Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
“To raise new questions, new
possibilities, to regard old
problems from a new angle,
require creative imagination and
marks real advance in science.”
Albert Einstein
ICIE - ICEE Conference
1
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Committees
Taisir Subhi Yamin (Chair)
Shlomit Amichai (Co-Chair)
Local Organizing Committee
Shlomit Amichai (Chair)
Arnon Ikan
Hanna David
Moshe Zeidner
Nir Hacohen
Ronit Glaser (Executive Secretary)
Zohar Baruch (Operation)
Hava Vidergor (Co-Chair)
Avi Poleg
Ilana Nulman
Netta Maoz
Regina Shneor Polonski
Shoshana Rosemarine
Scientific Committee
Academic Committee
Avi Poleg
Hava Vidergor
Heinz Neber
Ken McCluskey
Moshe Zeidner
Sandra K. Linke
Todd Lubart
Taisir Subhi Yamin
Hava Vidergor (Chair)
Avi Poleg (Co-Chair)
Ilana Nulman
Moshe Zeidner
Netta Maoz
Rachel Zorman
Shlomit Rachmel
Shoshana Rosemarine
Public Relations Committee
Anat Cohen
Daphna More
Debbie Efraim (Director of Foreign Relations, ICEE)
Liz Feldstern
International Committee
Christer Johannesson, KTH, Albanova, Sweden.
Detlev H. Rost, University of Marburg, Germany.
Eduard Babulak, Fairleigh Dickinson University Vancouver, Canada.
Edward Guiliano, New York Institute of Technology (NYIT), USA.
Foto Afrati, National Technical Universtity of Athens, Athens, Greece.
Franois Marty, University Paris Descartes, France.
Franoys Gagn, University du Qubec Montral, Canada.
Hezki Arieli, Former Chairman of the Board of ICEE, Israel.
Hojjat Adeli, College of Engineering; Ohio State University, USA.
Javier Touron, University of Navarra, Pamplona, Spain.
Jeanne Schreurs, Hasselt University, Belgium.
Joachim Beck, Evangelische Akademie Bad Boll, Germany.
Joan Freeman, Middlesex University, England.
Joseph S. Renzulli, National Research Center on the Gifted and Talented (NRC/GT), Connecticut, USA.
Ken McCluskey, University of Winnipeg, Winipeg, Canada.
Lydia Delvaux, Hasselt University, Belgium.
Lynn Newton, School of education, University of Durham, England.
Michael E. Auer, Carinthia Tech Institute Villach, Austria.
Peter Goodyear, The University of Sydney, Australia.
Peter Merrotsy, University of New England, New South Wales, Australia.
Rena Subotnik, APA, Washington DC, USA.
Robert H. Asher, President and Founder of ICEE, Chicago, IL.
Robert Sternberg, Provost at Oklahoma State University, USA.
Copyright©2012 (ICIE)
ICIE - ICEE Conference
2
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Foreword
This year’s conference was initiated by Hava E. Vidergor (Director, HV Gifted Expertise
Center). Consequently, she has facilitated the communication and the partnership between the
International Centre for Innovation in Education (ICIE) and the Israel Center for Excellence through
Education (ICEE). She is strongly involved in the organization of this conference.
As a growing interest was detected in Israel in addressing the needs of gifted, talented and
excellent students, many schools and gifted education centers, as well as academic colleges for teacher
education, have designed different types of programs and courses for their students as individual
initiatives based on students’ needs. As research in this area and exposure of teachers to theoretical
knowledge are limited, it was realized that this conference needs to combine theory, research and
practice. This combination opens the platform for sharing the experiences and programs already
developed, together with broadening the knowledge of theory and research, which is delivered by
world renowned scholars. According to Vidergor, this unique conference is the first in a series of
biannual conferences planned to take place in Israel, along with other initiatives, which will promote
gifted education in Israel offering an international perspective and professional education partnering
with highly prestigious universities.
In agreement with Joseph Renzulli (Director, The National Research Centre on the Gifted and
Talented (NRC/ GT)), “I hope it will be a start for the agendas of future think tanks, position papers,
and political action that may hold promise for restoring our leadership role”.
On behalf of both the International Centre for Innovation in Education (ICIE) and Israel Center
for Excellence through Education, I would like to welcome you to the 7th International Conference on
“Excellence in Education 2012: Theory-Research-Practice”. This conference was an arena in which
we shared our concerns, innovative educational practices, strategies and theories as we envision new
horizons for a different world.
Within the framework of the “Excellence in Education 2012”, we have slotted only one paper
presentation into each 25 minutes time period. This means, however, that with a conference of this
size – 14 keynote speakers, 22 pre-conference workshops, 4 panels, 5 symposia, 5 workshops,130
papers, and 10 posters – we have more concurrent sessions which makes choice difficult. In an attempt
to address this, we have arranged for quite diverse themes and topics in each block. We have also
incorporated elements into the overall design of the conference programme which are intended to
enhance informal discussions, dialogue, and enjoyment.
No conference happens without the tireless work of many people and we conclude by
acknowledging those who were truly on the front lines. We are most grateful to the members of the
Local Organizing Committee, Academic Committee, and the Scientific Committee.
Finally, a note of thanks to all of you for attending this year’s conference. As conference
attendees participated in various conference strands, we are challenged to reflect upon the meaning of
"excellence in education" and its impact within educational systems and educational communities, and
think about ways they can help support, mentor, and encourage both instructors and learners.
I believe that the Conference will inspire all of you by what you will hear and discuss. I also
believe that the Conference will pave the way for further dialogue, interaction and international
collaboration to reinvent educational systems towards more participatory and sustainable
development. I hope that we have collectively started the process of removing the walls that often
surround education institutions.
Taisir Subhi Yamin
General Director, ICIE
Ulm-Germany
ICIE - ICEE Conference
3
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Welcome to the Israel Center for
Excellence through Education
Shlomit Amichai
ICEE Chairperson
Conference Co-Chair
Dear Colleagues and Friends,
On behalf of the conference committee
of the 7th International Conference on
“Excellence in Education: Theory-ResearchPractice”, I am delighted to welcome you to
the Israel Center for Excellence through
Education (ICEE). ICEE is honored to
organize and host this highly regarded
international event in partnership with the
International Centre for Innovation in
Education (ICIE). The conference is being
held within the framework of the Pratt Path
to Excellence initiative which is funded by the Pratt Foundation.
Since its establishment in 1990, ICEE has developed unique expertise in the field of
excellence in education. ICEE’s goal is to cultivate excellence, creativity and educational
leadership while providing an educational framework for society’s brightest and most highly
motivated students.
