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Prispevki — W

Warhol, Mondrian, Kandinsky, Aboriginska Umetnost - Likovna Umetnost Skozi OtrošKE Oči

• Avtorji: PESJAK Alenka, TOPOLE Aljaž Igor
  • PESJAK Alenka: II. osnovna šola Celje, Celje
• Knjiga: OPB2016 — str. 317
• Vir: SRC-2026-10-06-021
• Jezik: sl
• Povzetek (zloženo iz besedila): Kot učiteljica razrednega pouka, ki sem eno leto poučevala tudi v podaljšanem bi- vanju, pri svojem delu opažam, da v prizadevanju za dobrimi ocenami, znanjem matematike, spretnostih uporabe slovenskega jezika in poudarjanu gibanja, kot enega izmed pomembnih pogojev za otrokovo zdravje, velikokrat pozabljamo na ravno tako pomembno področje ume- tnosti. Menim, da lahko predvsem učitelj učencu odpira vrata v »galerijo sveta«. Ključne besede: likovna umetnost, slikarstvo, risanje, kiparstvo, prostorsko oblikovanje, gra- fika, likovna dela, desna možganska polobla Uvod Človek riše že ves čas svojega obstoja. Ko malček prvič v roke prime nekaj, kar za sabo pušča sled, je kot tisti človek, ki je v pradavnini na stene votlin prvič narisal skice sveta okrog sebe. Kljub temu v učnem procesu pogosto pozablja- mo na desno poloblo učenčevih možganov, saj prepogosto v šolah urimo zgolj levo, »razumsko«. Veliko časa namenjamo urjenju matematičnih spretnosti, urjenju pravilne rabe slovenskega jezika in govora ter namenjamo čas gibanju, kot pomembnem členu zdravega načina življenja. To od nas učiteljev seve- da bolj ali manj pričakujejo tudi starši. Pogosto pa premalo časa namenimo ustvarjalnosti na likovnem in glasbenem področju ter vidnemu zaznavanju. Učitelj je tisti, ki lahko učencu široko odpira vrata v » galerijo sveta «. Se- znanja ga z velikani slikarstva in kiparstva, vrhunc

We’re a Team: the Role of Relationships and Organizational Support for Teacher Well-being and Performance

• Avtorji: BENEVENE Paula, BUONOMO Ilaria
  • BENEVENE Paula: LUMSA University, Roma, Italija
  • BUONOMO Ilaria: LUMSA University, Rome, Italija
• Knjiga: PZ2022 — str. 6
• Vir: SRC-2026-10-06-007
• Jezik: en
• Abstract (EN): Recent international surveys (e.g., OCSE TALIS) have focused on the increasing challenges that teachers are required to face during their daily job (e.g., multicultural classes, students with special educational needs or antisocial behaviors, new technologies to be implemented, etc.). Educational and psychological literature usually address the role of teachers’ personal and professional resources, as well as their relationships with students, in managing the mentioned challenges. Despite the meaningful role of the teacher’s individual contributions to these issues, collaborative practices and strategies seem to better fit such needs, as they allow teachers to share the pressures and responsibilities of decision-making and problem solving, by providing a meaningful structure to their work processes. With regard, in light of recent socio-cultural changes, it seems important for schools to improve and reinforce their organizational dimension by constructing a stronger organizational identity. Building on these considerations, our intervention will focus on two main tenets of current research and interventions on teacher’s well-being and performance: the role of supportive and compassionate relationships among colleagues and the importance of the organizational dimensions of work at school.

We’re going on a journey

• Avtorji: SUTHERLAND Margaret
  • SUTHERLAND Margaret: Glasgow, United Kingdom, Director of the Scottish Network for Able Pupil, University of Glasgow, Velika Britanija
• Knjiga: TE2019 — str. 192
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): Many of us became teachers because we wanted to make a difference in the world. We will have days when we feel privileged to work with young people and to help them on their journey. There will be other days when we want to bang our head against a wall and find a new job! There is often a developmental progression to a teacher’s journey and often that journey starts with Initial Teacher Education (ITE). After this you emerge as “the new teacher”. The next phase of career-long professional learning can last a career as a teacher continues to advance their knowledge and pedagogical expertise. This keynote address will explore the learning journey from the teacher’s perspective and will consider what, when and how teachers might learn about the education of gifted and talented learners.

What can gifted education learn from the Reggio Emilia approach?

