pentru a fi folosite in dezvoltarea de programe in conformitate cu nevoile locale de dezvoltare, potentialul uman local si obiectivele strategice ale programului de educare a copiilor cu abilitati speciale si capabili de performante inalte.
3c) dezvoltarea de retele de experti, mentori, tutori, sprijinitori locali, institutii participante, care sa constituie mediul de formare si difuzare a programului pe arie larga de raspandire si de difuzare in tot mediul scolar	Reteaua de profesori cu succese la olimpiadele scolare, existenta deja la acest moment, dar neorganizata ca structura functionala in aceasta directie: www.olimpiade.ro
4a) crearea unui forum de expertiza practica, a unei linii de cercetare si publicare de studii in gifted education accesibile tuturor in baze de date, a unei linii de publicare-editare de carti de specialitate in domeniu	www.supradotati.ro, edituri partenere, atributii ale viitorului Institut propus de lege, parteneri internationali.
4b) dezvoltarea unei linii competitionale pe directiile de pregatire din centre, a unei linii de exprimare a inteligentei, creativitatii, motivatiei, originalitatii, gandirii complexe si dinamice	Concursuri scolare publice (olimpiadele) sau private (canguru), tabere de pregatire, expozitii itinerante, forumuri on-line, toate in stadiu deja lansat sau chiar consacrat la acest moment
4c) dezvoltarea de linii de educare pe nise inguste si puternic specializate. Aceasta se va putea face cu ajutorul mediului de formare din pasul anterior.	Pilot, Colegiul Lauder si Scoala Lauder, exista insa si alte proiecte ce se vor dezvolta in viitor.
5a) dezvoltarea unor linii de evaluare a calitatii educatiei, produsului educativ, eficientei in dezvoltarea locala, programelor initiate	ARACIP pentru invatamantul de masa, insa exista un nucleu mic de specialisti capabili sa dezvolte ceva similar in gifted education in viitorul apropiat
5b) dezvoltarea unei linii de integrare-insertie sociala si profesionala a absolventilor gifted education, a unui sistem de promovare bazat pe calitatea profesionala si calitatea expertizei, pe recomandarea calitatii	Fundatia Delta, alte ONG-uri, institutii guvernamentale, firme de head-hunting
5c) dezvoltarea unei linii de auto-reglare a calitatii programelor de sprijinul financiar obtinut din mediul colaborativ local, de evaluarea de catre reteaua colaborativa si de evaluarea facuta de catre experti	Camerele de Comert si Industrie, incipient banci initiatoare de programe de venture capital, social venture capital, angel capital, corporatii multinationale, incipient programe guvernamentale.
6a) dezvoltarea de centre de importanta strategica	In negocieri cu institutii ale statului
6b) dezvoltarea de programe de performanta care sa acopere nevoile urgente si importante (policy making, managementul crizelor, rezolvarea crizelor, inventica si dezvoltare de noi tehnologii, etc)	In negocieri cu institutii ale statului
6c) crearea de mijloace stimulative pentru dezvoltarea de competente, stimularea creativitatii si gasirea de solutii, prin orientarea capitalului in aceste directii (venture capital, angel capital, social venture capital, etc)	In negocieri cu mediul de afaceri

In urma adoptarii legii de profil se vor putea crea premizele trecerii la obiective punctuale ce se vor dezvolta in mod complex si integrat. Un exemplu in acest sens este urmatorul program propus Ministerului Apararii:

CENTRUL DE FORMARE STRATEGICA

Nevoile de dezvoltare economica ale Romaniei create de integrarea Europeana pot fi acoperite doar cu o resursa umana de inalta valoare profesionala, morala si intelectuala, special antrenata pentru gandire strategica, complexa si dinamica si avand un camp de cunostinte teoretice si practice deosebit.

Toate aceste insusiri au existat in perioada interbelica si antebelica la o buna parte din liderii politici si administrativi ca si la o mare parte din intelectualii de valoare ai vremii. Este putin stiut faptul ca in acea epoca au functionat doua programe ce au generat acea valoare umana, un program de gifted education sustinut de casa regala in care a participat si Regele Mihai impreuna cu copii deosebiti din diverite medii sociale, ca si un program de brain drain-brain regain ce a permis aducerea in functii de conducere a unor specialisti de talia lui Spiru Haret sau Dimitrie Brandza sa conduca ministere de importanta strategica.