We are working to construct a conference that will inspire your understanding of
excellence in basic and higher education in general and gifted education in particular. This
conference is designed for participants who seek a broad interdisciplinary view of excellence,
creativity, and gifted education. We are united by our commitment to excellence and high
quality gifted education.
Take advantage of the tremendous selection of unique opportunities during the
conference including keynote speeches, symposia, workshops, panels, and a large number of
presentations. In addition, high level specialized training will be offered in pre-conference
workshops that will be conducted by well-known scholars in this field of knowledge.
We encourage you to visit the site, and to encourage your colleagues - particularly those
new to excellence in education, giftedness, and creativity - to do so as well. It goes without
saying that the host city for this conference, Jerusalem, will provide an inspiring backdrop for
all to discover and enjoy.
This year we are thrilled to welcome renowned keynote speakers, and all the presenters
and participants. I hope you will all find the 7th International Conference on Excellence in
Education valuable, enriching and enjoyable.
Welcome to Jerusalem!
www.excellence.org.il
ICIE - ICEE Conference
4
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Excellence in Education 2012
Sandra K. Linke, Ph.D.
ICIE Director
The International Centre for Innovation in Education (ICIE)
is committed to the development of all learners as productive
world citizens and leaders for the future. This International
Conference will provide a conference programme with the
highest calibre of: Nobel Prize winners, keynote speakers,
invited speakers, and a large number of scholars and presenters
alongside a selection of exhibitors. This conference, in
Jerusalem, is another milestone in the journey towards
leadership, creativity and innovation.
Conference Aims and Objectives:
Encourage volunteer spirit;
Promote excellence and sustain quality;
Connecting Communities;
Strive for improvement;
Evolve responsibly;
Meet community expectations of quality;
Sustain competitiveness and viability; and
Balance innovation with core essentials.
This conference provides you with the opportunity to:
x
Explore the latest developments in Education;
x
Examine the need for sustainable educational systems;
x
Integrate the latest technology into the education system;
x
Debate the future of education: What are the challenges ahead?
x
Learn from innovative case studies where educational institutions and LEA's have
taken the initiative;
x
Engage in a series of seminars designed to debate the theory and practice of real
improvement in education; and
x
Participate in pre-conference workshops designed to develop participants'
competencies.
ICIE - ICEE Conference
5
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
ICIE Conferences’ Feedback
“Thank you very much for inviting me to the Congress and for the warm hospitality extended to me during my
stay in Paris, Amman, and Dubai. You have done a magnificent job of organizing this event and promoting
awareness about creativity and giftedness to the European community as well as others that were there from
other parts of the world. I am proud to have been a part of the first, third, and 6th ICIE conferences and hope to
continue to work with you in the future.”
Joseph S. Renzulli
“"It was a pleasure to attend the ICIE Regional Conference in Dubai in January, 2012. The Pre-Conference
Workshops – featuring hands-on strategies and applications – were well-attended, interesting, and meaningful.
And the Keynote Addresses were all very strong. Clearly, participants were impressed with the quality of the
speakers. It truly was a joy to interact with and learn from renowned scholars in gifted and talented education,
the "at-risk" domain, and other areas. The ICIE family is growing, and the Regional and International
Conferences are having a pronounced impact worldwide. It is fair to say that the ICIE has set a high standard.
Overall the ICIE Conferences were very successful.”
Ken McCluskey
“These well-organized conferences fostered the advancement of research and educational applications on human
potential. The ICIE Conferences covered a rich array of topics and much food for thought.”
Todd Lubart
“The ICIE conference July 2010 in Istanbul was a first-class event. The speakers were interesting, Istanbul
University provided excellent conference accommodation and the social life was fun. Eating delicious food in a
rooftop restaurant with lively-minded people, with views of the two great mosques and the lights twinkling on
the Bosporus was unforgettable. Although it was hot, it didn't seem to matter, and I had a real sense of taking
part in the life of the buzzing city. Excellent job Taisir and all who helped you. I really enjoyed the ICIE
conferences and was very glad to see so many people I knew. Well done!”
Joan Freeman
“The 5th ICIE conference on Excellence in Education was an incredible experience. Held at the University of
Istanbul, right near the center of one of the world's great cities, the conference featured experts from all over the
world, experts who provided the most up-to-date research findings, both pure and applied. Both the conference
Dean Keith Simonton
and the environs provide me with memories that I will never forget!”
“To spend a few days with learned colleagues, in a historical setting such as Istanbul were East very tangibly has
met West since Antiquity, was a conference experience quite out of the ordinary. Adding to the positive
experience was also the fact that ICIE conference speakers represented a width of pertinent research from a
variety of cultural backgrounds that is rarely seen in conferences focusing on the many aspects of talent,
giftedness and education. It was absolutely a conference to remember.”
Roland S. Persson
“The ICIE 5th International Conference in Istanbul was another major success and milestone in the journey to
provide better educational opportunities for creative and gifted students worldwide. I am always enriched by the
speakers and critical discourse that happens in formal and informal settings. Kudos to Prof. Yamin for his
efforts in making this conference such a huge success.”
Fred A. Bonner, II
"I appreciated once again the opportunity that this conference gives to meet researchers and professionals
coming from many different countries. It was especially stimulating meeting people belonging to institutions
which is not easy to know by attending other kinds of conferences. It is also worth noting that the programme
included both speakers and participants who took part to previous editions of the ICIE conference (so to
constitute an element of continuity and tradition) and new lecturers and presenters (so extending both the set of
Alessandro Antonietti
topics addressed and the competences shared across the meeting)."
“The ICIE conference in Istanbul 2011 was the third ICIE conference I have attended and, as usual, it was of a
very high standard. I was made to feel welcome at the university and the event was managed professionally and
with care. The keynote speakers were leaders in their fields, providing thought provoking lectures and there were
some excellent papers presented in the many additional tracks that ran through the conference. As a creativity
researcher I find this conference to be an unmissable and important annual event. I extend my sincere thanks to
the excellent ICIE organisers.”
Lee Martin
ICIE - ICEE Conference
6
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
“I experienced the ICIE conference as very stimulating, and liked the motivated participants in my workshops.
This was motivating for me as well, and intensified my ideas for further developing the workshops on PBL. The
keynote seemingly resulted in several important questions that have been posed in the following discussion.
Certainly, more time would have been required for further elaborating the answers to these questions. May be,
there could be a short interactive phase after each presentation/ keynote at the next conference. For, it was the
Heinz Neber
most inspiring and interesting ICIE conference so far. Thank you for the great organization.”
