conference challenges in working with gifted children and ... · gifted, so for that reason,...

"Challenges in working with gifted children and young people"

https://ci-sdz.hr/konferencija/ Split, 1-3 March 2018

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NOTE: DOCUMENT NOT FOR PRINTING- CREATED FOR TECHNICAL PURPOSES AND UNEDITED

Conference "Challenges in working

with gifted children and young people" Split, 1-3 March 2018

https://ci-sdz.hr/konferencija/

https://ci-sdz.hr/video/

Overview of the summaries

Administrative department for education, culture, technical culture and sport Project manager Tomislav Đonlić, prof. history and philosophy Ivica Zelić, mag.cin. Head of department Split, 13th march 2018.



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Location: Split, Faculty of Medicine, University of Split (amphitheater)

Time: 1.3. (Thursday, 17.00) to 3.3.2018. (Saturday, until 13.00)

Organizer: Split-Dalmatia county Co-organizers: Agency for Education,

Embassy of the State of Israel in Croatia Technical organizers: III. Gymnasium Split,

IV. Gymnasium Marko Marulić, Split, Primary school «Strožanac», Podstrana, The school of Electrotechnics Split, Faculty of Philosophy, University of Split

Participants: Primary and secondary schools: primary and secondary school teachers (early primary, subject teaching-STEM area), professional associates, psychologists, principals There is no entry fee!

Participants' application deadline: January 26, 2018 Official web site of the conference: https://ci-sdz.hr/

https://www.facebook.com/cisdz.hr/ A web site for the application: http://ettaedu.azoo.hr

About project

Project title Support for the establishment and operation of centers of excellence in the Split-Dalmatia County

Call for proposal Promotion of work with gifted children and students at the pre-tertiary level

Contract number UP.03.2.2.02 - 0066

GENERAL INFORMATION ABOUT THE APPLICANT

Name of the applicant Split-Dalmatia county VAT ID 40781519492 Address Domovinskog rata 2, Split; www.dalmacija.hr

PROJECT MANAGER Name and surname Ivica Zelić, prof. Contact [email protected]

PROJECT PARTNERS

Name of Legal Entity VAT ID Place III. gymnasium Split 78950283030 Split IV. gymnasium Marko Marulić 79378469023 Split Primary school Strožanac, Strožanac - Podstrana 07911445229 Split

The project is co-financed by EU funds from the European Social Fund. The content of this publication is

the responsibility of the Split-Dalmatia County.



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Table of Contents 1. Program of the conference ................................................................................................ 5

Thursday, 1 March 2018 - Topic: Identification and characteristics of the development of gifted children and young people .............................................................................. 5 Friday, March 2, 2018 - Topic: Forms of Educational Support to Gifted and Exemplary Work with Gifted............................................................................................................ 5 Saturday, March 3, 2018 - Topic: Guidelines for the Future ........................................ 6

2. Summaries of lectures .................................................................................................. 7 IDENTIFICATION GIFTED CHILDREN ........................................................................ 7 Lana Damjanić .............................................................................................................. 7 Key words: Darwinism, gifted students, identification, areas of giftedness .................. 7 THE GIFTEDNESS WHICH IS DIFFICULT TO RECOGNISE ..................................... 8 Vesna Ivasović .............................................................................................................. 8 EDUCATIONAL SUPPORT FOR GIFTED CHILDREN AND STUDENTS ................. 10 Mihael Kozina ............................................................................................................. 10 POLICY AND PRACTICE OF GIFTED & OUTSTANDING EDUCATION IN ISRAEL 12 Nadler Menachem ...................................................................................................... 12 THE CHALLENGE AND IMPORTANCE OF MOTIVATING TO A GIFTED STUDENT .................................................................................................................................... 12 Etay Benovich ............................................................................................................... 12 EXPERIENCES IN WORK WITH PRE-SCHOOL POTENTIALLY GITFTED CHILDREN IN „CVIT MEDITERANA“KINDERGARTEN ............................................ 13 Mirjana Bakotić ........................................................................................................... 13 CASE STUDY -A CHILD GIFTED IN THE AREA OF MATHEMATICAL COMPETENCES ........................................................................................................ 15 Tamara Hubeny-Lučev ............................................................................................... 15 GIFTEDNESS IN SCHOOL - INTRODUCTION TO SCIENCE .................................. 17 Tomislav Goldin .......................................................................................................... 17 "JA raSTEM" PROGRAM ........................................................................................... 18 Marija Pribić ................................................................................................................. 18 IDENTIFICATION AND WORK WITH GIFTED STUDENTS IN BARTUL KAŠIĆ PRIMARY SCHOOL ZADAR ...................................................................................... 20 Vera Šušić .................................................................................................................. 20



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STUDENT RESEARCH PROJECTS .......................................................................... 22 Korado Korlević .......................................................................................................... 22 WORK WITH GIFTED STUDENTS IN V. GIMNAZIJA ZAGREB ............................... 23 Mihael Kozina ............................................................................................................. 23 SUPPORTING GIFTED STUDENTS IN GYMNASIUM OF POŽEGA ........................ 25 Vanda Louč ................................................................................................................. 25 CHALLENGES IN WORKING WITH GIFTED STUDENTS- EXPERIENCE OF III. GYMNASIUM, SPLIT .................................................................................................. 27 Marina Luetic , Danica Bavčević ................................................................................. 27 WORK WITH GIFTED STUDENTS IN XV.GYMNASIUM .......................................... 28 Gordana Rendulić , Vesna Smadilo Škornjak ............................................................. 28 SHORT STORY IN FIGURES AND NUMBERS ......................................................... 30 Nives Baranović .......................................................................................................... 30 MENTORING IN INFORMATION TECHNOLOGY, ROBOTICS AND CHEMISTRY FOR HIGHLY GIFTED STUDENTS – EXAMPLE OF EXTRACURRICULAR ENRICHED PROGRAM FROM 1ST TO 4TH GRADE .......... 32 Jasna Cvetkovic-Lay ................................................................................................... 32 RECOMMENDATIONS ON STRATEGIES AND MODES OF WORKING WITH GIFTED CHILDREN AND YOUNG PEOPLE ............................................................ 34 Olgica Martinis, Inga Seme Stojnović ......................................................................... 34 SUPPORT FOR GIFTED IN HIGHER EDUCATION - CONNECTION WITH SECONDARY SCHOOL EDUCATION ....................................................................... 36 Nenad Judaš ............................................................................................................... 36



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1. Program of the conference

Thursday, 1 March 2018 - Topic: Identification and characteristics of the development of gifted children and young people

Friday, March 2, 2018 - Topic: Forms of Educational Support to Gifted and Exemplary Work with Gifted

Time Title of lectures Lecturer Institution 9.00 - 10.00 Educational support for gifted children and

students Mihael Kozina V. grammar school,

Zagreb 10.00 - 11.00 "Policy and Practice of Gifted & Outstanding

Education in Israel" Nadler Menachem The Department for

Gifted & Outstanding Students, Ministry of Education

11.00 - 11.30 pause for refreshment

11.30 - 12.30 "The challenge and importance of motivating a gifted student"

Etay Benovich CEO of the Israel Center for Excellence in Education

12.30 - 14.30 pause for lunch

14.30 - 19.30 Examples of work with gifted people in Croatia

Moderators : Olgica Martinis / Inga Seme Stojnović

AZOO, Zagreb

14.30 - 14.50 Experience in working with potentially gifted children of pre-school age at the Cvit Mediteran kindergarten

Mirjana Bakotić Kindergarten Cvit Mediterana, Split

14.50 - 15.10 Case Study - a gifted boy in the field of mathematical competence

Tamara Hubeny-Lučev Kindergarten Potocnica, Zagreb

15.10 - 15.30 Giftedness in school - an introduction to science

Tomislav Goldin Primary School Remete, Zagreb

15.30 - 15.50 "Ja raSTEM" program Marija Pribić Hugo Kon Primary School, Zagreb

15.50 - 16.10 Identification and work with gifted students in the Primary School Bartul Kašić Zadar

Vera Šušić Bartul Kašić Primary School Zadar

16.10 - 16.30 Student research projects Korado Korlević Višnjan Observatory, Višnjan

