Research Archivi - Centro Didattica Talenti

Renzulli Learning System & Diversity, Equity, and Inclusion Online Summer Institute

Centro Didattica Talenti — Wed, 20 Oct 2021 08:50:31 +0000

La stretta collaborazione tra la Prof.ssa Connie Phelps (Emporia State University), la Prof.ssa Joyce Miller (Texas A&M University- Commerce) e la dott.ssa Martina Brazzolotto (Rete Nazionale di scuole TalentInclusivi) ha permesso l’ideazione di una ricerca-formazione, costituita da:

una formazione di 9 ore sul Schoolwide Enrichment Model (SEM) e il Renzulli Learning System, una formazione di 3 ore sui valori prosociali (in particolare equità, rispetto, inclusione) ai fini di riflettere sul razzismo (posti disponibili: 100);
una sperimentazione del Renzulli Learning System (per soli 10 insegnanti della rete TalentInclusivi che hanno partecipato alla formazione prevista nel punto 1;
l’utilizzo gratuito del Renzulli Learning System per un numero massimo di 50 partecipanti con un’età compresa tra i 5 e i 18 anni.

La ricerca-formazione si terrà prevalentemente in lingua inglese, con la possibilità di avere un supporto nella traduzione. Gli insegnanti interessati (anche non appartenenti alla rete) possono compilare questo FORM DI ADESIONE per partecipare all’incontro del 22 maggio 2021.

PER LE FAMIGLIE

I partecipanti potranno usufruire gratuitamente del Renzulli Learning System, ossia un sistema che offre un apprendimento personalizzato sulla base delle potenzialità e dei talenti dei partecipanti (vedi qui https://renzullilearning.com/ ). I partecipanti dovrebbero già avere una certa dimestichezza con la lingua inglese, in quanto gran parte del Renzulli Learning System è in inglese. SCARICA IL VOLANTINO QUI

SERATA DI PRESENTAZIONE PER INSEGNANTI

I docenti interessati alla ricerca-formazione sono invitati a partecipare alla serata informativa che si terrà sabato 22 maggio alle ore 19:00. La prima parte della presentazione sarà in inglese e a seguire la traduzione in italiano. Per registrarsi compilare questo form (entro il 21 maggio) https://forms.gle/jstrsxVe6nRB7FR28

SCARICA QUI IL PPT DI SABATO 22 MAGGIO 2021

REGISTRATI AL PROSSIMO INCONTRO di sabato 29 maggio 2021 alle ore 19:00 per un nuovo incontro di orientamento (VEDI VOLANTINO QUI) ; puoi registrarti anche solo per esprimere il tuo interesse (anche se non riesci a partecipare), poi ti invieremo sia le slide sia il video dell’incontro CLICCA QUI PER REGISTRARTI.

RINGRAZIAMENTI

Si ringraziano tutti i referenti e i dirigenti della rete TalentInclusivi, ma in particolare la Prof.ssa Connie Phelps che ha condiviso il finanziamento vinto con la sua università (Emporia State University) con l’Italia.

PER MAGGIORI INFO

Scrivere a martinabrazzolotto@gmail.com

N. cell. (anche whatsapp) 3402237744

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The colors of the giftedness

Centro Didattica Talenti — Fri, 12 Mar 2021 19:51:10 +0000

The webinar entitled “The colors of plus-gift” is aimed at teachers and parents. The speaker, Dr. Martina Brazzolotto, will offer an overview of the colors that are used by the scientific literature to define the extra gift and the double exceptionality (with particular reference to the studies of Prof. Susan Baum).

The webinar will be held remotely on Saturday 27 March from 6:00 pm to 7:30 pm.

To register, write to martina.brazzolotto@scuolecampodarsego.edu.it, by 24 March. The webinar is free for all teachers of schools belonging to the National Network “TalentInclusivi”, while for the others a contribution of 15 euros is required.

A certificate will be issued.

L'articolo The colors of the giftedness proviene da Centro Didattica Talenti.

Theme evenings -Filo di Seta Association

Centro Didattica Talenti — Sat, 16 Jan 2021 10:22:24 +0000

Dear readers, I had the pleasure of meeting the president of the Filo di Seta Association, Professor Anna Galassetti, about a year ago. The impression was excellent from the beginning. In particular, I was struck by its simplicity and at the same time professionalism with which I presented the splendid initiatives of her Swiss association.