“The ICIE 5th international conference in Istanbul was a great opportunity for me to meet many friends I
otherwise have hardly chance to meet. It was also quite amazing to see that many Turkish scholars, mainly
graduate students, had participated, in spite of the late hour. The conference was well organized, and its location
was indeed excellent. In spite of the heavy lecture-load the participants had time for sight-seeing, and enjoyed
the pleasures of the great city – Istanbul. Thanks for this excellent conference.”
Hanna David
“It was very interesting the congress you have organized. Great names in the field of giftedness and creativity!!
Congratulations!”
Sara Ibérico Nogueira and Leonor Almeida
“Congratulations for a very well-planned, informative, and stimulating conference. I'll give it a rating of 10 on a
Flor Reyes
ten-point scale; one of the best international conferences I have attended.”
“The conference was really very useful, interesting and valuable. I will share the new ideas with my university
colleagues.”
Daiva Karkockiene
“... what a powerful job you all did in Paris, Ulm, Athens, Amman, Dubai, and Istanbul ... I can't tell you how
much I appreciate being part of the move and I hope I may contribute to its energy! Congratulations to you and
everyone involved .... Thank you so much for involving me ... I deeply appreciate the honor and opportunity ...
Trevor J. Tebbs
it was great ... not soon forgotten ....”
Vladislav Rajkovic
“Thank you very much for the wonderful conference.”
“Thank you for the wonderful ICIE conference. It was a pleasure to meet fellow colleagues from around the
globe. Especially those who are working with or for the gifted pupils.”
Ruta Gouriou
“I really enjoyed the conference, which I thought was well-organized, interesting and informative.”
Ioannis (John) Kougias
“You offered all of us a precious opportunity to meet with this wonderful tapestry of academicians. Our days in
Paris were wonderful and I believe that every one of us has won new friends. Your organization was excellent
and I wish you more success in the forth coming conferences.”
Elnour Hamad
“Big name speakers. Inspirational presentations and talks. The opportunity to talk to people from other countries
about their work. The time and opportunity we had to discuss amongst ourselves what we'd seen and heard and
to formulate plans for the future of our work.”
Jane Maguire
“Thanks very much for organising such an excellent conference.”
Patrick Costello
“I extend my thanks and gratitude for your organisation of ICIE Conference. It was enlightening to listen to
some of the keynote speeches and the presentations which were applicable to my own interests and areas of
research.”
Audrey Beaumont
“Thanks for making the conference interesting and enjoyable.”
Lynn D. Newton
“I appreciated your extreme geniality and inspiring professionalism which were instrumental to the success of
Miloud Barkaoui
the Conference.”
ICIE - ICEE Conference
7
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
"For an interdisciplinary scholar like me the January, 2012 ICIE conference in Dubai was very exciting and
encouraging. One thing that stood out was the deep thoughtfulness and intelligence of the delegates from the
various nations. As an interdisciplinary scholar of creative intelligence I'm always appreciative of insightful
thinking about the multidimensional realities of educational improvement. During question-and-answer periods
after presentations and casual discussions between sessions it quickly became evident to me that the attendees at
this conference were thinking on a higher plane. My impression is that their nations will be well served by their
efforts to refine education in the future. Another highlight for me was the self-effacing altruism of the other
keynote speakers. Unlike some forums, which are dominated by egocentric grandstanding, this conference was
led by people who only have the best interests of young people at heart. Overall, the ICIE conferences stand out
as today's most visionary, promising initiatives for educational improvement. I've found the ICIE to be one of the
most visionary professional groups in existence. It's exactly what we need to grapple with the challenges of a
complex, globalized environment. Kudos to the organizers!”.
Don Ambrose
“It is always a pleasure to come and join the ICIE conferences. The conference also gives an opportunity to meet
old friends and discuss matter. Often meetings and discussions are as important as joining seminars and listen to
talks. The composition of parts of the conference could hardly have been better. We paid a visit to a new school.
The concept for teaching was new and interesting. The school had rooms for arts, experiments, sports, music,
theatre and a cinema prepared for 3D movies. If I were a child in Istanbul I would love to go to the Okyanusu
Kolejleri school in Istanbul. Students from the University were much helpful and gave me a great insight in what
it is to be a student in Istanbul. I think the ICIE conferences went very good. You did a marvelous work and got
it right. Congratulations!!”
Christer Johannesson
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
The International Centre for
Innovation in Education (ICIE)
The mission of the ICIE is to empower every person to become a responsible, selfdirected, lifelong learner through a positive partnership of families, teachers, scholars in gifted
education, ministries of education and community. The ICIE is committed to the following
aims and objectives: Screen and identify the gifted and talented as early as possible; Enhance
the general public awareness and create a climate of acceptance and recognition that gifted,
creative, and talented children are valuable global asset whether disabled or able bodied, from
advantaged or disadvantaged backgrounds, or from developing or developed countries;
Initiate, conduct, and support research into the nature of giftedness, talent, and creativity, and
the education and development of gifted, creative, and talented children; Disseminate the
findings of research and provide a database for researchers; Establish means for a continuing
worldwide exchange of ideas, experiences, and teaching and teacher-training techniques
relevant to gifted, creative, and talented children; Persuade governments to recognize gifted
children as a category for special attention in normal educational programmes, and to
cooperate with national and other organizations for gifted and talented children who share
these purposes (e.g., The National Research Center on the Gifted and Talented (NRC/GT),
and The International Association of Educators for World Peace); Design, develop and
organize activities, forums and programmes that bring together gifted, creative and talented
children worldwide; Assist educational system in capacity building and qualify teachers to
work with the gifted and talented children; and Provide guidance, counselling, and
consultation.
Our Values and Beliefs:
Value Education: We value lifelong learning opportunities that respond to the needs of
gifted, creative and talented students and their parents and teachers and are accessible,
affordable, and of the highest quality; Value Students: We value students as the primary
reason we exist. We respect their diverse life experiences, value their achievements, and
appreciate their contributions to our learning community; Value Excellence: We invite
innovation, support creative problem-solving, and encourage risk-taking; Value
Cooperation: We value teamwork, cooperation, and collaboration as a part of our continuous
improvement efforts; Value Honesty and Integrity: We believe academic and personal
honesty and integrity are essential elements in our educational environment; Value Freedom:
To foster our virtual educational environment, we respect individual rights and the privacy of
our customers, and encourage dialogue and the free exchange of views; Value Fairness: We
advocate fairness and just treatment for all customers; Value Responsibility: We are all
responsible for making our learning experiences significant and meaningful. We are
accountable to our customers for the efficient and effective use of resources; and Value
Public Trust: We honor the trust placed in us by you to prepare our children for their role as
productive world citizens.
www.icieworld.net
ICIE - ICEE Conference
9
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Opening Ceremony
(Monday, July 9, 2012: 17:00-18:00)
x Moderator: Ms. Debbie Efraim (Director of Foreign Relations, ICEE).
o Ms. Shlomit Amichai (Chairperson, ICEE);
o Mrs. Jeanne Pratt (Co-Founder, Pratt Foundation, Australia);
o Ms. Dalit Shtauber (Director General, Ministry of Education);
o Dr. Hava Vidergor (Co-Chair, Local Organizing Committee; Chair,
Local Academic Committee);
o Dr. Avi Poleg (Director, Excellence Educators Institute/ ICEE);
o Prof. Dr. Taisir Subhi Yamin (General Director, ICIE).