16.30 - 17.00 pause for refreshment

Time Title of lectures Lecturer Institution

16.00 - 17.00 Registration of Participants 17.00 - 17.40 Conference opening 17.45 - 18.30 Identification of potentially gifted children

and the environment stimulating the development of giftedness

Darko Lončarić Faculty of Teacher Education, Rijeka

18.30 - 19.15 Talent that is difficult to recognize Vesna Ivasović AZOO, Zagreb 19.15 - 19.30 Discussion Moderators :

Olgica Martinis / Inga Seme Stojnović

AZOO, Zagreb



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17.00 - 17.20 Working with gifted students in V. Gymnasium

Mihael Kozina V. Gymnasium, Zagreb

17.20 - 17.40 Support to gifted students at the gymnasium of Požega

Vanda Louč / Violeta Katušić Požega Gymnasium, Požega

17.40 - 18.00 Work experience in III. Gymnasium Split Marina Luetić / Danica Bavčević III. Gymnasium Split, Split

18.00 - 18.20 Working with gifted students in XV.Gymnasium

Gordana Rendulić /Vesna Smadilo Škornjak

XV. Gymnasium, Zagreb

18.20 - 18.40 A short story in pictures and figures Nives Baranović Centre of Excellence SDŽ, Split

18.40 - 19.4 0 A round table of lecturers

Saturday, March 3, 2018 - Topic: Guidelines for the Future

Time Title of lectures Lecturer Institution

9.30 - 10. 15 Mentoring in the field of Information Technology, Robotics and Chemistry for Extremely Gifted Students - an example

Jasna Cvetković Lay Kindergarten Iskrica / Centar Bistrić

10.15 - 10. 45 Recommendations on teaching strategies and forms of work with gifted

Inga Seme Stojnović, Olgica Martinis

AZOO, Zagreb

10.45 - 11.30 Support for gifted students in higher education - a link to high school education

Nenad Judas PMF, Department of Chemistry, Zagreb

11.30 - 12.00 pause for refreshment 12.00 - 12.30 Conclusions of the conference Vesna Ivasovic,

Olgica Martinis, Ivica Zelic

AZOO, Zagreb / Centre of Excellence SDŽ, Split

12:30. - 12.50 Closing the conference Tomislav Đonlić Head of the Department of Education, County of Split-Dalmatia



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2. Summaries of lectures

IDENTIFICATION GIFTED CHILDREN

Lana Damjanić

Primary school Jelsa, Jelsa 161, Jelsa [email protected]

In general, giftedness could be defined as a set of traits that make an individual have the potential for high, sustained above-average achievement in some area. Darwinism, talent and creativity as concepts are not identical, and their distinction in identification and identification can increase the quality of work with children in the educational process and exploit their potential. The system of regular education, educational process and activity is tailored to the needs of an average child - students, not gifted individuals. The fact that one can influence an individual's stimulating environment opens up opportunities that should better utilize the school system. Identification of the gifted is carried out in the classroom, and the work program should be designed individually for each individual. Although society is trying to keep gifted and creative individuals on their margins due to their diversity and provocation, the development of that society depends to a great extent on them.

Key words: Darwinism, gifted students, identification, areas of giftedness

Literature: Cvetković-Lay, J., Sekulić Majurec, A. (1998) It is worth knowing what to do with it? Zagreb: Alineja. Čudina Obradović, M. (1990) Survival, understanding, recognition, development. Zagreb: Školska knjiga. Grgin, T. (1996) Educational Psychology. Jastrebarsko: Naklada Slap. Rulebook on Disclosure, Methods of Schooling, Monitoring and Encouragement of Gifted Primary and Secondary Schools and conditions and procedures under which a pupil can complete a school within a short time of the prescribed (2014) Ministry of Science, Education and Sport. URL: public.mzos.hr/fgs.axd?id=21579 (May 16, 2015) Škoda, J. (2015) Identification of gifted students in elementary school. Graduate thesis. Zagreb: Department of Pedagogy, Faculty of Philosophy. Vizek Vidović, V., Vlahović - Štetić, V., Rijavec M, Miljković, D. (2003). Psychology of Education. Zagreb IEP-VERN. Winner, E. (2005) Darwinous children - myths and reality. Lekenik: Realization.



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THE GIFTEDNESS WHICH IS DIFFICULT TO RECOGNISE

Vesna Ivasović

Education Agency

Donje Svetice 38, Zagreb [email protected]

Research suggests that the population of gifted students is very heterogeneous, making it difficult for them to recognize and provide effective educational and socio-emotional support. Unfortunately, many gifted children during schooling remain "invisible" and do not realize their potentials. Gifted students who have high educational achievements and are well adapted are easily identified and identified, but there are categories of gifted students who for various reasons are not successful at school and their high skills are not perceived or encouraged. There will be groups of gifted students who are more difficult to recognise and explain the reasons for this, as well as ways of identification and educational support. One of the groups of gifted students that often remain unrecognized in our education system, focused on verbal and sequential skills, are those who have highly developed visual and spatial abilities. Numerous researches show that visual-spatial abilities are extremely important for success, creativity and innovation in the STEM area (Kell and Lubinksi, 2013). The reasons for non-recognition of gifted students in the visual-spatial area, the particularity of their learning, processing of information and problem solving, and suggestions for identifying and stimulating creativity in the STEM area will be explained. Prejudice is that gifted children have a unified cognitive development. Cognitive development of gifted children is often unconventional, and in order to better understand the child's cognitive functioning, it is necessary to apply a complex intelligence test. Some gifted and creative children have difficulties in the field of executive functions, which has negative consequences on their school success and behaviour. Students with dual special needs are particularly difficult to recognize. It often happens that the difficulties obscure giftedness or giftedness obscures difficulties. In gifted children, there is often mismatch in the various developmental areas, especially intellectual and emotional, and it is more pronounced as degree of giftedness is higher. There will be features of emotional and social development of gifted and creative students who are often misunderstood and, in some cases, even considered symptoms of various mental disorders, especially in the early age. The results of the research of psychological disorders of gifted children and youth are contradictory, some suggest that gifted have fewer psychological problems than non-gifted peers, some point out that there is no difference between them, and some that the percentage of psychopathology and somatic illness is greater in persons of superior intelligence (Karpinski and sur., 2018). Misunderstanding, inadequate reactions and expectations of families, peers and teachers can lead to various emotional and social problems in gifted children. Educational workers have a significant role in planning and realizing educational, social and emotional support to gifted students and the power to make the school a place of enjoyment,



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stimulating intellectual curiosity and creativity. There will be ways to help gifted children in realizing their potential. Key words: talent, visual and spatial abilities, cognitive development, emotional and social development Literature: Karpinski, RI, Kinase Kolb, AM, Tetreault, NA and Borowski TB (2018): High Intelligence: A Risk Factor for Psychological And Physiological Overexcitabilities. Intelligence, 66 , 8-23. Kell, HJ and Lubinski, D. (2013): Spatial ability: A neglected talent in educational and occupational settings, Roeper Review , 35 ,219-230 .



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EDUCATIONAL SUPPORT FOR GIFTED CHILDREN AND STUDENTS

Mihael Kozina

V. Gymnasium Zagreb, Vjekoslava Klaića 1, Zagreb [email protected]

The aim of the lecture is to expose some of the possible forms of educational support to gifted children and students. We want to emphasize the importance of a holistic view of a gifted child, which includes taking care of the social, emotional and cognitive characteristics of the child and the environment in which the child grows up. Gifted children and students have special needs. Our responsibility is to help them preserve and develop love and motivation towards learning and maintain their natural curiosity. Research increasingly confirms the importance of non-cognitive factors for the realization of giftedness, with particular emphasis on the crucial role of the immediate environment. At the time of childhood and adolescence, kindergartens and schools, apart from families, are the dominant environment in which children and students live and work. Therefore, it is necessary to enable gifted children and students to use their skills and develop them optimally in this environment, rich in incentives and different possibilities. Sometimes the cognitive development of gifted people far outweighs socio-emotional development. In such cases, the problem is often an environment that expects much more mature behaviour than these children. To provide them with adequate support, it is necessary to educate educators and parents about the specific needs of gifted and necessary forms of support. Inequality is a defining element of gift, and in some students, it is in the background of a different social experience. The task of an expert is to be aware of possible development disparities and not to anticipate emotional and social problems for the gifted but to use their understanding when certain problems arise and offer the necessary support. Support for the continued development of gifted children includes systematic, comprehensive and thoughtful care of gifted people from entering the educational system until the end of education. The education and training of gifted children and students provides challenging, supportive, maximum individualized incentives in a flexible environment that enables the development of different types of giftedness and the well-being of all gifted children and students. In order to provide a comprehensive and systematic support to the gifted children and students, it is necessary to provide it in every kindergarten and school, in each kindergarten group and in the classroom. In addition to empowering educators to work with gifted ones, it is also important to open up educational institutions to the local community and connect experts from different profiles. By establishing cooperation and partnership with institutions in the private and non-governmental sector, the educational institutions have additional opportunities to meet the needs of gifted children and students and to foster their overall development. It is important to point out that, if the family and educational environment does not satisfy the needs of the gifted, there will be a permanent neglect, zest and neglect of their potential. We wish to make pre-school institutions and schools an enabling environment and enable a complete intellectual, social and emotional growth and development of gifted children and students. We believe that only such an environment can enable gifted children and students to grow into self-qualified and responsible people.



