Curriculum Vergelijk

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 / 32

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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 - Diapositive

Talent Based Learning

Many schools promise to provide education where students get to use and develop their personal 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 - Diapositive

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 - Diapositive

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

Slide 4 - Carte mentale

Theoretical Background

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.
By doing so, this allows us to pinpoint the differences and similarities between the schools more accurately.

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 5 - Diapositive

Slide 6 - Vidéo

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

Slide 7 - Question ouverte

Now please take the Multiple Intelligences Test.

--> Insert Google Forms link

Slide 8 - Diapositive

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 9 - Sondage

Were you surprised by your results?

Yes, very much.

Kind of.

Not really.

Not at all.

Slide 10 - 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 on 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.

If you would like a brief summary of the theory from the video at hand, you can find ours here.

So withour further ado........

Slide 11 - Diapositive

SCHOOL EDITION

Slide 12 - Diapositive

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 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 intelligences. 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 intelligences.

See the full profile.

https://www.lauwerscollege.nl/

Slide 13 - Diapositive

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 simultaneaously 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 14 - Diapositive

Gymnasim 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 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 are conveyed competently and sustainably. Their solid work means to act in a committed cooperation. Criteria has 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 acting 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 15 - Diapositive

Yes, we're a match.

Uuh- I'll think about it.

No, thank you.

Slide 16 - Question de remorquage

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.

Our findings are, once again, displayed in a school profile. For each summary there is a link to the school's full profile which we have put together.

Slide 17 - Diapositive

SCHOOL EDITION

ROUND 2

Slide 18 - Diapositive

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. The 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 theoretic way of teaching. Students do a lot of reading, writing and memorizing. This leads to demotivated stuents (as was observed during a German class).

See the full day-to-day profile.

https://www.lauwerscollege.nl/

Slide 19 - Diapositive

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 regards 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 to their classes, but this is not mandatory.

See the full day-to-day profile.

https://carmel.nl/

Slide 20 - Diapositive

Gymnasim Bad Zwischenahn

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

On a day-to-day basis the school actually offers a good relationship between teacher and students during the lessons. There were no interruptions or an unmotivated behavior while the class was taking place. The students also had a positive relationship to each other while working in groups. They were always able to explain their thoughts well verbally in English language and also used humor when it came up to describe something. They remembered only half from the past lessons, but some were able to realize a pattern to put that into a possible solution.
The students came up with their own thoughts on several topics and were able to communicate that in English. They compared and analyzed other students opinions and reacted well behaved on teachers advices. The students were highly motivated to use the English language to express their own thoughts. They had no problems to talk English and they all were fluent. Teachers and students also had a good English accent.
(Note: only English lessons have been analyzed in 6th and 5th grade).

See the full day-to-day profile.

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