ICIE - ICEE Conference
10
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
First Day (Monday: July 9, 2012):
x
x
07:30 – 20:00
09:00 – 12:00
Registration
Pre-Conference Workshops (First Session)
Code
Title
Conductor
The Multidimensional Curriculum Model: Developing 21st Century
Skills.
W1
Hava E. Vidergor
W2 Advanced Models in e-Learning and School Management.
Taisir Subhi Yamin & Sandra K. Linke
W3 ADHD: Disorder or Gift?
Ken McCluskey
W4 Shifting from the Best of Gifted Education to Talent Development.
Rena Subotnik
W5 Promoting Excellence: Acceleration in Mathematics.
Nicholas Colangelo & Susan Assouline
Real Engagement in Active Problem Solving (REAPS): An Exciting New
C. June Maker
Direction for Teaching Gifted Children in Varied Settings.
W6
W7 From Unengaged to Engaged.
Kari & Chris McCluskey
W8 Evaluation of Potential Creativity (EPoC).
Todd Lubart
W9 Problem Based Learning (PBL).
Heinz Neber
W10 Individualized Program Design for the Gifted: Profile to Practice.
Carole Ruth Harris
Technology-Aided Pedagogy for Mathematics: Problem Solving and
W21 Development of Mathematical Thinking, Integrating Dedicated ICT
Applets.
Avi Poleg
x
x
12:00 – 13:00
13:00 – 16:00
Lunch
Pre-Conference Workshops (Second Session)
Code
W11
Title
Conductor
The Multidimensional Curriculum Model: Developing 21st Century
Skills.
Hava E. Vidergor
W12 Advanced Models in e-Learning & School Management.
Taisir Subhi Yamin & Sandra K. Linke
W13 ADHD: Disorder or Gift?
Ken McCluskey
W14 Shifting from the Best of Gifted Education to Talent Development.
Rena Subotnik
W15 Promoting Excellence: Acceleration in Mathematics.
Nicholas Colangelo & Susan Assouline
W16
Real Engagement in Active Problem Solving (REAPS): An Exciting New
C. June Maker
Direction for Teaching Gifted Children in varied Settings.
W17 From Unengaged to Engaged.
Kari and Chris McCluskey
W18 Evaluation of Potential Creativity (EPoC).
Todd Lubart
W19 Problem Based Learning (PBL).
Heinz Neber
W20 Individualized Program Design for the Gifted: Profile to Practice.
Carole Ruth Harris
Technology-Aided Pedagogy for Mathematics: Problem Solving and
W22 Development of Mathematical Thinking, Integrating Dedicated ICT
Applets.
Avi Poleg
x
x
17:00 – 18:00 Opening Ceremony
18:00 – 19:00 Keynote Speaker 1 (Daniel Zeifman): Excellence is not a Destination but an Endless Journey.
Chair: Ilana Nulman
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
15:15 – 16:15
16:15 – 16:30
16:30 – 17:30
17:30 – 19:00
x
x
x
x
ICIE - ICEE Conference
13:15 – 14:15
14:15 – 15:15
11:15 – 13:15
Time
11:15 – 13:15
x
x
x
11:15 – 13:15
Lecture Hall
(C)
Excellence
(C.1)
(C.2)
(C.3)
(C.4)
(C.5)
Lecture Hall
(H)
Programs
(H.1)
(H.2)
(H.3)
(H.4)
(H.5)
Lecture Hall
(I)
Teacher
(I . 1 )
(I . 2 )
(I . 3 )
(I . 4 )
(I . 5 )
Lecture Hall
(D)
Future Trends
(D.1)
(D.2)
(D.3)
(D.4)
(D.5)
Lecture Hall
(F )
Learner
(F . 1 )
(F . 2 )
(F . 3 )
(F . 4 )
(F . 5 )
Lecture Hall
(J )
Symposium
(5 )
Lecture Hall
(E)
Gifted Ed.
(E . 1 )
(E . 2 )
(E . 3 )
(E . 4 )
(E . 5 )
Lecture Hall
(K )
Workshop
(1 )
Symposium
(1 )
Main Lecture Hall
12 Jerusalem, July 9-12, 2012
Lunch
Keynote Speaker 4 (Todd Lubart): Creative Thinking: Measurement and Evaluation.
Chair: Haifa Kawar
Keynote Speaker 5 (Don Ambrose): Creativity, Ethics, and Dogmatism: 21st Century Education from a Panoramic, Interdisciplinary
Perspective.
Chair: Alan Wiebe
Coffee Break
Keynote Speaker 6 (Joseph Renzulli): What Makes Giftedness and How Do We Develop High Levels of Academic Performance and
Creative Productivity in Young People?
Chair: Taisir Subhi Yamin
Panel 1 Shlomit Rachmel (Chair); Presenters: Pnina Zeltser; Directors of Gifted Education Centers: From Policy to Implementation.
Lecture Hall
(G)
Gifted Ed.
(G.1)
(G.2)
(G.3)
(G.4)
(G.5)
Parallel Sessions (in Hebrew)
Lecture Hall
(B )
e-Learning
(B.1)
(B.2)
(B.3)
(B.4)
(B.5)
Keynote Speaker 2 (Ken McCluskey): Lost Prizes: Recognizing and Nurturing Talent in At-Risk Populations.
Chair: Hava E. Vidergor
Keynote Speaker 3 (N
Nicholas Colangelo): Acceleration: The Intervention of Excellence for Gifted Students.