“Filo di seta” is responsible for disseminating the scientific knowledge and good practices of gifted & talented education, offering a network of experts with different skills: psychological, clinical and educational. The recipients of their various services are: parents, teachers and psychologists. For more info: Filo di Seta

I highly recommend to participate in their theme nights that will take place in the coming months. SEE HERE

by Martina Brazzolotto

16 January 2021

Dr. Martina Brazzolotto will conduct a webinar on “The paradigms of Gifted Child and Differentiation”, Sunday, February 28, 2021 from 16:00 to 17:30 (CET).

The different visions and interpretations of giftedness and high cognitive potential derive from the various assumptions and perspectives. According to internationally renowned scholars Dai and Chen (2013), all theories, methods of identification and didactic strategies could be placed in three different paradigms; the discussion will focus, in particular, on two of them.

The meeting is aimed at teachers, parents, educators interested in broadening the perspectives on Gifted Education, with the aim of being more aware of their vision and understanding how it influences the education and education of gifted child/ student.

Please communicate your membership by 25 February, writing to martinabrazzolotto@gmail.com

L'articolo Theme evenings -Filo di Seta Association proviene da Centro Didattica Talenti.

Time of innovation changing or do we stop here?

Centro Didattica Talenti — Sun, 10 Jan 2021 10:23:21 +0000

When it comes to school, a world opens up whose complexity must be sought in many areas of life and history
man’s.
Since the man came out of the caves and began to wander to survive, to pass from the condition of
quadruped bipedal, to transform his condition of nomadic to sedentary, has always walked. Man is always
been traveling. At first leaving the African continent, to explore the world, look for the best food, meet
other similar, in order to multiply.
The small tribe has become a big family, to get to the present day and enter into a process even more
complex called globalization.
Man has always been thirsty to learn, to discover, to seek answers to questions, to explore, to know, to
to elaborate the thoughts of others, to evaluate, but also to feel good, to laugh, to socialize, to share.
Deep and light at the same time, solitary at times, in search of the other and the right person to choose as
teacher or as a privileged companion in life.
In the profound being of man we must seek the equally profound motivation of being a school, of innovation
constant lived as a path.
The speech is much more complex, here reduced to a pure reflection that gives reason for why the school must be
innovative. It, therefore, innovation should not be sought in technology, medium and not end of life in 2020, it has
roots that penetrate the history of human thought. Without the desire for growth man would be stone,
boulder, vegetable, pure animal instinct.
Innovate for what? To live, because school educates to life and if life today is complex, the school must be able to offer
tools to address complexity. New technologies, new tools, tablets, computers, super colorful books,
multimedia content, state-of-the-art learning environments, science fiction libraries, teaching techniques
renewed, but the heart of teaching has always the same form and colour. It is the colour of fire,
the ignition of souls and souls, the transmission of passion towards constant growth. It never ends
Learning is a thirst that is never satisfied.
In this profound essence of man the raison d’être of the school must also be sought. A true, authentic school,
educational, transmissive only in its ability to transmit passion for knowledge.
The teacher also becomes an actor and protagonist as a seeker of knowledge. He becomes a guide only in the sense of
indicate the way to open other roads. Above all become master, magister, -magis, great and -ter, the “greatest”,
because “the most expert”, the point of reference. It does not carry with it the meaning of the one who shows you the way because the
We must look for a road independently and there are many roads.
He is the one who enlightens you, so that you, a student, may well see the right path for you, to discover its talents and its frailties,
to understand one’s own vocation.
With this vision the teacher can only be the creator of new lessons, you never get tired of not
to propose the same modalities, because – like the student – is looking for new knowledge. It becomes so credible,
despite weaknesses and shortcomings.
How? By accepting the interruptions, allowing you to stumble, turning the error into an occasion of growth,
creating opportunities for evaluation and reasoned self-evaluation, considering that in every performance there is always
something good and beautiful to grasp, discovering together the next step to improve.
Being innovators is nothing more than being teachers, reference points, conscious that even the disciple receives much
because it can open up – even and especially in difficulties – new roads.
Innovating does nothing but respond to a need of thirst to know, a need that does not correspond to the same
need demanded by the productive society that requires us to be equal, to run, to grow aimlessly,
that excludes those who have stops, those who are sick, in other words those who do not produce. Because innovation at school is also
slowing down, returning, imperfection and even empowerment, take your own path in hand.
The “Magister” therefore has the task not so much to guide, but to light, to be rather than to do, to seek
the individual rather than the mass. You feel, you touch the passion for knowledge, remains in time, in auditory memory and
visual, we remember the voice, the transmitted warmth, the feeling of well, the passionate observation. A perspective
different, upside down. The focus should therefore be shifted, the technology and modernity of teaching and pedagogical techniques,
useful learning tools, meet the needs of a changed world but the heart of teaching and
of learning is always the same.
by Loriana Pison