• Avtorji: BRAZZOLOTTO Martina, PHELPS Connie, A&M Joyce MillerT exas
  • BRAZZOLOTTO Martina: I.C. of Campodarsego, Padova, Italija
  • PHELPS Connie: Emporia State University, Emporia, Kansas
  • A&M Joyce MillerT exas: Commerce, Texas USA
• Knjiga: TE2020 — str. 58
• Vir: SRC-2026-10-04-002
• Jezik: en
• Abstract (EN): Gifted Education provides child-centered individualized learning experiences designed to advance abilities and talents of children and adolescents identified with advanced abilities. Specialized services often begin in the primary grades and extend through secondary schools. Adapted instruction often focuses on cognitive abilities based on individual goals and objectives with emphases on flexibility, complexity and independence. Children qualify for services based on high scores on intelligence tests, standardized achievement measures, and other evidence of advanced potential. Teachers with specialized training plan instruction that extends the general education curriculum, and they measure student progress at regular intervals. Loris Malaguzzi conceived the Reggio Emilia Approach for young children whom he considered active citizens and builders of knowledge. Instruction takes place based on their interests and curiosities from birth onward. Given essential commonalities, our study asked how curriculum based on the Reggio Emilia Approach compared with Gifted Education practices. We conducted our study with 12 hours of onsite visits in three locations: Midwest United States, Southwest United States, and North Italy. Our investigation compared eight dynamics considered essential in Gifted Education: differentiated content, process, and product; roles of the teacher, student, and parent, and strategic collaboration and assessment practices. Examples of curricula from the three locations illustrate Reggio Emilia Approach principles and practices. For example, young learners in in the Midwest school explored the digestive system by doing chemical experiments with different liquids, then drawing a human figure and studying parts of the human body. To satisfy the curiosities of the children, they discussed medical case study pathologies that could affect different body organs, and they proposed treatments for those conditions. Finally, they learned body parts in Spanish. In the Southwestern location, children observed a hawk on the school grounds that led to a study of bird nests, observation of wing bone structures, and principles of aviation. In North Italy, when four-year olds learned the age of their school building, they reflected on the birth and development of living things as well as inanimate things. Children explored life by drawing hearts and using balls of wool in the atelier. Children learned “life is like a thread that crosses and unites all things.” In this way, children explored scientific, poetic and philosophical concepts throughout their study. These examples typify the immediacy of learning in the Reggio Emilia Approach with its emphasis on process and child as a competent constructor of knowledge. Children collaboratively share their interests, and they cultivate talents in specific sections of human activities. Teachers serve as co-researchers and support the 100 Languages of learning through various materials in ateliers with conceptual stimuli so each child freely expresses their preferred language in order to develop their talents. These “provocations” emerge democratically based on interests of children, and teachers stimulate reflection throughout the learning process. The environment functions as a “third teacher” in the classroom, and children possess rights, respect, and dignity. Talent of children blossoms early in in rich learning environments empowered by discovery. Implementing practices from the Reggio Emilia Approach could benefit Gifted Education.
• Key words (EN): Reggio Emilia Approach

What do you Mean ‘Highly Able’? Understanding ‘ability’, ‘talent’ and ‘potential’ in Scottish Education

• Avtorji: REID Catherine
  • REID Catherine: School of Education, University of Glasgow, Velika Britanija
• Knjiga: IP2024 — str. 8
• Vir: SRC-2026-10-07-002
• Jezik: en
• Abstract (EN) (zloženo iz besedila): The ‘attainment gap’ between the most and least affluent young people in Scottish education is a long-standing concern for young people and parents, educators and government. However, despite significant governmental investment, the achievement gap stubbornly persists. This presentation will describe the attainment gap in Scottish education and how Scotland has attempted to close the achievement gap. It will go on discuss under- standings of ability, talent and potential in Scottish secondary and higher education, showing how apparently shared terms such as ‘talent’ and ‘potential’ can conceal deep misunderstandings and miscommunications between schools, universities, young people and their families. Finally, it will show how deeper knowledge of high ability by schools and universities could improve understanding of the attainment gap and support educators in ‘closing the gap’.

Where are you heading Finland?

• Avtorji: LAAKKONEN Anna
  • LAAKKONEN Anna: Chairman, Helsinki early childhood education teachers, Finska
• Knjiga: VVZ2024 — str. 6
• Vir: SRC-2026-09-30-021
• Jezik: hr
• Abstract (EN): In the past decades Finland´s pride has been the high-quality of education. Finnish teachers have been the guarantors of that quality. But what will happen to the education system without early childhood education teachers? This is a very topical question and challenge in Finnish Early Childhood Education. For example, more than 50% of the teachers of early childhood education are unqualified in Helsinki city and capital area. Can we even talk about teaching if there are no teachers? Although early childhood education is part of the education system, there is still a debate in Finland about teacher qualifications and the role of early childhood education as part of social services. An intrusive policy confuses personnel and contributes to the attraction and retention of the field. At the same time, early childhood education is ambitiously developed and the goal is to increase the participation rate of the children. To meet these goals successfully it is necessary to find a solution to the lack of qualified personnel. But if we succeed in our goals, it may well be that high-quality early childhood education is the key to even rising PISA results. And, most importantly, for healthier and happier children and teachers.
• Key words (EN): unqualified teachers, kindergartens, planning the future