Chair: Avi Poleg
Coffee Break
Parallel Sessions (in English)
Lecture Hall
(A)
Creativity
(A.1)
(A.2)
(A.3)
(A.4)
(A.5)
11:00 – 11:15
11:15 – 13:15
x
Time
10:00 – 11:00
x
x
09:00 – 10:00
x
Second Day (Tuesday: July 10, 2012):
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Excellence in Education 2012:
16:15 – 16:30
16:30 – 17:30
x
x
18:30 – 20:00
x
Lecture Hall
(C)
Environment
(C.6)
(C.7)
Lecture Hall (G)
Excellence
(G.6)
(G.7)
Lecture Hall
(D)
Teacher
(D.6)
(D.7)
Lecture Hall
(J )
Education for Peace
(J.1) Yehuda Stolov (IEA):
Education to Civil
Excellence
Lecture Hall (H)
Programs
(H.6)
(H.7)
Lecture Hall
(E)
Services
(E . 6 )
(E . 7 )
Lecture Hall
(K )
Workshop
(2 )
Keynote Speaker 11 (Dorothy A. Sisk): Spiritual Intelligence: Developing Higher Consciousness.
Chair: Netta Maoz
Lecture Hall (F)
e-Learning
(F . 6 )
(F . 7 )
Parallel Sessions (in Hebrew)
Lecture Hall
(B )
Gifted Ed.
(B.6)
(B.7)
Symposium
(2 )
Main Lecture Hall
Keynote Speaker 8 (Joan Freeman): Gifted Lives: What Happens When Gifted Children Grow Up.
Chair: Joe Goulet
Coffee Break
Panel 2 Hezki Arieli (Chair); Presenters: Judy Lebovits; Jihad El-Sana; Poh Teen Chng; Nirmala Sankaran; Ilana Hanany: Excellence
in Education in a Multi-Cultural Setting.
Lunch
Heinz Neber): Acceleration: Problem Based Learning as a Learning Environment for the Gifted Students.
Keynote Speaker 9 (H
Chair: May Lun Chan
Keynote Speaker 10 (Rena Subotnik): What Components of Adolescent Talent Development are Most Likely to Contribute to the Pipeline
of Future Scientists?
Chair: Baruch Nevo
Coffee Break
Parallel Sessions (in English)
Pratt Prize for Excellence in Education.
Keynote Speaker 7 (C
Carole Ruth Harris): Through a Lens Clearly: Giftedness as Cultural Prism.
Chair: Michal Krupnik-Gottlieb
13 Jerusalem, July 9-12, 2012
Panel 3 Moshe Zeidner (Chair); Presenters: Erica Landau; Baruch Nevo; Inbal Shani; Judy Cohan-Mass: Myths in Gifted Education.
ICIE - ICEE Conference
17:30 – 18:30
16:30 – 17:30
Time
16:30 – 17:30
16:30 – 17:30
x
x
15:15 – 16:15
x
Lecture
Hall (A)
Programs
(A.6)
(A.7)
13:15 – 14:15
14:15 – 15:15
x
x
Time
11:30 – 11:45
11:45 – 13:15
10:00 – 10:30
10:30 – 11:30
09:00 – 10:00
x
x
x
x
x
Third Day (Wednesday: July 11, 2012):
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Excellence in Education 2012:
16:30 – 16:45
16:45 – 18:00
x
x
18:00 – 18:30
ICIE - ICEE Conference
x
15:00 – 16:30
x
Services
(F . 8 )
(F . 9 )
Lecture Hall (F)
Excellence
(G.8)
(G.9)
Teacher
(H.8)
(H.9)
Symposium
(3 )
Main Lecture Hall
Worksop
(5 )
Lecture Hall (I)
Lecture Hall
(J )
Workshop
(3 )
Lecture Hall (H)
Teaching Gifted and Able
Students: Practical
Strategies and Models
Teacher Training
Lecture Hall (E)
Hava Vidergor
Carole Ruth Harris
Lecture Hall (G)
Lecture Hall
(D)
Programs
(D.8)
(D.9)
(D.10)
(D.11)
Closing Ceremony.
Lecture Hall (B)
Programs
(B.12)
(B.13)
(B.14)
Lecture Hall (C)
(C.12)
(C.13)
Main Lecture Hall
Symposium
(4 )
14 Jerusalem, July 9-12, 2012
Lecture Hall (D)
Workshop
(4 )
Lunch
Keynote Speaker 14 (Joann P. DiGennaro): Policy and Politics of Enrichment and Acceleration Programming for Extremely Able
Students.
Chair: Yehuda Stolov
Panel 4 Hava Vidergor (Chair); Presenters: Roberta Milgram; Avi Poleg; Shoshana Rosemarin; Michal Krupnik-Gottlieb: Does the
Teacher of the Gifted Have to be Gifted?
Coffee Break
Parallel Sessions (in English)
Lecture Hall (A)
Programs
(A.12)
(A.13)
(A.14)
13:00 – 14:00
14:00 – 15:00
Time
15:00 – 16:30
Time
Lecture Hall
(C)
Environment
(C . 8 )
(C . 9 )
(C . 1 0 )
(C . 1 1 )
Parallel Sessions (in Hebrew)
Lecture Hall
(B )
Programs
(B.8)
(B.9)
(B.10)
(B.11)
Keynote Speaker 12 (Susan G. Assouline): Twice-Exceptional Students: Who are they, what do we know, what do we have left to learn?
Chair: Shoshana Rosemarine
Keynote Speaker 13 (C. June Maker): DISCOVERing Creativity, Multiple Intelligences, and Problem Solving: Research, Practices, and
New Directions.
Chair: David Samson
Coffee Break
Parallel Sessions (in English)
11:15 – 13:00
11:15 – 13:00
11:15 – 13:00
x
x
x
11:00 – 11:15
11:15 – 13:00
x
x
Lecture Hall
(A)
Gifted Ed.
(A.8)
(A.9)
(A.10)
(A.11)
10:00 – 11:00
x
Time
09:00 – 10:00
x
Fourth Day (Thursday: July 12, 2012):
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Excellence in Education 2012:
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Workshops
W1 & W11
The Multidimensional Curriculum Model: Developing 21st Century Skills
Hava Vidergor
Oranim Academic College, Israel
The multidimensional Curriculum Model (MdCM) helps teachers to better prepare gifted and able students for
our changing world, acquiring much needed skills. It is influenced by general learning theory of constructivism,
notions of preparing students for 21 st century, Teaching the Future Model, and current comprehensive
curriculum models for teaching gifted and able students integrating ICM, PCM and FPSP. The presentation of
the new model follows criteria guidelines for analysis of curriculum models. The MdCM conceptual framework
comprises six dimensions, 3 of which are content, process and product. The Uniqueness of the proposed model is
expressed in three additional key dimensions or perspectives portraying how experts think. These key
perspectives focus on the personal, global and time dimensions, interconnected among themselves, and with
basic dimensions. The time perspective invites students to explore concepts, issues or products of interest,
developing an awareness of trends, and predicting short-term and long-term future developments. K-12
applicability, applicability across schools and group settings, responding to gifted students’ needs, and
effectiveness data are addressed, along with basic instructions and actual practice of unit design.
