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Lecturer(s)
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Hajná Renata, PhDr. Ph.D.
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Course content
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1. Historical perspective on the issue of giftedness 2. Kinds of giftedness, characteristics of a gifted pupil ? legislative anchoring of a gifted pupil in the Czech Republic 3. Gifted pupil's personality, characteristics, frequent problems of gifted pupils 4. Identification and selection of the gifted 5. Psychological and pedagogical research methods 6. Creating a system for searching for gifted people at school 7. Developing talents in the family and at school 8. Organizational forms of work with the gifted 9. Acceleration and enrichment of work with curriculum content 10. Recommended teaching methods when working with the gifted 11. Institutions, companies and organizations supporting talent development 12. -14. Group and individual activities leading to the presentation and review of student portfolios.
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Learning activities and teaching methods
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unspecified, unspecified, unspecified
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Learning outcomes
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The aim of the course is to familiarize students with the basic topics of giftedness issues, to gain insight and greater sensitivity for working with gifted children and to inspire students to work with the gifted population of pupils in the schools where they teach or will teach. They will provide students with space to connect the knowledge gained so far from other scientific disciplines and compare them in relation to this subject. Also learn to obtain information provided by available online resources and presentations from institutions and companies (including foreign ones) dedicated to working with gifted children and to cooperate with them.
The student can characterize changes in the content of the concept of giftedness, knows the causes of these changes and at the same time understands the legislation regulating the work of schools with this population. He is able to identify a gifted student and apply knowledge about his education to the school curriculum. He orients himself in the range of activities that can be used for the school and the pupil's family and is able to adequately process them into pupil documents (IVP), but also implement them within the framework of his own learning activities (including the selection of suitable didactic methods), or own creations. He is aware of and seeks the cooperation of other teaching staff and legal representatives when working with the gifted pupil, but also with the team in which the pupil works.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
1. 80% participation and active work of the student in the seminar is required. 2. Presentation of stimulating (inspiring on the part of the student) information (books, articles, professional articles, etc.) within seminars. 3. He will carry out a written processing of the pupil's case report or IVP proposal - the form of the work will develop according to the suggestions communicated in the seminars. As part of the group work in the seminar, he will also work with feedback on the current solution
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Recommended literature
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https://deti.mensa.cz/index.php?pg=tipy--dokumenty--zakony-legislativa.
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https://www.msmt.cz/vzdelavani/14-informace-ke-vzdelavani-nadanych-zaku.
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http://www.nadanedeti.cz.
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Cihelková, Jana. Nadané dítě ve škole. Náměty do výuky pro celou třídu. Portál, Praha, 2017.
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Coleman, Laurenc, J. Schooling the gifted. Menlo Park. Addison-Wesley. 1985.
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Havigerová, Jana Marie. Pět pohledů na nadání. Praha, 2011..
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Hříbková, Lenka. Mimořádně nadané děti ve škole a rodině.Ústí nad Labem, 2010..
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Hříbková, Lenka. Nadání a nadaní. Praha, 2009.
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Hříbková, Lenka. Nadání a předškolní věk. Ústí nad Labem, PF UJEP,2013.
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Jurášková, Jana. Základy pedagogiky nadaných. Praha, 2006..
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Monks, F. J., Ypenburg, I. H. Nadané dítě. Praha, 2002..
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Mudrák, Jiří. Nadané děti a jejich rozvoj.Praha, 2009.
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Portešová, Šárka. Rozumově nadané děti s dyslexií.Portál, Praha, 2011.
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Portešová, Šárka. Rozumově nadaní studenti s poruchou učení. MU, Brno, 2014.
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Tannenbaum, Abraham. Gifted Childern. New York: MacMillan..
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