December 2020

https://www.lorianapison.org/

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World Council for Gifted and Talented Children

Centro Didattica Talenti — Wed, 06 Jan 2021 10:24:49 +0000

The World Council for Gifted and Talented Children (WCGTC) is a non-profit organization supporting children with giftedness. The WCGTC consists of a dense network of scholars, researchers, educators, teachers and parents from around the world, oriented to the well-being of gifted and talented people of all ages. All Members may refer to a Delegate representing their country of origin.

In these two years I had the pleasure and the honor to represent Italy in the WCGTC, as Delegate. I applied because I really wanted Italy to continue to be considered as a nation sensitive to the issues of giftedness, given the absence of our country in the last three years, with the knowledge that there is still much to build. It has been an honor to represent all the teachers (of every school degree) and researchers who continue with determination and courage to support Gifted Education, as a discipline that also takes to heart (in inclusive and not exclusive terms) of children and young people with giftedness.

Every two years the WCGTC offers an international conference. The first time I attended was 2019, in Nashville, Tennessee (U.S.A.). I had just finished my second year of doctorate and, unfortunately, I was very disappointed by the Italian academic situation. I left Venice alone on 22 July, hoping to find new colleagues to start new collaborations with.

Usually, attending international conferences has always been for me as “a breath of oxygen”, important for both my brain and to recharge. Listen to the results of the new research, open to new teaching methods, meet directly prestigious authors in the field of Gifted Education that I had “known” only in books and articles, meet colleagues from all over the world, as well as developing and improving English.

In Nashville I found much more than I expected, the WCGTC community presented itself as a family. The only person I knew was Lianne Hoogeveen (current ECHA president). I had collaborated in her Radboud University (in the Netherlands) to replicate that doctoral research that I had started (and then concluded), unfortunately, in complete autonomy. Lianne was a fundamental point of reference for me: she supported and encouraged me during the 3 months where I spent in the beautiful Nijmegen (Netherlands).

Usually during international conferences I always give myself a gift: the “gala dinner”. Can never miss! It’s one of the few moments where you can network with your colleagues, sharing experiences, trying to start new collaborations. Even in Nashville I attended that unforgettable social dinner.

The title of the conference was exciting: “A world of possibilities: gifts, talents & potential”. Before leaving I had just wondered, who knows if I will really “a world of possibilities”? I was so discouraged… I left Italy, alone, and went to a conference that no one had suggested. The feeling of loneliness had absorbed me and I struggled to believe that I could have, even “a world of possibilities”.

Well, yes! During the small bus ride from the huge hotel where the conference was held to an equally giant hotel, in the heart of Nashville, I met one person, Dr. Joyce Miller. We talked about Italy, Phd, gifted education, etc. I discovered that she was a professor at an university in Texas. The moment I had to choose the table to sit down, to my surprise Joyce called me to invite to have dinner with her. I immediately accepted, lowering the average age of the diners at that table; also because I was alone and I no longer saw my only point of reference, Lianne. I spent an unforgettable evening, I remember that there was also a couple from Peru. What could be nicer than talking about gifted education for an entire evening with people who reciprocated your interest? Loneliness disappeared all week in Nashville.

When we were leaving the restaurant, Joyce introduced me to a her friend and colleague, Connie Phelps. At the time I understood that she had to take a trip to Europe and maybe she would come to Italy, so we exchanged business cards (as I had done with 20 other people of the WCGTC). Connie Phelps was (and still is) full professor at Emporia State University and taught Gifted Education. Do you realize? I met a professor who taught exclusively Gifted Education at the university… I don’t believe it! Considering that in Italy this figure does not yet exist…

Since that July 2019 the collaboration has continued both with Dr. Joyce Miller (Texas A&M University Commerce) and with Dr. Connie Phelps (Emporia State University), we have formed an “international trio”: Kansas, Texas and Italy.