W2 & W12
Advanced Models in e-Learning & School Management
Taisir Subhi Yamin; Sandra K. Linke
International Centre for Innovation in Education (ICIE), Germany
If the educational systems are to achieve the potential of the digital world then they need to do a lot of work to
optimise the use of technology and computerised platforms and systems in educational settings. The future will
witness a number of programmes and special provisions, including: tele-mentoring; online enrichment
clustering; e-learning and virtual learning environments; teaching for productive thinking and future problem
solving; global networks and forums for: students, teachers, parents and scholars aimed at sharing: knowledge,
experience, interests, values and outcomes and benefits. The general approach recommended in this workshop is
one of infusing more effective thinking skill practices into existing school structures rather than replacing the
ways in which schools are organized and operated. It is aimed at introducing advanced models, processes and
systems in e-learning and school management. This workshop will introduce three advanced models for
excellence in education, including: Renzulli Learning System (which is the first integrated systems introduced to
the educational system in the USA. It is used to identify and develop the gifts and talents of all children by
providing easily accessible high quality materials and resources. It is an exciting new on-line comprehensive
system that matches students' abilities, interests, learning styles and can help teachers access, with minimal cost
or time, a wealth of opportunities to provide packages for productive thinking skills and appropriate
differentiation activities for students of all levels of achievement and abilities); Stratis e-Suite (which is the first
school management system); and London Gifted & Talented (which develops high quality programmes which
challenge learners and support teachers, and provides e-resources and online tools.
W3 & W13
ADHD: Disorder or Gift?
Ken McCluskey & Andrea McCluskey
Winnipeg University, Winnipeg, Canada
As the term itself indicates, ADHD is typically viewed as a "disorder.” And certainly, hyperactive and
inattentive children present some interesting challenges at home, at school, and in the community. This
workshop highlights many of the problems, and acknowledges that the prognosis for ADHD is sometimes "far
from benign.” However, the presenters also put a more positive spin on things by recasting reality and pointing
to the creative strengths that frequently go hand in hand with the condition. To illustrate, with proper support,
might not stubborn behaviour in childhood child grow into determination in adulthood? Might not inattentive
daydreaming turn into creative invention, overactivity into productive energy, and off-the-wall behaviour into
outside-the-box thinking? The overall intent is to offer a humane, flexible approach to help parents, teachers, and
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
other caregivers turn negatives into positives, and identify and nurture the talents of an oft-misunderstood
population. Issues in causation, diagnosis, labelling, instruction, treatment, prognosis, and parenting are dealt
with in ways that balance opposing perspectives and reveal best practices based on contemporary research. Even
more importantly, however, this workshop also illustrates poignantly one family’s journey in dealing with
ADHD. The emphasis is on the “human” element: How do parents and teachers cope with ADHD? How can
they communicate and work positively together? Throughout, participants will be able to relate to the problems
the McCluskey family had in coping with their ADHD daughter, Amber. Her antics, behaviours, and impulsivity
come alive in this frank discussion. Several practical management strategies are dealt with as well, with a focus
on taking a structured, yet humane, flexible approach.
In short, this workshop is an opportunity for those who teach, parent, treat, supervise, counsel, or coach/train
students with ADHD to develop a balanced approach to understanding the uniqueness of these children and
adolescents in the classroom, home, and community.
W4 & W14
Shifting from the Best of Gifted Education to Talent Development
Rena Subotnik
American Psychological Association, USA
For nearly one hundred years, scholars have sought to understand, measure, and explain giftedness. Succeeding
theories and empirical investigations have often built on earlier work, complementing or sometimes clashing
over conceptions of talent, or contesting the mechanisms of talent development. Some have even suggested that
giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the
landscape of current knowledge about giftedness and gifted education, this session will advance a set of interrelated arguments: the abilities of individuals do matter, particularly their abilities in specific talent domains;
developmental trajectories exist for talent domains with variations as to when they start, peak, and end; and
opportunities provided by society are crucial at every point in the talent development process. Just as society
must strive to promote these opportunities, we will argue that individuals with talent have some responsibility
for their own growth and development. Furthermore, it is clear from the research knowledge base that
psychosocial variables are determining influences in the successful development of talent. And finally,
outstanding achievement or eminence—with its attendant benefits to society and for the gifted individual—ought
to be the chief goal of gifted education.
W5 & W15
Promoting Excellence: Acceleration in Mathematics
Nicholas Colangelo & Susan Assouline
The Belin-Blank Center for Gifted Education, USA
This workshop will provide information and practical applications for determining which students are ready for
acceleration in mathematics and what programs of acceleration will be most beneficial for a student.
Mathematics is the “universal language” in schools and is suitable for acceleration. The focus of this workshop is
the acceleration of high ability math students in grades 3-8. The Belin-Blank Center has developed instruments
to use in assessing readiness for acceleration and in particular readiness for mathematics acceleration. These
instruments will be part of the workshop.
Participants will learn both why it is important to consider acceleration and how to effectively program for such
acceleration.
W6 & W16
Real Engagement in Active Problem Solving (REAPS): An Exciting New
Direction for Teaching Gifted Children in Varied Settings
C. June Maker
University of Arizona, Tucson, AZ, USA
In this hands-on workshop, we will teach a model created as an exciting new extension of our work on the
development of creative problem solving. As my colleagues and I implemented the DISCOVER curriculum
model in a variety of settings, we became aware that, although the model was successful, teachers needed more
guidance in how to implement it if we were not there to guide them through the curriculum development process.
In 2004, we began experimenting with ways to combine it with other models that offered this guidance; we
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Excellence in Education 2012:
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(Jerusalem, July 9-12, 2012)
tested it with varied cultures, in varied settings, and with different ages of students, both gifted and average.
After eight years of trying it and evaluating it, we now know it works really well: Children are engaged, their
creativity increases, and they learn important academic content. Teachers enjoy using it and can see its benefits.
The new model combines DISCOVER with Thinking Actively in a Social Context (TASC), a step-by-step
process for solving problems creatively, developed by Belle Wallace in South Africa and used all over the world;
and Problem Based Learning (PBL), an approach developed for use in medical schools, adapted for use with
children, and also used extensively in the US. In this workshop, participants will learn the underlying principles
of all the models, experience a problem-solving process in which REAPS is used, learn how other teachers have
implemented it, and discuss ways to implement the model in their schools, classrooms, and other settings.
Participants also will receive handouts and/or CDs with materials useful in implementing REAPS.
