Curriculum Vergelijk [updated]

Talent Based Learning

in Germany and The Netherlands

by Anouk Kardijk, Nynke Bouma and Alica Schütte

By Anouk Kardijk,

Nynke Bouma

and Alica Schütte

1 / 34

Slide 1: Slide

CommunicatieHBOStudiejaar 4

This lesson contains 34 slides, with interactive quizzes, text slides and 1 video.

Lesson duration is: 30 min

Items in this lesson

Talent Based Learning

in Germany and The Netherlands

by Anouk Kardijk, Nynke Bouma and Alica Schütte

By Anouk Kardijk,

Nynke Bouma

and Alica Schütte

Slide 1 - Slide

Talent Based Learning

Many schools promise to provide education where students use and develop their talents.

We wanted to find out to what extent our three research schools do this in their curriculum and whether we would be able to see this in the students' day-to-day school practices.

But before we start......

Slide 2 - Slide

Learning Goals

I understand the theoretical background provided and I am able to use this knowledge to learn about my own talents for learning.

I can use the aforementioned knowledge to judge which school might be a better fit for different kinds of students.

Slide 3 - Slide

Do you believe there are
different kinds of intelligence?
If so, what kind?

Slide 4 - Mind map

Theoretical Background 1/3

Talents are innate latent abilities which, with careful and systematic development, can help a student achieve their goals. In order to do so, a student requires knowledge, experience and motivation. If it is not supported, it will not develop to its true potential (Martindale et al., 2005).
We seek to find out how schools in The Netherands and Germany help students hone these talents.

Martindale, R. J., Collins, D., & Daubney, J. (2005). Talent development. Quest, 57(4), 353-375.

Slide 5 - Slide

Theoretical Background 2/3

In order to be able to measure to what extent our three research schools allow different talents to be used and developed, we have decided to observe each school from the point of view of Gardner's Multiple Intelligences. Doing so, allows us to pinpoint the differences and similarities between the schools more accurately.
Gardner's theory has however been criticized by many as focussing too much on these aspects can be incredibly demotivating. Similarly, Blue argues that tracking a student's progression can only be objectively done if the type of intelligence matches the task specifically (2015). A student performing a math task will mostly use only one type of intelligence, and using other types of intelligences can both enhance and hinder their learning progress.

Multiple Intelligences in the classroom, Nolen, J

Blue, T. (2015). A theory of multiple intelligences.

Slide 6 - Slide

Theoretical Background 3/3

We have also considered Kolb's learning styles at the start of our research, but decided that it wouldn't quite cover the extent of our research question. In order to be able to compare all of the schools to a single set of extensive parameters, we opted to work with Gardner's theory.
We don't mean to argue that the schools specifically offer their day-to-day lessons using all multiple intelligences, but simply felt it useful to use the theory to more clearly illustrate the differences between the three schools.

You are about to watch a video on Gardner's Multiple Intelligences.
Pay close attention to what seems familiar to you.

Can you identify and/or recognize which you excel at the most?

Multiple Intelligences in the classroom, Nolen, J

Slide 7 - Slide

Slide 8 - Video

Which intelligence do you believe you excel most at and why?

Slide 9 - Open question

Now please take the Multiple Intelligences Test.

--> Insert Google Forms link

Slide 10 - Slide

What was the result of your test? Which do you excel at most?

Visual-Spatial Intelligence

Linguistic-Verbal Intelligence

Logical-Mathematical Intelligence

Bodily-Kinesthetic Intelligence

Musical Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalistic Intelligence

Slide 11 - Poll

Were you surprised by your results?

Yes, very much.

Kind of.

Not really.

Not at all.

Slide 12 - Quiz

Our research schools

Now that we've got our theory all freshened up and have done some deep self-exploration, we will take a closer look at the three schools we used for our research.

For each school, we will give a brief summary of the school's vision of talent-based learning and how they choose to advertise this. For each summary, there is a link to the school's full profile which we have put together.

These profiles have been put together based on what the school promises on their website, what we have learnt about the schools through talks with teacher, students and staff. Observations did not play a role in this profile.

So without further ado........

Slide 13 - Slide

SCHOOL EDITION

Slide 14 - Slide

Lauwers College

The school's vision on talent-based learning:

Every student needs a learning route that fits him or her. This requires room for customization. In doing so, there is a focus on discovering and developing all of the talents students have.

The school offers:

A lot of the curriculum exists of activities that match well with Bodily-kinaesthetic, Verbal-linguistic, and Logical-mathematical intelligence. This can be seen through extracurricular activities such as sports events, debates, writing competitions, and lots of technical activities.
The school doesn't offer a wide curriculum for students who excel in Naturalistic, Intrapersonal, and Interpersonal intelligence.

