Thu 18.09.2014 - 15:20-17:30 - Martin Krpan

A Taylored Pedagogy to Prevent Underachievement in Dutch Secondary Education  Workshop


Research of the Dutch National Council of Education in 2007 shows that between 10 to 18 % of pupils in primary education in the Netherlands performs less than expected and that the degree of underperformance increases as the potential of the students is bigger. It is certainly not only the highly gifted students who insufficiently benefit from education. Other research suggests that it is the "mildly gifted" students ( IQ between 120-129 ) who are most at risk of underachievement . This underperformance arises from a very young age, in the first years of primary education . In comparison with other countries, gifted students in the Netherlands are notably lagging in primary education.
In Primary Education in the Netherlands over the last 10 years many initiatives have been taken to improve the education for cognitively gifted children. In Secondary Education a sufficient approach is still lagging.
At Bonaventuracollege Leiden therefore in 2011 an investigation is launched into an approach to prevent underachievement of pupils in the early years of secondary education and into ways to fight it. After a screening of a group of 210 students in the first class of the Lyceum a group of 28 students is selected with obvious risk factors for underperformance . For these students is in collaboration with the Dutch Centre for the Study of Giftedness an individual pedagogy designed in the form of tutoring. Of each selected student risk factors were mapped and these constituted the basis of an individual counseling . After 1 year , the risk factors were decreased by approximately 50%. In general, the students were happier than before.
In the workshop the research process and results will be presented first and after it the approach will be demonstrated in an interactive manner.
In relation to the conference theme also the method of Flipping the Classroom will be demonstrated. Flipping the Classroom is a method in which class 'knowledge transfer' is replaced by videos and any other forms of online instruction. Students can use the knowledge thus outside the school and learn the regular subject material. There is so more classroom time available to answer questions, individual attention, enriching, designing education and research based education. Flipping the Classroom can contribute to differentiated teaching and makes it possible for students to get instruction at their own pace.
Theme: Preventing and combating underachievement of mildly gifted and high gifted students in Secondary Education. 

Author(s): Lineke van Tricht (Bureau Talent, The Netherland), Karin Koens (ECHA Netherlands, The Netherlands), Phil Rhebergen (SCOL, The Netherlands)