W7 & W17
From Unengaged to Engaged
Kari and Chris McCluskey
University of Winnipeg, Winnipeg, Canada
Designed primarily for in-the-trenches teachers of unengaged students, the purpose of this course is to help
educators move from inflexible, deficit-based, linear approaches so often used with disenfranchised children and
youth toward more adaptive, malleable, strength-based programming. The emphasis throughout is on using the
connect-clarify-restore approach for relationship building as a basis for developing practical alternative programs
for troubled and troubling young people. An examination of several made-in-Manitoba initiatives (e.g., The
Infinity Program, Lost Prizes, Lost and Found, etc.) shows that one size definitely does not fit all.
W8 & W18
Evaluation of Potential Creativity (EPoC)
Todd Lubart
Université Paris Descartes; France
This instrument, the Evaluation of Potential Creativity (EPoC 2009), is a new battery that allows creative
giftedness to be measured. It includes verbal and graphic sub-tests that measure the two key modes of creative
cognition—divergent-exploratory thinking and convergent-integrative thinking—in elementary and middleschool students. Psychometric results concerning the instrument were developed, as well as an original, internetbased scoring system that enhances inter-rater reliability is under construction.
The battery, developed initially with a sample of 300 French school children, can be used as an efficient
diagnostic tool to identify creative potential and to monitor progress, using pre-tests and post-tests, in
educational programs designed to enhance creativity. This instrument is available in five languages, including:
French; English; Arabic; Turkish; and German. In the second phase of this project, the instrument will be
available in other languages.
W9 & W19
Problem Based Learning (PBL)
Heinz Neber
University of Munich, Munich, Germany
Originally, PBL has been developed at Universities (medical studies). Meanwhile, PBL is used as a new
approach to teaching in different disciplines. One of the main reasons is to prevent that students only acquire
such kind of knowledge and skills that are only used for examinations. This kind of knowledge is called “inert”,
because it will not be used and applied for decisions and the solution of problems outside of the examination and
university (school) context. Other objectives that may be better attained by PBL than by any other instructional
approaches are: Higher motivation of the students, general problem solving skills, self-regulatory skills, and
improved collaboration or communication skills. All these competencies are require for being successful in a
profession or even, more generally, in life.
What is PBL? What are some of the main features of PBL as an instructional approach? One of the most
important features is that students have to be much more (cognitively) active in order for acquiring knowledge.
They have to find out what they do not know, and which information has be actively searched (e.g., by
formulation clear intentions and questions focusing on what to learn). At the same time, the role of teachers
change to being a tutor that helps the students in pursuing their learning intentions (e.g., by providing the needed
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
information sources, like textbooks or even lectures). To stimulate students to be active in these ways, one of the
most important component of PBL has to be designed by the teacher/ tutor. This component are ill-defined
problems that initiate student’s learning activities in terms of more precisely defining the problem, and actively
searching for solutions. These processes are organized in teams or groups. Structuring the learning environment
more cooperatively or collaboratively is another main feature of PBL.
Basic information about PBL will be provided. This includes the following point: the PBL history, PBL’s
scientific basis (in psychology), the relations to more general international developments of learning and
instruction, examples, and cases of PBL that illustrate possible variations in implementing this approach. In
addition, results of empirical studies, and evaluations on PBL will be presented which allow the discussion of
possible and required further applications and developments.
W10 & W20
Individualized Program Design for the Gifted: Profile to Practice
Carole Ruth Harris
G.A.T.E.S. Research & Evaluation, USA.
This workshop is directed to intervention in the form of individualized curriculum design for gifted children
derived from profiling. A brief review of quantitative and qualitative approaches to profiling will be followed by
case studies. Examples of curriculum design will be provided for each case study, along with guided discussion
of techniques for design and implementation of the curriculum that utilizes the child's learning profile to
maximize effectiveness in the light of special talents, asynchrony, presence of disabilities, and strengths and
weaknesses. Participants will discover how to design individualized programs and explore ways to integrate
individual curricula with school curricula. The session ends with hands-on practice in curriculum design utilizing
randomized aspects of attributes followed by critique.
W21 & W22
Technology-Aided Pedagogy for Mathematics: Problem Solving and
Development of Mathematical Thinking, Integrating Dedicated ICT
Applets.
Avi Poleg
Israel Center for Excellence through Education, Israel.
Problem based learning (PBL) is currently considered an effective method of developing thinking and
independent learning skills. This approach is being applied in various disciplines; in this workshop we will deal
with its implementation in mathematics.
During its years of experience in developing study materials for talented students, the Excellence Educators
Institute (EEI) has developed concepts and operative models (stemmed from recognized approaches to the
teaching of excellent students). These models offer challenges and encourage development of mathematical
thinking and the ability to generalize, infer and apply across different fields. This is in addition to increasing the
students' motivation and joy of learning. Each study unit contains games and thinking challenges that guide the
students to develop their own mathematical and logical insights, which are directly relevant to topics studied in
the standard curriculum.
Workshop participants will practice problem-solving through games and riddles that illustrate the pedagogical
principles inherent in this method. The demonstrations will be accompanied by the presentation of applets
developed at the EEI especially for these classes. This use of a technological tool can empower the learning
experience as well as streamline the learning process, as it gives the teachers practical tools with which to
manage it.
During the workshop we will also explain how teachers can use these applets to develop their own lesson plans,
accompanied by a presentation of lessons developed by teachers who have already been using these applets
successfully over the past two years.
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Excellence in Education 2012:
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(Jerusalem, July 9-12, 2012)
Sessions Distribution
According to the Topic
(1) Creativity and Innovation
(A.1) Aysegul Topcu, BLOSSOMS: Teaching Educators How to Teach Critical Thinking.
(A.2) Christiane Kirsch; Claude Houssemand, Conative approach to creativity: Interaction of psychoticism
and ego-strength.
(A.3) Ioannis Kougias; Lamprini Seremeti; Dimitris Kalogeras, Building Blocks of Innovation and
Entrepreneurship Education.
(A.4) Daphna Guttman, Promoting High Level Thinking and Creativity by Creating and Observing Art: An
Interdisciplinary Approach to Teaching through Art.
(A.5) Shimon Hameiri, Combining Art and Science.
(2) e-Learning
(B.1) Carol Barnes, Gifted Students with Learning Disability in Australia – Using Technology to Feed the
Gift and Support the Disabilities.
(B.2) Yun-Hsuan Lee; Cheng-Chih Wu, Enhancing Elementary Students’ Higher Order Thinking Skills
with Computerized Thinking Tools.
(B.3) Gila Kurtz; Noemy Porat, Higher Order Thinking Strategies in Learning Blogs.