Astfel de programe functioneaza si acum in lume cu acelasi succes. Pentru exemplificare recenta avem Lituania si Noua Zeelanda, cu traditie recenta sunt China si India, cu traditie veche sunt Australia, Anglia si SUA. In ultima perioada astfel de programe strategice de gifted education au fost adoptate ca o necesitate absoluta de numeroase tari, in Europa ultima tara din Europa ce a adoptat o legislatie specifica in 2005 fiind Franta.

In Romania foarte recent a fost trimis spre discutare in Parlament un proiect de lege vizand educatia copiilor si tinerilor capabili de performante inalte. Propunerea de proiect de fata este cuprinsa in programul de pregatire a tinerilor cu performante inalte si se directioneaza catre crearea de policy makers, specialisti, experti si decidenti responsabili in domenii variate.

Un centru de formare strategica se poate realiza cu cheltuieli minimizate intr-o unitate militara dezafectata cu suprafata totala de peste opt hectare si poate fi directionat catre domeniile strategice din strategiile de dezvoltare nationala. Astfel de strategii pot cuprinde noi tehnologii in care Romania poate crea specialisti din faza invatamantului preuniversitar mergand pana la studii post doctorale. In acest caz in cadrul unitatilor de invatamant vor functiona si centre de cercetare si de productie. In functie de nevoia de diseminare si dezvoltare a acestor noi tehnologii se poate forma un contingent marit de specialisti selectati initial dupa calitatile personale si antrenati ulterior spre marea performanta, utilizand metodologiile de lucru validate in programele internationale de « gifted education ».

Intre aceste zone de dezvoltare se poate forma si o scoala de cadeti antrenati pentru a intelege situatii complexe si dinamice si pentru a lua decizii optime in situatii critice.

Spre exemplificarea conceptului un astfel de program de pregatire din cadrul scolii de cadeti va cuprinde in planurile de invatamant mai multe directii, unele obligatorii, altele optionale la latitudinea elevilor. Astfel de directii sunt :

-stiinta teoretica si aplicata
-sociologia si psihologia crizelor
-antrenament fizic bazat pe arte martiale
-filozofia si istoria culturilor si a religiilor
-modelare situationala si strategii
-comunicare si multiculturalism
-ecologie teoretica si aplicata
-antreprenoriat si leadership
-management si teoria deciziilor
-etc

Elevii vor fi recrutati in functie de capacitatile lor personale, profesorii vor fi recrutati in functie de valoarea experientei lor teoretice si practice si vor fi antrenati periodic in metodologiile specifice « gifted education ».

In paralel cu acest centru de pregatire pentru copii va exista si un centru de studii aprofundate in acest domeniu incluzand si partea de cercetare aplicare.

Elevii vor putea veni cu mijloace de transport in comun sau vor beneficia de regim de internat, acelasi lucru fiind valabil si pentru profesori.

Absolventii se vor putea directiona spre diverse domenii de activitate, recrutarea lor fiind preferentiala in functie de gradul de sustinere financiara a sustinatorilor. Acestia vor avea primii dreptul sa-i contracteze.

Centrele mentionate mai sus pot fi realizate prin parteneriat public-privat si pot beneficia de finantari atat din surse bugetare cat si extrabugetare sau din diferite servicii, produse sau participari la diferite granturi de cercetare.

Un exemplu apropiat de astfel de centru ce a creat resursa umana necesara refacerii Iugoslaviei dupa razboi este « Petnica Science Center ». Acest centru infiintat in 1984 a format suficienti specialisti cu inteligenta inalt antrenata ca sa permita refacerea rapida, iar in cazul Sloveniei experienta centrului a fost multiplicata, permitand astfel Sloveniei sa aiba un venit pe cap de locuitor care asigura un salariu mediu de 1000 de Euro pe luna.

Aceste exemple pot fi transferate si in cazul Romaniei cu efecte similare.

Un alt exemplu este International Academy for Gifted Children, program in punctul de start in colaborare cu Fundatia Lauder si Colegiul Lauder infiintat in acest an:

International Academy for Gifted Children

Expunere de motive

Conditiile economice si sociale din Romania deschid oportunitatea formarii unui liceu international pe principiile traditiilor programelor gifted education.

In acest moment exista un foarte mare numar de firme straine (peste 2000 inregistrate la Camera de Comert si Industrie a Romaniei) care au personal angajat strain. O mare parte a acestor angajati nu au putut lua si familiile cu ei din cauza problemelor de compatibilitate educative ale scolilor romanesti cu nevoile de educare in universitatile mari din tarile de origine si datorita ofertei educationale limitate numeric si calitativ a majoritatii scolilor straine.

In metodologiile gifted education, prin programul de “enrichment” se creaza posibilitatile concrete de atragere in regim privat si pe proiectul de gifted education atat a unui capital corespunzator construirii acestui liceu, cat si a specialistilor si elevilor.

