SUPERVISORS: Tessa Eysink & Alieke van dijk
Excellence depends to a large extent on the opportunities a student gets to develop its talent. When students are not provided with opportunities in the form of instructions that challenge them cognitively, there is a chance that problems, such as underachievement, arise. A lack of cognitive stimulation results in non-optimal learning performance on the short term. On the long term, children may not learn to learn and maximize their talents.
This is true for all students, but specifically applies to gifted students. In order to meet the cognitive needs of all students, teachers must differentiate and tailor their instructions. This theme investigates how students of different competence levels can be given tailored instructional support that meets their needs.
Example research questions within this theme:
- What should instruction look like for gifted students and how does this differ from instruction for average and low ability students? (https://www.becoolproject.nl)
- How do gifted students differ from average and low ability students (e.g., in terms of learning processes, metacognition, executive functions, motivation, flow, mindset)?
- How should students of different ability levels be supported in their inquiry learning processes?
- Is the STIP-approach (an approach in which learners of different competence levels work together in different group compositions; https://next-lab-t.bms.utwente.nl/stip/) an effective approach to differentiate instruction and address students at the right cognitive level while being socially included in regular education?
- To what extent do students of different ability levels differ in terms of self-regulation abilities?
Topics
From planning to success: How do students manage their own learning process?