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Key words: educational support to gifted children, holistic development, flexible learning environment Literature: Neihart, M, Pfeiffer, S., I., Cross, T., L. (2016). The social and emotional development of gifted children: what do we know, National Association for Gifted Children, Prufrock Press Inc., Waco, Texas Prijedlog Okvira za poticanje iskustva učenja i vrednovanje postignuća darovite djece i učenika (2016), http://www.kurikulum.hr/wp-content/uploads/2016/03/Okvir-darovita-djeca-i-ucenici.pdf Vlahović-Štetić,V.(Ur.) (2005.): Daroviti učenici: teorijski pristup i primjena u školi, Institut za društvena istraživanja u Zagrebu.



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POLICY AND PRACTICE OF GIFTED & OUTSTANDING EDUCATION IN ISRAEL

Nadler Menachem

Head of the Division for Gifted & Outstanding Students,

Ministry of Education, Israel [email protected]

The lecture will present the policy of nurturing gifted and outstanding students in Israel, starting with the nation-wide screening and identification phase in a systematic and organized process, through the nurturing programs that we operate at primary, secondary, high school and academic level programs. Additionally, I will present the ways to development of social values for widening the circles of belonging and influence of our students, and promoting social & environmental leadership. Working language of presentation: English

THE CHALLENGE AND IMPORTANCE OF MOTIVATING TO A GIFTED STUDENT

Etay Benovich

CEO of the Israel Center

for Excellence through Education and Principal of the Israel Arts & Science Academy

[email protected] The Israel Arts & Science Academy is a national boarding school for gifted and talented students from all sectors of Israeli society. Since its establishment in 1990, we have recognized the importance of self-motivation with our students. Most of the gifted students in primary and secondary schools are not challenged academically apart from the activities performed by The Division for Gifted & Outstanding Students, of the Ministry of Education. this could lead to lack of self-motivation and thus to the lack of potential fulfilment of their abilities. We have found several pedagogical and educational principals that could promote the student's motivation. I will present the implementation of these principals both with students as well as with teacher training. Working language of presentation: English



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EXPERIENCES IN WORK WITH PRE-SCHOOL POTENTIALLY GITFTED CHILDREN IN „CVIT MEDITERANA“KINDERGARTEN

Mirjana Bakotić Helena Mirić, Jelena Birsa, Ranka Mustić, Nives Urlić, Sandra Špralja,

Željana Vivodinac Kindergarten Cvit Mediterana, Tršćanska 29, Split

[email protected]

Bearing in mind the importance of early detection and recognition of gifted children and early promotion of their development, the process of improving work with gifted children at our institution has evolved through several stages: • education of professional staff and educators • sensitising educators to the needs of gifted children • use of multidimensional identification model • team work on planning a differentiated program • implementation of differentiated program in regular groups and in the game room • timely monitoring and evaluation of potentially gifted children during the implementation

of the enriched program Criteria for receiving a child in a playroom for gifted children are determined by applying a multidimensional identification model that includes evaluations of educators, parents, pedagogues and psychologists. The developmental status and peculiarities of the child are assessed by observing the child's interests, identifying the behaviours characteristic of the gifted children, the qualitative analysis of creative and other child's actions, and the application of standardized psychological competence tests and / or developmental tests.

A gifted child of preschool age has some special needs in education and training that arise from its specific characteristics: • the need to contact peers according to the chronological age, • the need to contact peers according to the intellectual age, • the need for independence in learning, • the need for challenges all the way to the point of possible mistakes, • the need for a broad program that encourages the entire development of the child. The basic principles in working with children are emphasized individualization and meeting the specific needs of each child through various types of activities that encourage active learning, creative thinking and higher levels of thought processes in children.

The activities we make with children are; • Research Games - Experiments • Games of creative thinking and divergent production of ideas • Creatively expressing and creating games • Creative problem-solving games • Games to stimulate thought processes - logical-combinatorial and mathematical games • Games for developing verbal abilities



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• Perceptual - sensory games • Educational games on your computer • The basics of programming and robotics • Work on the project In order to meet the needs of gifted children, we have organized a specialized program and enriched activities. By introducing this special program and enriched activities, we meet the basic factors in working with gifted children: • pedagogical and educational factors - highly accelerated cognitive development, the need for

creativity and new approaches in solving tasks, the need for original tasks, the rejection of routines, learning at their own pace,

• psychological factors -specific emotional development with signs of hypersensitivity, with a strong need for encouragement and trust in oneself, rejection of authoritative approach, reduced adaptability, rejection of anything they do not care about, behavioural difficulties,

• the rights of gifted children - the right to work at a level tailored to their knowledge and abilities, the right to express their opinions, the right to partnership and dialogue in the form of dialogue, the right to a sense of security, acceptance and enjoyment in play and learning within kindergartens.

Key words: talent, education, multidimensional model, identification, needs LITERATURE:

1. J. Cvetković- Lay, Ja hoću i mogu više, Priručnik za odgoj darovite djece od 3 do 8, Zagreb, Alinea,2005. 2. J. Cvetković- Lay, Majurec- Sekulić A., Darovito je što ću s njim, Priručnik za odgoj i obrazovanje darovite djece predškolske dobi Zagreb, Alinea,1998. 3. J. Cvetković- Lay, Darovito je što ću sa sobom?, Zagreb, Alinea,2003. 4. Cvetković- Lay, Pečjak V., Možeš i drukčije, Priručnik s vježbama za poticanje kreativnog mišljenja. Zagreb, Alinea,2004. 5. E. Winner, Darovita djeca, Mitovi i stvarnost, Ostvarenje, Lekenik,1996. 6. J. Cvetković- Lay, Problemi su meni laki jer s riješit može svaki-kako i zašto organizirati radionice za darovite učenike, Centar Bistrić, 2005. 7. J. Cvetković -Lay, Darovita djeca s posebnim potrebama, drugo izdanje, Centar Bistrić, 2011. 8. Kad bi se njih pitalo, Priče iz radionica za darovitu djecu, Alinea-Bistrić, 2011. 9. D. George, Obrazovanje darovitih, Educa, 2004. 10. M. Čudina-Obradović, Nadarenost, razumijevanje, prepoznavanje, razvijanje, Školska knjiga, 1991. 11. J. Galbraith, Kako prepoznati darovito dijete, savjeti roditeljima da prepoznaju i potaknu darovitost svog djeteta, Veble Commerce, 2007 12.Pogrešne i dvojne dijagnoze darovite djece i odraslih, Veble Commerce, 2010. 13. Okvir za poticanje iskustava učenja i vrednovanja postignuća darovite djece i učenika (prijedlog), 2016. 14. Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje



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CASE STUDY -A CHILD GIFTED IN THE AREA OF MATHEMATICAL COMPETENCES

Tamara Hubeny-Lučev

Kindergarten Potocnica, Ulica grada Vukovara 18, Zagreb

[email protected] The aim and purpose of the overall educational system is to meet the diverse needs and interests of children and their parents. In the early and pre-school age we strive to create a stimulating environment in which all, and even potentially gifted children will be supported in expressing individual interests and developing their potential. According to Cvetković Lay and Sekulić Majurec (2008), 2 to 3% of children in the peer group achieving the highest scores on intelligence tests are considered gifted and 12 to 13% of those with above-average achievement are highly talented. The best time to identify them is between 4 and 8 years. Theoretical and practical approaches emphasize that the basic aim of the process of identifying gifted children will ensure appropriate educational support. The state pedagogical standard of pre-school education and training envisages three models of work with gifted children: 1) Expanded regular programs that are partially tailored to the child's expressed interests, inclinations and abilities, and are realized in regular programs of preschool upbringing and education 2) work programs in smaller groups of children of the same or similar skills, preferences and interests by organizing special activities 3) tailor-made programs complemented by content that encourage the development of specific areas of giftedness, with respect to the developmental characteristics of a gifted child (toys for gifted children of similar intellectual abilities and interests; specific content programs for children of similar abilities, interests and talents; individual mentoring work) Early and pre-school education is dominated by the model of so called extended regular programs such as early language learning, various sports, art, music and drama programs. Referring to Renzulli’s Three-Ring conception model according to which the talent is seen as an achievement that is a result of above average skills, personality traits and creativity, this lecture shall consider the role and responsibility of the institutions of early and pre-school education in the identification and development of a program of support and encouragement potentially gifted children. The case of a five-year-old boy enrolled in an extended English language learning program that is highly motivated to acquire skills and knowledge in logical-mathematical field will be presented and has a highly developed mathematical competence. The aim is to show that gifted children of pre-school age can be intrinsically motivated and highly competent in one or more areas of development and point to the importance of co-operation between families, kindergartens and later schools. Throughout the process diagnostic process, the current development and achievements of boys on various psychodiagnostic tools (Development Test, Ability Tests, Reynell, human drawing) will be analysed, as well as the perceptions of the educators and the boy's parents.



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There will be a description of boy’s focus on numbers and creativity and specificity in mathematical reasoning. The presented works in some activities / games will be evaluated qualitatively and the didactic materials will be presented. Problems will be asked about the need to foster development in other areas, the premature move to school and the appropriateness of the primary school program. Key words: potential talent, mathematical competence, support and encouragement Literature: Cvetković Lay, J. i Sekulić Majurec, A. (2008). Darovito je što ću s njim. Zagreb: Alinea



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GIFTEDNESS IN SCHOOL - INTRODUCTION TO SCIENCE

Tomislav Goldin

Remete Primary School, Remete 99a, Zagreb

[email protected]

It has recently been recognized how important it is to encourage potentially gifted students. The popularization of needs has led to an increasing number of educational events and conferences on this topic. There is a lack of clear and prescribed work structure, financial support, and rulebooks. In this situation every enthusiast works in his own way. Although this is great and necessary, the lack of direction or content often does the damage and the schools drop out of additional programs. This presentation intends to show how the identification and support to gifted students in Remete Primary School functions, primarily through workshops from 3rd to 7th grade. Workshops are a great opportunity for children to associate with similar children, but also the opportunity to move into the world of science earlier than is expected in our educational system. In addition to the additional content of the workshop, the aim is to increase self-confidence, creativity, presentation skills and social responsibility. Engaging in support as many employees as possible is of crucial importance for the development and manifestation of their potential. The lecture would highlight several of the problems that we face in dealing with gifted students. There is an idea that primary and secondary schools could match their support to gifted students through exchange of experiences, visits, lectures, and written reports at the end of primary school as guidelines for the continuation. Of great importance is also the finding of a mentor for each student. In this respect, apart from secondary schools, the importance of the faculties and their students as mentors would be important. Developing a network of support using vertical-level collaboration would be a great direction for every gifted individual.

Keywords: gift, science, workshops, support



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"JA raSTEM" PROGRAM

Marija Pribić

Primary School Hugo Kon, Trg Katarina Zrinske 2, Zagreb

[email protected]

The aim of this presentation is to present an example of work with gifted primary school students within the project "Ja raSTEM"."Ja raSTEM"is a multi-year interdisciplinary STEM program of innovative teaching for gifted primary students, which includes subjects in mathematics, physics, chemistry, biology, geography, information technology and technical culture. The " Ja raSTEM " program is one of the four school projects in Croatia selected for the competition: "Encouraging work with gifted children and students at the pre-school level" of 26 October 2016 by the Ministry of Science and Education funded by the European Union. The program leader is Hugo Kon from Zagreb, with 4 partner schools: Primary School Osijek, Primary School Antun Mihanović (Klanjec), Primary School of Posavina Bregi and SS Kranjcevic Primary School (Senj). In addition to the primary school, the partners include Ruđer Bošković Institute, Faculty of Philosophy in Zagreb, “Dar” Association and Gornjogradska Gymnasium Zagreb, which have the role of mentors to primary school teachers in the elaboration and implementation of the " Ja raSTEM " program.

The project identifies giftedness in which 764 students participated and consisted of It is from the stage of observation and the phase of determining gift. For the phase of observation, a working group of psychologists and pedagogues developed a questionnaire intended for teachers to recognize student talent in the STEM area and will be presented to the conference participants. Within the determination phase, a standardized NNAT test for the students was obtained and 3 levels tested according to the age of the student. According to this working group of teachers, 3 natural science curricula (programs) were developed for 3 age groups of gifted students: 3rd and 4th grade, 5th and 6th grade, and 7th and 8th grade. Each curriculum consists of 60 hours, which will be carried out by an extra 2 classes per week per group (30 block workshops).

The examples of natural science workshops for the gifted will be presented to the participants of the conference whose quality control and review of the developed materials were assured by the scientists of the Ruđer Bošković Institute and experience of the Gornjgradska Gymnasium, which has realized a STEM project: "Science Palette". E-learning materials (curricula, worksheets and education videos) will be available to the interested public on the project website. During the test implementation of the program that will be launched in March 2018 and will last until March 2019, the curricula will be updated according to feedback from teachers and students for future use in schools. At the same time, the competences of the teachers for working with gifted students will be strengthened by the professional development of the Association for Gifted “Dar”, the Faculty of Philosophy and the Ruđer Bošković Institute.

With this work, we want to pass on our own experience of identifying gifted students in primary school as well as the experience of creating a STEM program for the gifted, relying on teamwork



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and knowledge sharing with the use of new IT technology and laboratory equipment as an incentive for other attractive content schools challenging to gifted primary school students.

Key words: talent, STEM, program, primary school students

Literature: Cvetković-Lay, J. (2010). Darovito je, što ću sa sobom?: priručnik za obitelj, vrtić i školu. Zagreb: Alinea. George, D. (2005). Obrazovanje darovitih: Kako identificirati i obrazovati darovite i talentirane učenike. Zagreb: Educa. Hrvatska znanstvena bibliografija (2015), <https://bib.irb.hr/datoteka/765635.Identifikacija_darovitih_uenika_u_osnovnoj_koli_diplomski_rad.pdf>. Pristupljeno 5. studenoga 2017. Koren, I. (1989). Kako prepoznati i identificirati nadarenog učenika. Zagreb: Školske novine. UCONN (2017) University of Connecticut. Department of Educational Psychology, <https://gifted.education.uconn.edu/wpcontent/uploads/sites/612/2014/08/Scales-for-Rating-the-Behvioral-Characteristics-of-Superior-Students.pdf> . Accessed November 7, 2017



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IDENTIFICATION AND WORK WITH GIFTED STUDENTS IN BARTUL KAŠIĆ PRIMARY SCHOOL ZADAR

Vera Šušić

Bartul Kašić Primary School, Bribirski Pristup 2, Zadar

[email protected]