Programe educationale

Un centru international de gifted education ce ruleaza programe de mare success este NAGC SUA, sau Petnica Science Center Serbia. Programele educationale urmaresc directiile de formare date de specificul liceului. Pentru centrul din Romania o astfel de directie de structurare poate fi data de pachetul: antreprenoriat, leadership, stiinte aplicate, multiculturalism.

Diversele comunitati entice pot avea preferinte spre diverse pachete de programe. Astfel comunitatea franceza din Romania prefera pachete orientate spre profiluri ingineresti, insa oferta educationala a liceului poate fi facuta astfel incat sa ofere complexitatea necesara pietii.

Exemple de programe in centre internationale

Petnica Science Center

Content:

o Principle
o With Open Eyes and Open Mind
o Youth to the Youth
o United Science
o Teachers for the Future School

Principle

The educational programs in Petnica are not linked with school curriculum and comon models of school teaching. Targeting students in age range 12-20 (grade 7 up to university) they cover a wide spectrum of sciences and interweawe them into a complex web of knowledge, thinking skills, observing and data collecting techniques, etc. Involved also in this context are strong threads of mathematics, logic, philosophy, and literacy. More than 2,000 academics, scientists, engineers, managers, from Yugoslavia and abroad are included in the design of such a program. The PSC developed the biggest system in Europe for recruitment of young people talented in thinking skills. The main goals of this program are:

o To identify gifted high school and university students from all parts of Yugoslavia and give them intensive individualized extracurricular education regardless of their ethnic origin, gender, or confessional or political affiliation;
o To enable the best students to do real scientific projects based on real problems and carried out on professional scientific equipment and under the supervision of the best scientists and science teachers;
o To instruct young science teachers on how to apply up-to-date scientific concepts, knowledge and educational methods and technology;
o To initiate cooperation and knowledge/experience/idea exchange among undergraduates and graduates who study at different universities and different programs;
o To establish rich international/intercultural contacts and cooperation among young people, students, and teachers.

The Petnica Science Center like no other similar institution in Eastern Europe targets specific areas of educational transformations recognized in the world:

o FLEXIBLE EDUCATION designed to fulfill individual needs, talents and capabilities;
o INNOVATIVE EDUCATION that transfers actual scientific discoveries, theories & problems into a comprehrensive curriculum and better teaching processes;
o EQUAL OPPORTUNITY EDUCATION that makes no distinction among genders, different social, ethnic or religion groups;
o EDUCATION FOR THE GLOBAL COMMUNITY that increases students’ mutual understanding, tolerance, friendship, and respect for diversity; education that avoids conflicts among groups or individuals; education against political extremism, intolerance, xenophobia, racism, anti-semitism and violence;
o STUDENTS PARTICIPATION in the creation and realization of the curriculum as a whole;
o EDUCATION FOR THE FUTURE that prepares students to recognize the power, opportunity, and risks of modern science and technologies, and to think more about future;
o BIDIRECTIONAL EDUCATION where teachers increase their knowledge and experience in continual interaction with curious and motivated students, and where each student has a chance to teach other students in the field he/she has more knowledge

With Open Eyes and Open Mind

In spite of the general social, economical, and political situation in the country and in the region, the Petnica Science Center is “an island of optimism” where young staff, supported by many enthusiastic scientists, try to conserve “intelectuall belief” among young people teaching them to keep their eyes and mind open for new ideas, experiences, and communication with the similar people worldwide.

On the other hand, the PSC staff, young, enthusiastic, educators, teach themselves by living and working with problem, method or topic. With no preconceptions and no model, the PSC became a flexible, future-oriented project with tremendous influence not only on teaching practice in schools, but on the entire evolution of science, technology, and social development of the country.

Youth to the Youth

In addition to nearly 1,000 guest teachers and lecturers who are famous scientists, university professors and prominent researchers, every year there are more than 200 “junior associates”, university students and Petnica alumni, who play an important role in the PSC’s educational enviroment. They have to solve the problem of the “generation gap” and establish the best communication with teenagers. Most of them are among the best undergraduates students and young scientists. They are “fresh blood” that makes PCS’s programs dynamic and lively.

United Science

The topics of the PSC’s courses/workshops are based on the idea of unity and integrity of science, not divided into separate and different (by subjects, objectives, and methods) branches, etc. There are many topics and problems, as well as many scientists, connected to a complex educational web where each student has an opportunity to find his/her place and to adapt to other views, to be aware of the real problems, ant to present his/her own ideas or experiences.