See the full profile.

https://www.lauwerscollege.nl/

Slide 15 - Slide

Carmel College

The school's vision on talent-based learning:

Seeks to provide students with a flexible learning environment. By doing so, students can enhance their talents while simultaneously reaching the required learning aims.

The school offers:

A variety of activities revolve around Body-Kinesthetic, Verbal-Linguistic, and Logical-Mathematical intelligence. For example, the school offers bilingual education and a debate tournament for students who are Verbal-linguistic intelligent, and multiple sports activities throughout the school year.
Students who are Intrapersonal intelligent are significantly less supported. There is only one project that would benefit these students, which is the Study of Happiness.

See the full profile.

https://carmel.nl/

Slide 16 - Slide

Gymnasium Bad Zwischenahn

The school's vision on talent-based learning:

The energy the school has is shown in its huge educational offer and engagement which comes from teachers, students, and parents because all of them create an active school life that reflects the diversity of interests and talents. Teaching is like a matter of the heart for the school.

The school offers:

The school offers special knowledge and independent learning is conveyed competently and sustainably. Their solid work means acting in committed cooperation. Criteria have to be transparent. The key is reliability, which is reflected in compliance with binding agreements and rules. The school checks those aspects on a regular basis. The school supports projects and forms of teaching that promote independent thinking and act to encourage achievements. Students help each other and take responsibility. Also, one important goal is, to come up with an atmosphere of mutual respect and trust, to treat yourself and the people around you in your environment with respect.

See the full profile.

https://www.gze-ni.de/

Slide 17 - Slide

Yes, we're a match.

Uuh- I'll think about it.

No, thank you.

Slide 18 - Drag question

Our research schools

Now that we have made our initial match you might be excited to get things started right away. But sometimes appearances can be deceiving.

During our visits to each of the schools, we have paid close attention to what extent talent-based learning can actually be seen during the day-to-day teaching. The different talents which students actually use during their daily classes might differ greatly from what the school advertises.

These profiles have been put together based on what we have learnt about the schools through talks with teacher, students and staff. Observations played a large role in putting together these profiles.

Slide 19 - Slide

SCHOOL EDITION

ROUND 2

Slide 20 - Slide

Lauwers College

On a day-to-day basis, the school actually offers:

Some intelligences are exclusively used in particular subjects such as the Musical intelligence during Music class and the Naturalistic intelligence during Biology. They aren't offered at all during other classes.
Other intelligences apply to multiple classes at once. For example, the Logical-mathematical intelligence is used for multiple classes such as Math, Economics, and Chemistry. And the Visual-spatial intelligence is not only used during Arts classes but also in classes such as Geography, History, and Math.
The Intrapersonal and Interpersonal intelligence can be found in nearly all classes as students at this school work in groups a lot and offer their opinions during classes such as Religious Studies. In classes such as German and Technology, Alica observed the students were very well aware of their own capabilities and compensated for their weaknesses.
All classes rely on the Verbal-linguistic intelligence, as can be expected from a school with a very theoretical way of teaching. Students do a lot of reading, writing, and memorizing. This leads to demotivated students (as was observed during a German class).

See the full day-to-day profile.

https://www.lauwerscollege.nl/

Slide 21 - Slide

Carmel College

On a day-to-day basis, the school actually offers:

Most of the intelligences are covered on a daily basis as students are able to choose one or two projects.
Some intelligences that otherwise only apply to their subject-specific class, such as Naturalistic or Musical intelligence, are implemented in a variety of projects. For example, students can choose a Botany project or practice their performing skills during a Drama project.
The Intrapersonal and Interpersonal intelligence can be found in nearly all classes as students at the school work in groups often and offer their opinions during classes such as English, Religious studies, or Social studies. Alica observed that students were able to share their thoughts and reflect on their own capabilities with regard to speaking a foreign language.
All classes rely on the Verbal-linguistic intelligence, except for PE. Students do a lot of reading and writing. Teachers try to include other intelligences in their classes, but this is not mandatory.

See the full day-to-day profile.

https://carmel.nl/

Slide 22 - Slide

Gymnasium Bad Zwischenahn

On a day-to-day basis, the school actually offers:

The lesson was mostly focused on students who are Verbal-Linguistic intelligent with a short physical activity. Most students were capable of expressing their thoughts in English.
The relationship between students and teachers was sufficient. Students do not interrupt the class or show unmotivated behavior.
(Note: we've only observed the English lessons for the 5th grade).

See the full day-to-day profile.

https://www.gze-ni.de/