The Identification of Gifted Students in the Primary School Bartul Kašić Zadar has been underway for thirty years. As for the instrumentation, the ways of identifying have changed since there is no uniform way of identifying potentially gifted students in the Republic of Croatia. According to the Ordinance on Primary Education and Educating Gifted Students, "giftedness is a combination of three basic characteristics: above average general or specific abilities, motivation and high degree of creativity" (NN 59/1990). The identification of potentially gifted students in the Primary School Bartul Kašić is conducted by a team: a psychologist performs an assessment of intellectual abilities by testing all fourth grade students. The teacher applies sociometric techniques. Teachers of the fourth grade assess the characteristics of the students they consider gifted. Parents fill out a questionnaire on the development and characteristics of their child identified as potentially gifted. The goal of identification is to provide educational support and encourage the development of potentially gifted students. Teaching subjects include potentially gifted students in various forms of work such as: additional tuition, elective teaching, extracurricular activities, project teaching, field teaching. Students are encouraged to include in different extracurricular activities in accordance with their interests and specific abilities, as well as inclusion in centres of excellence (mathematics, physics, informatics, geography). Two years ago, during the process of self-assessment of school work, teachers said that gifted students during regular classes were often neglected and that we should be more concerned with gifted ones. Classroom teachers expressed the desire to identify gifted students at a lower age to start working with potential gifted students as early as possible. The opportunity to introduce significant changes in identification and work with gifted students was seen in the design of projects funded by the European Union. We successfully applied our project "ZadarZaDar" - Experimental pedagogy in natural sciences for the development of gifted students to call “Promotion of working with gifted children and students at the pre-tertiary level “and received 973,127.32 kuna from the European Social Fund for the implementation of this project. The project leader is Bartul Kašić Primary School Zadar in partnership with the University of Zadar and four other primary schools. We expect that through the project, we will develop new tools for the identification of gifted students such as Scales for assessing the qualities of gifted students for teachers and parents that will be aligned with the latest theories on giftedness, and that identification of potentially gifted students will be conducted from the first grade. In a series of educations we will strengthen the competences of teachers and professional associates to work with gifted students, create 5 school plans for working with gifted students, create 100 individualized programs for gifted students involved in the project, equip our science lab (physics, chemistry, biology, geography) with modern didactic tools, organize 4 research teachings to apply the pedagogy approach to working with gifted students, create a manual "Developing Social and



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emotional skills of gifted students" ... These are just some of the planned activities that will encourage the development of gifted students, not only to stimulate their cognitive development but also to their social and emotional development. Key words: talent, identification, individualization. Literature: 1. Čudina-Obradović, Mira (1990): Nadarenost: razumijevanje, prepoznavanje, razvijanje, Zagreb, Školska knjiga 2. George David (2005): Obrazovanje darovitih, Zagreb, Educa 3. Koren, Ivan (1989): Kako prepoznati i identificirati nadarenog učenika, Zagreb, Školske novine 4. Ministarstvo prosvjete i kulture. (1990). Pravilnik o osnovnoškolskom odgoju i obrazovanju darovitih učenika. Narodne novine, 59.



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STUDENT RESEARCH PROJECTS

Korado Korlević

Višnjan Observatory,

Višnjan Science Education Center, Istarska 5, Višnjan [email protected]

The problem of motivation as one of the preconditions for successfully completing tasks/projects and personal growth, is one of the greatest challenges faced by teachers/mentors in conducting a process of working with gifted students and guiding them towards decision-making on the choice of life path and professional career. It has been shown that the motivation methods and their efficiency differ greatly from the level of student intelligence and the area of human excellence in which they work. Motivational motivation methods are not used in the motivation of gifted students, but only the motivation method of growth that the mentor has to consign to according to the state of the project. Of all the known methods, the most efficient and the most complicated, time-consuming to apply / organize, the "discovery" method has been demonstrated. Students should be put in a real environment with real challenges and problems, in which he/she is part of the research process. The level of satisfaction with success, the results that can be described as: "Where the human foot has not stood", leads to a state known as" discovery dependency "and further search for "similar ". In order to bring potentially gifted students into the state in which they could bring their gifts into being, they should provide them with a place in the research team and carefully select the theme / area which meets the needs of an intellectual challenge of age, social benefit / visibility, speed of arrival and results. Astronomy as a scientific discipline and technologically and functionally related areas are places where relatively easy to create the necessary conditions to put students in front of unknown and learner research projects are a place where potential talent is transformed into manifested giftedness. Key words: potentially gifted, manifested giftedness, student research projects, astronomy



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WORK WITH GIFTED STUDENTS IN V. GIMNAZIJA ZAGREB

Mihael Kozina

V. Gimnazija Zagreb,

Vjekoslava Klaića 1, Zagreb [email protected]

The aim of the presentation is to present ways of working with gifted teachers at the V. gymnasium of Zagreb. Because of the growing number of students who may want more, more than 15 years ago, there was a need for a systematic approach to working with gifted students at the V. Grammar School Zagreb. Gifted teenagers as well as gifted children have unique needs and it is most important for them to pose challenges at a higher level. A key role in the further development of student giftedness is the individual subject teachers who are pursuing an individualized approach to regular teaching to meet the needs of gifted students. They often encourage gifted students to prepare a topic and hold a lecture for their classmates. During regular classes, working with gifted students in high school, teachers are trying to be flexible and cater to the needs of a particular student. Encouraging students to engage in meaningful work proved to be a very successful and useful way of working with gifted students. Students learn how to put some problem and hypothesis, search literature, read science articles, conduct their own research and finally write a research paper. The students are most concerned with research in the field of physics, chemistry and biology. A good example of work with gifted is the release of a mathematical school magazine Playmath that was issued for many years. All articles, editing and printing work were done by the students of V.Gymnasium. Alongside teachers, university students (mostly alumni) work with school students, and higher-grade students who proved to be good mentors. The model in which higher-grade students and university students work with their younger colleagues proved to be very successful. As a rule, they are gifted young people. The success of this way of working is probably in a relaxed working atmosphere with an unburdened role of a professor - student. It should be stressed that students are only intrinsically motivated to work. They find satisfaction in the ability to pass on their knowledge to the younger, practice the lessons of the lessons, and deal with the areas that have refused to make their living call. Every year more and more students are involved in various free activities, go to competitions and expect more and more support from the school. In addition to working with gifted students during regular classes, free activities and facultative teaching, we are also trying to devise additional content for students during school holidays. For six years we have been organizing V.Gymnasium’s Summer School. We developed a series of workshops and lectures that take place in our premises after regular classes. Most of the lecturers at the last six summer schools were professors from the University of Zagreb. Students actively participate in all activities. In a relaxed atmosphere they talk to top experts and get to know more about the work of a scientist. In the Summer Schools we have dealt with topics such as fractals, statistics, optimization, sketch geometry, 3D printing and forensic science. It is our goal to provide gifted students with a program that will be in accordance with their capabilities and interests. It is crucial for us to make the school a place that will encourage and



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enable intellectual and social growth and development of young people, not a place that fosters creativity and prevents constant progress. Keywords: V. Gymnasium Zagreb, Gifted adolescents, Playmath, Mentor Student, Summer School



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SUPPORTING GIFTED STUDENTS IN GYMNASIUM OF POŽEGA

Vanda Louč

Violeta Katušić, Ivo Žanetić Gymnasium, Dr. Franjo Tudjman 4 / a, Požega

[email protected] The aim of this paper is to describe the methods of identification and forms of support for gifted students at the Požega Gymnasium in the STEM area, focusing on excellence programs, and in particular the open integrated curriculum "Environmental Protection and Sustainable Development" (ZOOR) as the original contribution of schools in the development of quality work program with the gifted. Gymnasium is the initiator and provider of valuable initiatives to improve work with gifted children and students in Požega-Slavonia County: (1) the organization of the Centre of Excellence Dar Mar and the development of excellence programs in mathematics, science, information technology, robotics, environmental protection and sustainable development; rhetoric for high school and high school students and (2) organization of the Gymnasium Ecology Laboratory (GEL), a program based on "ZOOR" curriculum and designed to explore the components of sustainable development of the homeland . Research teams, composed of (potentially) gifted students of all classes, mentor teachers and external mentor experts, conducted numerous surveys, recording and measurements of the environment and nature, society and economy of Požega-Slavonia County. The results of the collaborative research work were published in the publication "Environment of Požega-Slavonia County - Results of Surveys and Research from August 2013 to January 2015", the Internet portal for e-learning "www.gelnet.hr" and in "Ecological Lexicon of Požega-Slavonia County ". In addition, the school has been the host and co-organizer of the International Summer School of Science in Požega for the past five years, organized by the Society for Out of Frame Education (EVO) from Zagreb. Identifying gifted students and supporting their development at our school are intertwined and mutually conditioned processes. The key is the application of enriched learning experiences through problematic, research and project approaches in regular teaching, various extracurricular activities, and in work with mentor teacher and external experts in the field of interest. By observing students in such conditions and by qualitative analysis of their achievements and achievements, competent mentor teachers can reliably detect potentially gifted students, and by examining the skills and knowledge of students in complex tasks, especially in competitions in the knowledge and skills from school to national and international levels, can determine their talent. Permanent professional assistance to teachers and students in these processes is provided by expert associates, psychologists and pedagogues. The paper mentored in the school and the Ruđer Bošković Institute for three gifted students with a strong interest and high achievement in the field of biology and chemistry. A psychometric verification of previously identified giftedness is performed by psychologists from the Department of Professional Orientation and Education of the CES PU in Požega using a quality battery of psychological instruments in the process of professional counselling of the graduates