Teachers for the Future School

The teachers’ training program is a very important part of PSC’s activity. There are more than 400 schools linked with the Petnica Science Center. Many teachers (not only of sciences, but also of language, art, school psychologists, etc.), especially young ones, show interest in being informed about new trends and methods in education, exchanging their own experiences, problems, and ideas, and finding new domestic and foreign literature and resources relating to education. Teachers’ training programs are not always in the form of special courses or workshops. Sometimes teachers are invited to participate in the design and rendering of certain students’ projects. This type of individual experience could be transferred to their regular school experience.

PHYSICAL FACILITIES

The Petnica Science Center has very good facilities, both boarding and educational, to accommodate students enrolled in the programs all year round. The Center has seven buildings (50,000sq.ft.) which serve various purposes The dormitory has 100 beds for students and for teachers and guest lecturers.

The restaurant serves all living in students, but it has the capacity to serve school excursions, one-day-courses for local students, etc.

The academic building at the Center houses three fully equipped classrooms, laboratory classrooms for chemistry, physics, optics, electronics, geography, astronomy, and archaeology, a modern computer classroom, and a central library with scientific literature (more than 25,000 books and journals). There are several hundreds of videotapes and about half a milion slides, most of which are on optical discs which allow for quick and reliable veiwing. The library is also the center of many educational and other activities at the PSC, considering the fact that the PSC pays attention to directing young people to use primary scientific sources. Having free access 24 hours a day to more than 50 computers, students have the opportunity to use various software packages, databases, CD-ROMs, Internet services, and more.

In addition, the Center has laboratories for chemistry, biology, geology, a computer and documentation center, and office space.

The new astronomical observatory with a half-meter telescope is under construction on a hill less than a mile south of the PSC.

The fact that most of the equipment is used both for professional research and scientific work on some of the projects which PSC is pursuing simultaneously with its educational programs, enables the students in the educational programs to observe real scientific experiments and even to be directly involved in them, facing with all real problems of the scientific research. Through special, carefully designed scientific projects students are in the rare position to “scientific environment”, i.e. a special ambient where young people are immersed many days in scientific literature and equipment, and exposed to professional scientists. Moreover, this environment promotes a valuable interaction with their colleagues of similar talents, interests and problems. This illustrates one unique and valuable aspect of training at the PSC - learning through research.

Renzulli Learning

What is Renzulli Learning?

The Renzulli Learning System is an exciting new on-line program that matches students’ interests and learning styles to thousands of different enriched, challenging learning opportunities. These activities and options in Renzulli Learning are based on The Enrichment Triad Model, which has been cited as the most widely used plan for enrichment and talent development in the world.

What will my child gain by using Renzulli Learning?

In the Renzulli Learning System, an individual Talent Development Profile (called the Renzulli Profiler) is created for each student that is matched to an individualized Enrichment Differentiation Database that serves as a search engine for a collection of Internet and downloadable resources. These learning opportunities are made available in a personalized selection of activities that is a unique match for your child’s interests, learning styles, and preferred modes of expression. Based on students’ responses to questions, specific activities are identified in each of the following areas:

· Virtual Field Trips
· Real Field Trips
· Creativity Training Activities
· Training in Critical Thinking
· Independent Study Options
· Contests and Competitions
· Websites Based on Personalized Interests
· High Interest Fiction Books
· High Interest Non-Fiction Books
· How-To Books For Conducting Research and Creative Projects
· Summer Program Options In Special Talent Areas
· On-Line Activities and Research Skills
· Research Skills and Projects
· Videos and DVDs

How did Renzulli Learning originate?

Renzulli Learning is a completely new concept that is based on almost 30 years of research to help students develop their interests and talents. Taking advantage of state of the art technology, Renzulli Learning searches out an enormous amount of information on the web to find enriching, challenging differentiated work for all students in their areas of interest and choice. Renzulli Learning is based on research conducted by Dr. Joseph Renzulli and Dr. Sally Reis of the University of Connecticut’s Neag School of Education. Their work has found that students achieve at higher levels when they pursue topics and activities of personal interest and that enrichment can be provided to all students through the use of this technology.

How does Renzulli Learning help parents to provide enrichment to their children?

The Renzulli Learning System can help parents access, with minimal cost or time, a wealth of opportunities to provide enrichment activities for students of all levels of achievement and abilities. Whether parents want to help their children gain access to virtual or real field trips around the world, or expose them to high level literature or creative and critical thinking activities, this enrichment data-base will save hundreds of hours as thousands of these enrichment opportunities have already been found and entered into Renzulli Learning.