The WCGTC really offered me “a world of possibilities”, allowing me to meet competent and passionate people of Gifted Education and to pursue research in Gifted Education internationally (Italy included).

by Martina Brazzolotto

6 January 2021

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REPORT VIRTUAL SUMMER CAMP 2020

Centro Didattica Talenti — Fri, 25 Sep 2020 09:30:18 +0000

The virtual camps, which began on August 24 and ended on September 12, 2020, led by me, were an unforgettable experience: to wander in knowledge, satisfying the curiosity of children and young people in a climate of well-being.

Altogether there were 5 camps: Scientifico A (with four 11-year-olds), Scientifico B (with two 10-year-olds), Scientifico kid (a 5-year-old girl), Scrittura creativa (with two 10-year-olds), Filosofia (a 10-year-old child).

The participants came from: Veneto, Marche, Lazio.

Once a week I met (at a distance) with the children to know them and understand their potential and their interests in the chosen area. The moment “in virtual presence” was also very useful to make new friends, many of the children continue to feel even after the camp, and for this I am very happy and satisfied. The mission in conducting the workshops is always to weave knowledge with relationships.

The contents were chosen directly by the participants themselves, as the goal of the camps was to fulfill those desires of knowledge, through a guide and peers interested in the same topics. During the course of the camp I adopted a teaching for discovery, to promote autonomy among the participants. I proposed to them reflections on how to select a source on the Net, precisely to help them in autonomous and conscious exploration.

The sources were also selected based on the age of the participants. My role has been to support research and encourage reflection, through the proposal of various points of view (this to encourage a conscious and critical thinking, in order to develop future “thinking” citizens). During the week I assigned, through the use of a learning platform, various activities that they could carry out independently, and then discuss together the results during the next meeting. Children also interacted at a distance, sharing materials and appreciating the work of others.

The following are the contents, divided by the different camps:

Scientific A

the brain while sleeping
genetics
to discover the heart
the pulsars (astronomy)
construction of a 3D puzzle
flowers and mathematics
sound propagation
a giant shrew
the extinction of the Dodo
Ario Titano: the biggest and smelliest flower

Scientific B

to discover the heart
the Bermuda Triangle
Animal Extinction and Minecraft
The submarine
A trip to the Mariana Trench

Scientific kid

egyptian astronomy
how to run the current (experiment)
the flotation (experiment)
magnetism (experiment)

Creative writing

cryptographic games
different points of view
calligramme
invention of an ending
description and discussion of an abstract image

Philosophy

politics according to Plato
George Berkeley (existence and interpretation of objects)
Giordano Bruno (nature and science)

In conclusion, the virtual summer camps have allowed all participants to fulfill some desires of knowledge, to relate with some peers interested in the same topics, to establish new friendships. Most parents expressed satisfaction and said they wanted to repeat the experience.

For more information or clarification write to martinabrazzolotto@gmail.com

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Additional equipment and inclusion

Centro Didattica Talenti — Fri, 03 Jul 2020 09:33:11 +0000

According to Neihart and Betts (2010) there are 6 profiles of children/young people with additional equipment. Everyone would have specific educational needs (even those who excel).

When a child between the ages of 3 and 5 is impulsive and aggressive, when a child in the early years of primary school lies on the ground, runs for the class, fails to contain himself and finally when a boy in the pre-phaseHow does the school respond?

And when a child or a child passively attends the lessons without learning anything new for years?

Teachers who are more trained and sensitive to the needs of students with surplus equipment offer them more opportunities: they adopt a differentiated didactics, they activate strengthening laboratories, they work for centres of interest, they plan enrichment activities.

On the basis of strong prejudices, some teachers, on the other hand, tend to exclude the presence of a surplus, and respond by “punishing” in some way the pupil/teacher and consequently also the family.

What does “include” mean? Is it perhaps an action directed exclusively to those who have some assessment of disorder or deficit? We believe that to include means to adhere to the motto of Don Milani: “I Care”. I take care. Here is the role of the teacher: an adult who takes care of all the pupils, regardless of the label.

Dr Martina Brazzolotto

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