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during the first semester in the final grade. Access to testing and counselling is available to anyone who wants it, and this option is used by approximately 80% of generations (2385 in total since 1997/98 to present). The data of these tests indicate a consistently highly selected student composition by general intellectual efficiency (the arithmetic mean is higher than the national average for almost one standard deviation). We conclude that the various enriched learning experiences at Požega Gymnasium successfully detect and encourage the development of gifted students in the STEM area, and the realization of quality integrated curricula based on the learning outcomes leads these learners and their mentors to interactions in which they can produce new knowledge applicable to the achievement of sustainable development and the general well-being of the local community. Key words: Požega Gymnasium, identification of gifted, excellence programs, open integrated curriculum, sustainable development. Literature: 1. Daroviti učenici - teorijski pristup i primjena u školi. 22008. Ur. Vlahović-Štetić, Vesna.

Institut za društvena istraživanja, Centar za istraživanje i razvoj obrazovanja. Zagreb. 2. Ekološki leksikon Požeško-slavonske županije. 2015. Ur. Žanetić, Ivo i dr. Gimnazija.

Požega. 3. Europa 2020: Europska strategija za pametan, održiv i uključiv rast. 2010. Europska

komisija. Bruxelles. 4. Gel - gimnazijski ekološki laboratorij: projekt: od ideje do kurikula "Zaštita okoliša i održivi

razvoj". 2015. Ur. Žanetić, Ivo. Gimnazija. Požega. 5. Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i

srednjoškolsko obrazovanje. 2011. Ur. Fuchs, Radovan; Vican, Dijana; Milanović Litre, Ivan. MZOS. Zagreb.

6. Nacrt Pravilnika o načinu uočavanja, školovanja, praćenja i poticanja darovitih učenika u osnovnoj i srednjoj školi te uvjetima i postupcima pod kojima učenik može završiti školu u kraćem vremenu od propisanoga. 2009. Ur. Vlahović-Štetić, Vesna. MZOS. Zagreb.

7. Nove boje znanja: Strategija obrazovanja, znanosti i tehnologije. 2015. MZOS. Zagreb. 8. Okvir za poticanje iskustava učenja i vrednovanje postignuća darovite djece i učenika:

prijedlog. 2016. CKR. Zagreb. 9. Resolution: Action Plan for the Gifted and Talented – an essential part of the Lisbon

Strategy. 2007. COST Strategic Workshop. Brussels. 10. Stanje okoliša Požeško-slavonske županije: rezultati motrenja i istraživanja od kolovoza

2013. do siječnja 2015. godine. 2015. Ur. Žanetić, Ivo. Gimnazija. Požega. 11. Strategija razvoja ljudskih potencijala Požeško-slavonske županije 2016.-2020. 2016.

Hrvatski zavod za zapošljavanje, Područni ured Požega. Požega. 12. Zaštita okoliša i održivi razvoj: kurikul za gimnazije i druge srednje škole. 2015. Ur. Žanetić,

Ivo i dr. Gimnazija. Požega. 13. Zaštita okoliša i održivi razvoj: kurikul za gimnazije i druge srednje škole: priručnik za

nastavnike. 2015. Ur. Žanetić, Ivo. Gimnazija. Požega. 14. Zaštita okoliša i održivi razvoj: kurikul za gimnazije i druge srednje škole: priručnik za

učenike. 2015. Ur. Žanetić, Ivo. Gimnazija. Požega.



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CHALLENGES IN WORKING WITH GIFTED STUDENTS- EXPERIENCE OF III. GYMNASIUM, SPLIT

Marina Luetic , Danica Bavčević

III. Gymnasium, Matice hrvatske 11, 21000 Split, Croatia [email protected] , b avcevic [email protected]

Working with gifted students is a great challenge in everyday teaching practice. Primarily, problems start with recognizing gifted children. Certain talents can be identified even at very early age, while, for example, talent in the field of natural sciences (physics, chemistry) can only be recognized when a student reaches 7 grades of primary school. In addition to this, one should also take into account the emotional response of the children to the separation of gifted from the impetuous emotional pressures that they donate during regular teaching activities from their environment. Also, as a kind of challenge we see the lack of systematic engagement with gifted students at the national level, except through the individual personal efforts of a smaller number of people (for example, organisation of training national teams for participation in international competitions or shows) so it is difficult to see all achievements in this regard. The result is reduced public interest, absence or inadequate support to an individual is established, so work with the gifted is actually based on the personal enthusiasm of teachers or, at best, small community of teachers within a particular school. Only recently, the care of gifted people begins to be more clearly demonstrated by the establishment of the Centre of Excellence at the county level. Within the brief lecture, we will talk about the experience of working with gifted students in 3rd Gymnasium from Split through several approaches: - acceleration in education, - grouping students with similar skills and their involvement in the system through competitions and, more recently, Centres of Excellence, - Different innovative ways of learning and teaching gifted children, depending on the content of the subject and the possibilities of application in an area, but they all contribute to a better success and motivation of the students, - the efforts of students stimulate the development of key competences, stimulation of creativity, divergent thinking and entrepreneurship, - inclusion in the various extracurricular and extracurricular activities for which students show interest, - participation of students and students in different projects. There will also be talk of school plans for continuing or improving the process of recognizing gifted and working with the gifted in their preferences as well as providing psychological support to gifted students. Key words: gifted students, recognition of gifted students, work with gifted students



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WORK WITH GIFTED STUDENTS IN XV.GYMNASIUM

Gordana Rendulić , Vesna Smadilo Škornjak

XV. Gymnasium, Zagreb, Jordanovac 8

[email protected] XV. Gymnasium aims to become a centre of excellence for gifted students in math and science. The need for introducing programs for gifted students is a consequence of the awareness of the of the school about the particular needs of the students who show the talents in certain areas and the desire to provide activities that match their interests and abilities. The project of work with gifted students is designed to bring together the cognitive, emotional and social aspect of each student and select the most capable and motivated learners to participate in projects that enrich the regular programs. Permanent communication between students, parents, mentors, and other members of the Gifted Students Team (TZDU) serves the development of flexible projects tailored to the needs of our students. In the school year 2008/09. a TZDU was formed in the form of 4 members from the school and two external members who devised a work plan with gifted students. In the school year 2009/10. Ph.D. V. Vlahović Štetić, from the Faculty of Philosophy of the University of Zagreb, held 3 lectures for the Teaching Council on gifted students. Two mentors participated in Matha's seminar "Identification, Motivation and Support to Mathematical Talks in European Schools" in cooperation with the Mobility Agency. In the academic year of 2010/11, B. Jokić, PhD, from the Institute for Social Research conducted a work evaluation We have also adopted the Rulebook on Work with Gifted Students, which stipulated that all projects are two-yearly. In 2016, we became a member of the European Talent Support Network and proclaimed European Talent Point. Identification is offered to first class students but is not required. From 2009 to 2018 tested 1370 students with Raven progressive matrices for advanced. 487 students participated in different which was led by 13 mentors from the school, 29 external associates from the Institute of Physics, the Faculty of Science , the Ruđer Bošković Institute, the PKG, the Faculty of Agronomy, the Croatian Brain Research Institute, the "Awakening" Association and the HZJZ Project. are conducted in natural science maths. UC students alone or in cooperation with mentors decide which area and project task to deal with. It is mainly about extending teaching content or creative thinking within the subject area. Some of the topics from the field of mathematics are origami, architecture, music ... from physics: ferrofluids, holographic production, digital holography, magnetism, spectroscopy, grafen ..., biology: coacervation, tumors, ecology, stem cells, natural antibiotics ... from chemistry: colorimetric determination of vegetable iron, bottled water quality, android chemistry, ... In recent years there is an increasing number of interdisciplinary projects - the areas of mathematics and computing (magic of numbers, life of number π), biology and information technology (fenomatics), chemistry, physics and ethics.Since the first year of our program, all the projects have been presented at a school event entitled "Small Scientific Conference", which has been attended by numerous national and international conferences and scientific fairs since 2011. They regularly attend Euromath conferences and at the "Tiberiu Popovici" conference and have been for the last three years at the MEF competition in Turkey. Biological groups participated in the NASA + GLOBE online competition and INESP. The works were also presented at the events Školski laboratorij slave, Open Days of the



