Learning support and giftedness concept

There is nothing more unfair than giving the same treatment to the unequal.

Paul F. Brandwein, 1994

 

1. Our Learning Support

In Hamburg, the guideline "Promoting rather than repeating" applies. If there is a misalignment in one or more subjects for our students, we respond early. For years, our school has been offering a special learning support program. Here we pursue a concept that is continually being developed.

We place particular value on the quality of our support courses. In large part, our colleagues—but also high-performing upper-secondary students—take over the courses or implement the learning agreements.

Furthermore we ensure that the courses fit as well as possible into the timetable, in order not to burden the students unnecessarily.

In practice, our support concept is guided by the following principles:

• small learning groups (4-8 students)
• work on the competencies that need to be supported individually
• documentation of the learning agreements (also within the framework of learning development discussions)
• support in two subjects possible
• use of new media

 

Process of the Support Measures

At the grade conferences, the eligibility for support for the coming semester is determined. In this regard, we as Gymnasium Rahlstedt attach great importance to pedagogical weighting (e.g., the possibility of obtaining support eligibility, even with a grade of 4, or the decision on whether support should be provided in several subjects). Here all competency deficits per subject are documented. These are then transmitted to the respective course leaders so that an individualized work on the competency deficits can take place. Further diagnostic methods are used, for example, in the framework of German language support/language learning counseling.

The parents of those eligible for support receive a letter and either consent to or reject support within the school framework. Subsequently the students receive an appointment notification.

At the end of each semester, the teachers review whether the imbalance has been resolved. If this has not yet been achieved, the support measure can be extended in coordination with you.

 

2. Bored? Underchallenged?

Gifted Education at Gymnasium Rahlstedt

At Gymnasium Rahlstedt it is important to us that our students feel seen not only with all their weaknesses but also with their strengths.

Thus we pursue a talent development concept that focuses less on subjects and more on the following areas of talent:

In reference to the Munich (high) giftedness model, we understand special talents more as a potential that does not necessarily have to manifest in high performance.

Process

Step I: Diagnostics (Semester Conference)

The identification of needs and the proposed giftedness areas are determined at the semester conference by the subject teachers and the form tutor. This is done with the help of observations, the KERMIT assessment, and classroom results.

For each student a talent sheet is created or continued, which records the development process and serves as documentation for giftedness support until graduation.

Step II: The Offer

The talent sheet is the basis for the LEG conversation, to discuss with the form tutor together with the student and parents an integrative and/or additive offer in one or more giftedness areas. The offer can, but does not have to, be accepted. If necessary, parents and students can also request a counseling appointment in the consultation hours of the giftedness support specialist (FBF).

Step III: Support (School Year)

The support of students with particular talents is provided by a tandem of Coaches for Giftedness Promotion (CBF) in the respective giftedness area(s) during the entire school year. These are exclusively colleagues from our school.

In addition, students receive an appreciation of their achievements through publication of their results in the student newspaper and on the school website, as well as in ceremonies honoring outstanding achievements at the end of the school year.

Claudio Fuchs

(Coordinator for Support and Gifted Education)