Working with a twice exceptional pupil

• Avtorji: KOPRIVNIKAR Katja
  • KOPRIVNIKAR Katja: Zavod za gluhe in naglušne Ljubljana, Slovenija
• Knjiga: TE2019 — str. 181
• Vir: SRC-2026-10-04-001
• Jezik: sl
• Povzetek: Dvojno izjemni učenci ali nadarjeni učenci s posebnimi potrebami predstavljajo za učitelje poseben izziv. Potrebno je obvladati metode dela in oblike pomoči, ki jih učenec glede na motnjo potrebuje, in hkrati razvijati potenciale. Šolski sistem je večinoma še vedno bolj usmerjen v odkrivanje šibkih točk oziroma primanjkljajev, zato dvojno izjemni učenci pogosto ostanejo prepoznani le kot učenci s težavami oziroma neke vrste motnjami. Ker so to učenci, ki imajo pogosto težave s prilagajanjem socialnemu okolju in se ne znajdejo dobro v šolskem prostoru, ostanejo njihovi potenciali pogosto spregledani. Razvoj dvojno izjemnih učencev je zelo neusklajen, saj imajo izrazite potenciale in izrazite primanjkljaje. Pogosto doživljajo frustracije in stiske, na katere se odzovejo na različne načine: agresivni izbruhi, umik ali pasivnost. Učitelj dvojno izjemnega učenca mora upoštevati oba učenčeva ekstrema. Oblikovati mora način dela, ki bo spodbujal potenciale in zmanjševal primanjkljaje oziroma poiskati možnosti za kompenzacijo le-teh. Pri tem je potrebno ohraniti pričakovanja na nivoju učenčevih intelektualnih sposobnosti, saj v nasprotnem primeru učencu odvzamemo možnost, da naredi napake in išče nove rešitve. Učne naloge morajo biti dovolj kompleksne in ustvarjalne, da učencu omogočajo nadaljnji intelektualni razvoj. Glede na primanjkljaje posameznika, pa je potrebno prilagoditi način poučevanja, da učenec novo znanje usvoji in izkaže. Vprispevku želim predstaviti metode dela z nadarjenim učencem, ki ima Aspergerjev sindrom, čustveno vedenjske motnje in govorno jezikovne motnje.
• Abstract (EN): Twice exceptional students or gifted students with special needs represent a special challenge for teachers. It is necessary to master the methods of work and forms of assistance that a student needs with regard to his or her disorder. At the same time it is necessary to develop the potentials. The school system mostly still focuses on detecting weak points or deficits. Therefore, twice exceptional students often remain recognized only as students with problems or some sort of disorders. Since they are students who often have difficulty adjusting to the social environment and do not manage well at school, their potentials are often overlooked. The development of twice exceptional students is highly uncoordinated as they have strong potentials and significant deficits. They often experience frustrations and hardships to which they respond in different ways: aggressive outbursts, withdrawal or passivity. The teachers of a double exceptional student must take into account both student’s extremes. They have to design a method of work that will stimulate potentials and reduce deficits, or find ways to compensate for them. In doing so, it is necessary to maintain expectations on the level of student’s intellectual abilities. Otherwise the student is deprived of the chance to make mistakes and look for new solutions. Learning tasks need to be complex and creative enough to facilitate the student’s further intellectual development. Depending on the individual’s shortcomings, it is necessary to adjust the way of teaching in such a manner that the student can acquire and demonstrate new knowledge. In the article Iwant to present methods of working with a gifted pupil who has Asperger syndrome, emotional behavioral disorders and speech and language disorders.
• Ključne besede: twice-exceptionality, special needs, Asperger syndrome, emotional behavioral disorders

Worth the effort: Finding and developing the talents of twice exceptional learners in schools

• Avtorji: ROGERS Karen B
  • ROGERS Karen B: Minneapolis, United States, Professor Emerita, University of St. Thomas
• Knjiga: TE2019 — str. 194
• Vir: SRC-2026-10-04-001
• Jezik: en
• Abstract (EN): This presentation will discuss talking points regarding the development of talents in twice exceptional (2e) learners. Among the questions discussed are the following: 1. Who are these learners—really? 2. Why do so few of them necessitate efforts to have their talents developed? 3. Do 2e learners have ANYTHING in common? 4. What can we expect if we do not put out the effort to develop their talents? 5. How do we find these learners, systematically? 6. How do we support these learners—uniquely? Participants will hear from some 2e learners directly in a short video clip, and research extant on these learners will be discussed.

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