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IF, Ramiro Bujas Day, the European Competition Scichallenge 2017, the Innovation Fair, the Scientific Picnic and the Open Days of the IRB. Keywords: gifted, natural science area, centre of excellence



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SHORT STORY IN FIGURES AND NUMBERS

Nives Baranović

Faculty of Philosophy, University of Split, Teslina 12, Split [email protected]

Past experience confirms that gifted children come from different strata of society. Some of them grow up surrounded by love, systematic care and good circumstances in which they can develop their potentials while others are just unlucky. Some become family and business people and a credit to humanity with their accomplishments, while some others remain in the shadows all their lives. Croatia is a small country but shares the destiny of gifted children with the rest. For decades, our educational system has an Ordinance on Gifted Children which provides guidelines for detecting, recognizing and promoting giftedness, but unfortunately, systematic care and development are often absent. Our system encourages children to achieve top results, our society appreciates and values successful people, but practice shows that their success is more a result of fortunate circumstances than systematic care and support. In such an atmosphere, the Split-dalmatia County Centre of Excellence (CI SDŽ) was established. With much desire, ideas, investments and efforts, conscious about the needs, but also probems, we have been working intensively on the construction and organisation of the Centre. Not the first, but nevertheless special. The aim of the presentation is to describe, in pictures and figures, the process of creating the CI SDŽ, our first experiences, but also our goals for the future. It's not easy to set up and run the system to work alongside educational system, so that it functions and works for that system. Despite obstacles and criticisms, we could not and did not want to give up. Our motive were tired, but pleased faces of our students who "just love doing maths". Thus, during the year of intensive work, the formal foundations of three centres were set: mathematics, informatics and new technologies; roles and responsibilities were shared, and the first material was posted on the website. Motivation of students and mentors was excellent: in two years almost 2000 students from across the County, and about 150 teachers have been involved in various stages of work (preparation of tests, teaching, testing). The preparation and organization of the Centre was not possible without the principals of primary and secondary schools as well as without subject teachers, who informed and directed the interested students. The establishment of the Centre would not have been possible even without cooperation of the local community and cities, which help the whole work financially, with the leadership of the Department of Social Activities of the Split-Dalmatia County and with the support of EU funds. Our Centre is an indicator that there are enthusiasts in this county who do not want children to leave the case. Nevertheless, in spite of the enthusiasm of the enthusiastic group's aspirations, the system can only be sustained with the mutual cooperation of all the participants in the process, their complement and persistent work. The gifted children are generous with respect to their admiration and admiration, and to work with them as they grow up really represent the pleasure and the real challenge we are trying to answer in the Centre of Excellence.



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Keywords: Centres of excellence, gift, maths, motivation, sustainability

Literature: 1. Elezović, N. (2005). Matematička natjecanja i rad s darovitim učenicima. Zagreb: Element. 2. George, D. (2003). Obrazovanje darovitih: Kako identificirati i obrazovati darovite i

talentirane učenike. Zagreb: EDUCA, Nakladno društvo d.o.o. 3. Krafft, T. & Semke, E. (2008). Kako otkriti i potaknuti darovitost. Zagreb: Mozaik knjiga. 4. Pavleković, M. (2009). Matematika i nadareni učenici. Zagreb: Element. 5. Svečano otvaranje CI SDŽ: interna arhiva fotografija. 6. Ustrojstvo Centara izvrsnosti Splitsko-dalmatinske županije, dostupno na: https://ci-

sdz.hr/ustrojstvo/ (siječanj, 2018).



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MENTORING IN INFORMATION TECHNOLOGY, ROBOTICS AND CHEMISTRY FOR HIGHLY GIFTED STUDENTS – EXAMPLE OF EXTRACURRICULAR ENRICHED

PROGRAM FROM 1ST TO 4TH GRADE

Jasna Cvetkovic-Lay

Centre for Gifted Child Development "Bistrić"

Nikole Pavića 5, Zagreb [email protected]

Gifted lower grade students whose skills are expertly identified and which, apart from the very pronounced general intellectual abilities, show a pronounced field-specific creative-productive talent and a high level of motivation, require special didactic learning and teaching strategies that will be briefly presented in the introductory section of the presentation. The extracurricular enrichment program is an example of changing the learning environment through homogenous grouping of highly gifted students, changing outcomes and learning processes through mentoring, and co-operative and self-regulated learning supported by IT technology and learning product changes through significantly more creative outcomes at a higher level of abstraction most noticeable in programming, and an example of cooperation between a specialist in ECHA Specialist for Gifted Education and IT experts (FER, Zagreb), and is implemented within the workshop of "Bistrić" Center. In order to better understand the importance of this approach, the benefits of applying IT technology to learning include concepts such as "digital natives", the theory of learning related to the digital age, as well as the personal learning space associated with that theory (Prensky, 2001). The role of teachers / classroom teachers in the classroom with children who easily mastery them requires completely redefining the approaches and ways of professional training of teachers / teachers. This is also supported by the indicators of expertly applied research on the preferences of young gifted IT enthusiasts (Cvetković-Lay, Makanec, 2000) which confirms that gifted students prefer independently-initiated projects (not only in computer science); teamwork if motivating and creative; seek new ways of applying what has been learned; they behave and think as innovators and inventors - and all this they want to be unobtrusive and professionally guided, which is contrary to the reality of teaching as is still being done in most schools. These findings have resulted in the way of organizing independent work on robotics and computing projects, as well as in visual art through computer graphics that show us ease, emphasis on motivation and high level of creativity expressed in the products, and show an exceptional ease of mastering very abstract concepts in programming in relation to their chronological age with the precondition to get acquainted with "tools", expertly guided, and work with modern IT equipment and practical materials (e.g. Lego Mindstorms EV 3) with the ability to stand alone correction and step-by-step progress. The mentoring steps as well as the final products of gifted students are known. The same applies to the problematic approach to chemistry as well as the example of integration of different fields (math, nature and society, Croatian language) in classroom teaching where it is noticeable that highly gifted students with appropriate approach and choice of effective teaching strategy give products at a significantly higher level without regardless of your chronological age. To conclude, the intent of this presentation is to encourage educators to reflect on the changes they expect in the future educational system and to have a more active attitude



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towards creating conditions for gifted students in accordance with their real abilities, not just chronological age and a predetermined program of work. Key words: Creative - productive talent, programming, mentoring, classroom teaching, gifted students. Literature: 1. Cvetković-Lay, J. & Makanec, B. (2000). What do Gifted Children Think about Quality in

Education: Summary of Research among Young Gifted Students in computer Education in Croatia, In Proceedings of the NATO Advanced Research Workshop on Science Education: Talent Recruitment and Public Understanding, (pp 159- 166). Budapest, Amsterdam: IOS Press

2. Cvetković-Lay, J. (2014). Extra –curricular Enriched Program for Gifted Students – Individual Projects in Informatics and Robotics, Invited lecture. In Programme and Abstract Book of 14th International ECHA Conference, (pp. 30). Ljubljana: European Council for High Ability, University of Ljubljana, Faculty of Education, MIB, Ljubljana.

3. Jagust, T., Cvetkovic-Lay, J., Krzic, A. S., & Sersic, D. (2017). Using Robotics to Foster

Creativity in Early Gifted Education. Robotics in Education: Latest Results and Developments, 630, 126. Switzerland: Springer International Publishing.