How does Renzulli Learning work?

First, students are asked to answer a user-friendly series of questions about their interests and the ways they like to learn. After answering these questions, the Renzulli Profiler compiles a written profile that summarizes their talents, interests, and learning styles. Then, a detailed and comprehensive choice of hundreds of exciting learning opportunities and a wide array of enrichment activities that are constantly being updated is provided for each student.

What else does Renzulli Learning offer parents?

Renzulli Learning offers exciting resources for parents. Parents can read articles about the system and about enriching learning opportunities for students. These articles are selected just for parents, as are helpful links to web sites that help parents and are updated on a regular basis. They can access exciting web sites to help them with their questions about parenting in today’s world. They can download creative activities to try with their children. Parents can read their children’s’ profiles and view all of the activities and assessments that students have completed each day, week, or month.

Parents can discuss their child’s progress with teachers and their children and help their child pursue their special interests by helping them buy or find the books they select as favorites, or helping them participate in on-line creative writing competitions and supporting them as they pursue independent projects and virtual field trips, as well as all of the other options available in Renzulli Learning.

PROIECTAREA LICEULUI

Proiectarea arhitecturala a liceului trebuie facuta astfel incat sa fie in concordanta cu programele educationale urmarite.

Desi Scolile particulare din Romania urmeaza metodologiile impuse de catre MEC, scolile internationale au un mai mare grad de libertate, deoarece nu exista inca metodologii alcatuite pentru functionarea acestora. Chiar in cadrul legilor din Romania se pot organiza programele de enrichment (curricula la decizia scolilor, programe de weekend, scoli de vara si tabere de lucru), sau de acceleration (posibilitatea de a face doi ani intr-un an si creditele transferabile). In privinta metodologiilor de grouping, tutoring, mentoring, nu exista nici un fel de normative ceea ce permite aplicarea lor fara probleme de procedura legala.

Aceste forme de educatie specifice gifted education trebuie sa se regaseasca in spatiile destinate studiului, in afara salilor de clasa, a laboratoarelor, a salilor de conferinta, de sport, de mese, a cabinetelor de specialitate, biblioteca, sali de informatica sau birourilor. Specificul liceului va aduce in proiect alte spatii dedicate programelor educative.

Antrenarea profesorilor

Recrutarea si antrenarea profesorilor in metodologiile didactice specifice profilului educational si social al liceului constituie baza succesului viitorului liceu.

Aceasta pregatire de specialitate se face periodic in tarile cu practica indelungata in gifted education, in multe tari de exemplu Israel existand periodic un an sabatic destinat pregatirii intensive de specialitate. In afara acestui an de pregatire in fiecare an exista obligativitatea parcurgerii unui numar de cateva zeci de ore de pregatire psiho-pedagogica pentru toti profesorii din sistemul gifted education.

Pregatirea psiho-pedagogica face ca profesorii sa devina factori active in configurarea de programe educationale, in imbunatatirea stilurilor de predare, in efectuarea de cercetari si in organizarea de noi directii de actiune. De asemenea aceasta pregatire ajuta profesorii sa colaboreze direct cu organizatiile de parinti sau de finantatori, sa atraga fonduri sau sa implice parinti sau specialisti in derularea si gestiunea programelor.

Pregatirea psiho-pedagocica ajua profesorii sa identifice stilurile de invatare si caracteristicile de personalitate ale elevilor, sa evalueze corect progresul, sa descopere strategia optima de lucru individualizat cu elevii, sa evite supra-solicitarea sau stresul excesiv cu posibilitatea dezechilibrarii copiilor cu dizabilitati sau probleme psihologice sis a directioneze copii catre aria in care pot dezvolta excelenta si consolida increderea in fortele proprii, se pot motive sa duca la indeplinire telurile personale, pot dezvolta creativitatea si pot excela in metodologii de gandire proprii.

Gifted education este un program orientat catre elev, incurajand dezvoltarea abilitatilor personale si poate fi executat numai cu profesori pregatiti in acest domeniu.

Din punctul de vedere al cresterii calitatii educatiei in invatamantul Romanesc, programul « gifted education » va crea posibilitatea de a crea exemple concrete de functionare si transfer de best practices din mediul de performanta internationala catre programul national, iar ulterior catre intreg sistemul de educatie national. Acest transfer se va face in timp, implicand tot mai multi profesori, selectand tot mai multi elevi, atragand tot mai multe fonduri, imbogatind tot mai mult mijloacele tehnice.

Florian Colceag

Presedintele IRSCA GIFTED EDUCATION

Presedintele Consortiului EDUGATE