4. Papert, S.(2000). What’s the big idea? Toward a pedagogy of idea power. In: IBM Systems

Journal, 39, 3 & 4, 21-28. 5. Prensky, M. (2001). Digital Natives, Digital Immigrants. In: On the Horizon, MCB University

Press, 9, 5, 33- 65. 6. Samuels, P. (2016). Developing Extended Real and Virtual Robotics Enhancement Classes

with Years 10–13. In: Robotics in Education: Research and practices for robotics in STEM education, (pp.69-81). Switzerland: Springer International Publishing

7. Sović, A., Jagušt, T., & Seršić, D. (2014). How to teach basic university-level

Programming concepts to first graders? In: IEEE Integrated STEM Education Conference, (pp. 1-6), New York.

8. Walberg, H.J. and Paik, S.J. (2005). Making giftedness productive. In: Conceptions of

Giftedness, (pp. 395-410). Cambridge: Cambridge University Press 9. Jackson, J.: Making learning ‘real’ for gifted and talented students with robotics. Digital

Learning and Teaching Victoria. Retrieved from https://dltv.vic.edu.au/sites/default/files/documents/making_learning_real_for_gifted_and_talented_students_with_robotics_-_jade_jackson.pdf



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RECOMMENDATIONS ON STRATEGIES AND MODES OF WORKING WITH GIFTED CHILDREN AND YOUNG PEOPLE

Olgica Martinis, Inga Seme Stojnović

Agency for Education,

Donje Svetice 38, Zagreb

[email protected] , [email protected] Encouraging gifted children and young people to realize values such as knowledge, solidarity, identity, responsibility, integrity, respect, health and entrepreneurship is possible solely with the integral, systematic and continuous support of all involved in the education and training of children and young people. There is a question of how can support be given to gifted students? According to the Ministry of Science and Education (2018) programs for gifted children are realized in all types of programs and in all educational groups of kindergartens and in shorter specially tailored programs with the appropriate abilities, needs and interests of the child in agreement with their parents. Changes in the promotion of gifted children's development, teaching strategies and forms of work are conditioned by changes in the scientific interpretation of the phenomenon of giftedness, because the whole work on recognizing and encouraging gifted children is directly dependent on the current conception of this complex phenomenon. Contemporary understanding going in the direction that is in pre-school age almost every child who does something before, better, more successful, sooner, differently from their peers potentially gifted, so for that reason, besides the gifted program, it is also implementing a program for the proper promotion of the development of the child. In carrying out such programs, access to different teaching strategies and forms (project work and a comprehensive, developmental approach). Teaching strategies and forms of work should be in line with today's understanding of the concept of giftedness. Giftedness is not seen as a unique concept today, but as two separate but still closely related phenomena: giftedness as potential and giftedness as a product. Supporting gifted children and young people should be complete in view of the role of parents, guardians, families and communities in their living environment. There is an inescapable role of educational institutions from the earliest childhood age. In kindergartens a multidimensional process of observation and identification of giftedness is carried out. Since scales and testing are used to examine the abilities, skills and knowledge of children, analysis of collected data and test results and identification of gifted children in pre-school education greatly facilitate and enable teachers and teachers in primary and secondary schools. The starting point for the proper development of conceptual understanding, analytical and critical thinking (Bjelanović Dijanić, 2012) and the logical conclusion in adopting basic natural science concepts (Jakopović, 2001) are among other applied strategies of education from the earliest age of children. In working with the gifted, the interdisciplinary approach to teaching and the continuous implementation of the developmental, personal curriculum to the specific needs and peculiarities of gifted children and youth are emphasized. During the lecture, the examples of the interrelated cooperation of the educator will be mentioned in implementing these strategies in working with potentially gifted children in nursery schools. The evaluation of the responses of the educator on the application of specialized educational materials to work with potentially gifted pre-school



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children on the basis of previously conducted education will be presented. Educational education is the first step to supporting children in the verticals of the educational system. Motivation to work with gifted people, the choice of teaching strategies and forms of work as well as the mutual cooperation of educational staff are support to the development of gifted children and young people.

Key words: support to gifted children and young people, educational system, teaching strategy

Literature: Bjelanović Dijanić, Ž. (2012). Neke metode za razvoj kritičkog mišljenja učenika po ERR sustavu. Metodički ogledi: časopis za filozofiju odgoja, 19(1), 163-179. Retrieved from https://hrcak.srce.hr/94727

Jakopović, Ž. (2001). Natural Science in the modern school. Napredak: časopis za pedagogijsku teoriju i praksu, 142(2), 179-187.

Ministarstvo znanosti i obrazovanja (2018) preuzeto s https://mzo.hr/hr/odgoj-obrazovanje-djece-s-posebnim-odgojno-obrazovnim-potrebama, veljača 2018.



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SUPPORT FOR GIFTED IN HIGHER EDUCATION - CONNECTION WITH SECONDARY SCHOOL EDUCATION

Nenad Judaš

Department of Chemistry, Faculty of Science, University of Zagreb,

Horvatovac 102a, 10 000 Zagreb, Croatia [email protected]

What is support for gifted in higher education? Is there support to gifted at Chemistry Studies at the Zagreb Faculty of Science? Is it organized and does the link with high school education exist? Giftedness can be defined as a set of traits on the basis of which an individual in one or more areas of his activity will permanently achieve above average results. It is necessary to differentiate the concepts of giftedness, talent and creativity as this will enable a better recognition of individuals. Success in recognition will help increase the quality of the educational process and improve the potential of individuals. Although the abilities of a smaller number of individuals are mentioned, it is necessary to pay attention to them. The development of the society directly depends on the extent to which the gifted realize their potential. Therefore, we should make sure that the gift does not remain unnoticed and encourage those who were not motivated to develop their ability to develop them. This should be provided, in all its verticals, by the school system. There is a legal basis, but it cannot be said that there is an organized mechanism for recognizing gifts and directing further development of their potential. That is not good, and the price society pays for losing gifted is too big and in long-term fatal. Faculty is too late a time to start recognising giftedness, so there must be a link to earlier stages of schooling. For the field of chemistry (and related subjects) such a link can be a system of student competitions, and it can be associated with program activities that are occasionally provided by faculties and professional societies. It is necessary to work on increasing the co-operation between faculties and schools, as gifted are often unhappy with daily school activities, which often results in frustration and potential constraint. Early start provides more hours of practice, and more practice ensures the achievement of higher quality. Without practice, a gifted person will probably not become successful at an adult age. The greatest likelihood of success is achieved when an individual's childhood interests succeed in transforming into an adult job. Therefore, the gift should be recognized as soon as possible and constantly give them the opportunity to realize their potentials. In the field of chemistry, about twenty years ago, the informal system of supporting gifted students began to develop. At that time, some members of the Department of Chemistry provided an opportunity for motivated 15-year-olds to achieve their potential at university level. Laboratory atmosphere has always encouraged them to be self-reflective and active, and they have experienced teamwork and working on real-life research projects. Particular attention is devoted to the development of personality as a whole, not just the development of certain abilities. Over the past 20 years, a significant number of such individuals have passed through Chemistry Department’s laboratories, and today they are fully exploiting their potentials. Unfortunately, it is



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still unconventional activity, depending on good will, persistence, and willingness of a smaller number of individuals. Our school system does not at all have information on the number of gifted children in our primary and secondary schools. However, awareness of the necessary changes is increasing, so in 2014 a new Ordinance was adopted that regulates work with gifted students in primary and secondary schools. Improving work in the field of education and care for gifts does not depend on one factor but on co-operation between education policy, practitioners, scientists, and parents. It is necessary to provide professional training for teachers and other professionals in the area and to pay attention to programs and activities that have proven to have a positive impact on the development of talent. Continuous recognition of gifted students, provision of special programs, materials, space and modes of work is needed. Parents should be familiar with the characteristics of giftedness, to be able to seek help and influence the development of their gifted child. Local communities should raise awareness of the importance of developing a positive attitude towards gifted students and to open their way to various national and international programs for gifted students, as well as to provide financial support and to encourage local associations or institutions dealing with some of the specific areas. Developing the overall awareness of the importance of giftedness is a must as well as continuous work on the development of a modern and multidisciplinary system of recognition and encouragement of gifts. Key words: giftedness for chemistry, gift and college teaching, opportunities for gifted during study

conference challenges in working with gifted children and ... · gifted, so for that reason,...

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