(B.4) Jenny Spector, Life in the Web - Collaborative and Individual Learning of Biodiversity, Using
Advanced ICT.
(B.5) Livia Lobel; Janna Gartsblit; Liat Arad; Ronit Hanoch, Sight & Blindness in the Technological Age:
An Interdisciplinary e-Learning Unit.
(E.7) Shulamit Kotzer; Yossi Elran, Development of e-Learning Environments Combining Learning Skills
and Content in Math, Science and Technology.
(3) Excellence in Education
(C.1) Robert Winston; Alan West, The Reach Out Lab: Evaluating Practical Science for School Students.
(C.2) Hannah Kliger; Rakhmiel Peltz, The Power of Positive Process and Planning.
(C.3) Zeev Elitzur, Fostering Excellence in the Humanities – The Great Books Approach in an Israeli High
School Setting.
(C.4) Juhaina Awawdeh Shahbari, Excellent Student Re-invents Mathematics.
(C.5) Vered Yephlach-Wiskerman, A Unique Excellence Program Curriculum for Teacher Graduates in the
Kaye Academic College for Education.
(4) Future Trends
(D.1) A. Reis Monteiro, Teaching Profession: Present and Future.
(D.2) Stanley Fore, Quality Management in a Further Training Institution: Case Study of a Zimbabwean
FTE Institution.
(D.3) Uri Zoller, On The Rocky Trail to Excellence in Education: From Teaching to “KNOW” to Learning to
“THINK”.
(D.4) Marcel Frielich; Ilana Shanin, Computerized Environment for Inquiry-Based Learning in Science for
Junior High School.
(D.5) Ravit Glazer; Ayelet Danino, Planning a Trip to a Far Away City: An On-Line Interactive Unit.
(5) Gifted Education
(E.1) Tina Refning Larsen, Developing a Pedagogy Suited for a Classroom of Gifted Underachievers.
(E.2) Gulsah BATDAL KARADUMAN, Evaluation of Relation Between Anxiety, Attitudes and Problem
Solving Skills of Primary School Gifted and Average Students in Mathematics.
(E.3) Joy H. Baum, Reggio Education and the Talented Student.
(E.4) Leslie S. Graves, A Composition of Complexities – in G -Major (or Minor) - To be an Exceptionally
Able Learner with Learning Challenges.
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
(E.5) Eva Vondráková, GC Education in the Czech Republic 2012 “Live”.
(B.6) Yarona van der Horst, The Challenger Project – A Pilot Program for High Able Students at The
International School of The Hague (ISH), the Netherlands.
(B.7) Hannah Margel, Out-Reach Programs for Classes for the Gifted and Exceptionally-Able.
(A.8) Merav Elkan; Eli Eisenberg, ORT Academia.
(A.9) Igal Galili; O. Levrini; E. Bertozzi; M. Gagliardi; N. Grimellini-Tomasini; B. Pecori; G. Tasquier,
Cultural Content Knowledge: Providing Big Picture of Physics to Italian School’s Gifted
Students in Sciences.
(A.10) Rami Kallir, Reducing the "Noise" and Getting Rid of “Bottlenecks”.
(A.11) Rawia Hayik, Critical Literacy in the Gifted Classroom.
(6) Integrated services
(E.6) Naama Baron, Psychological Treatment of Gifted Children: The Rage of the Gifted Child".
(7) Instructors and Teachers
(D.6) Jozef Szopinski, The Quality of Professor -Student Relationships as they Impact Student Success in the
Future.
(D.7) Karageorgou Elissavet; Koutrouba Konstantina, Projects as learning instruments in Second Chance
Schools: Perceptions and Attitudes of Greek Adult Students.
(8) Learner
(F.1) Miri Shachaf; Yaacov Katz, Excellence in Sport and Personality Characteristics among High School
Students in Israel.
(F.2) Mutendwahothe Walter LUMADI, Transformational Efficacy of a Curriculum for People with Visual
Impairment.
(F.3) Oktay Aydın; Adviye Pinar Konyalioglu, The Social and Emotional Adjustment Levels: A Comparison
between Gifted and Non-Gifted Students.
(F.4) Rivka Lifshitz; Esther Adi-Japha; Pnina Klein, Children's Drawings in Relation to Mother-Child
Interactions and Children's Cognitive Performance in Transition from Kindergarten to First
Grade.
(F.5) Umit DAVASLIGİL; Serap EMIR, An Attempt for a Differentiated Program.
(9) Learning Environment
(C.6) Channah Joanna Persoff, Enhancing Pupils' Cognitive Skills by Scaffolding Questions of Texts within
a Constructivist, Socio-Cognitive Environment.
(C.7) Cigdem Nilüfer Umar; Birol Atalay Binici, Terakki Laboratory Brotherhood Project.
(C.8) Koutrouba Konstantina; Kariotaki Maria, Greek Secondary Education Students’ Preferences
Regarding their Participation in Group Work.
(C.9) Rachel Tal; Ahuva Dotan, Unique English Programs for Excellent Students at “Amal”.
(C.10) Ronnie Lidor; Zohar Maayan, Developing Talent in Sport, Thursday.
(C.11) Micheal M van Wyk, Benefits of In-Class Simulated Games on Students’ Learning in Economics
Education.
(10) Programs
(A.6) Sarit Shukrun; Avi Menashes, A Day in a Leader's Life.
(A.7) Dani Steiner, Therapeutic Recreation in Israel: Implementation of an International Model.
(B.8) Einat Sprinzak, Computational Biology Program for Students with High Achievements.
(B.9) Koby Ben-Barak, The Educational Value of Open Experiments.
(B.10) Lea Zait, Developing a New Interdisciplinary Model for Music Education in the Elementary School.
(B.11) Liora Nutov, From Mathematical Magic to Magical Lessons in Mathematics: Insights from Practice.
(D.8) Nirit Alon; Etty Haramaty; Liat Josefsberg Ben-Yehoshua; Felix Laub; Orit Kaufman; Sivan TrauRozenstein, A Two-Directional Learning Experience.
(D.9) Rabbi David Samson, Using Traditional Jewish Educational Models in the Facebook Age.
(D.10) Shlomit Rachmel; Rachel Zorman, The Mentoring Program for Highly Gifted Students in Israel.
(C.13) Shoshana Reiter; Research Facilitator: Billie Eilam, Long-Term Self-Regulated Learning in Science
at Junior-High School.
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Excellence in Education 2012:
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(A.12) Sigalit Avinoam, The World of Islam: A Multidisciplinary Unit Based on SEM.
(A.13) Aurelie Lachish-Zalait; Oved Kedem; Einat Sprinzak; Avi Golan, The Excellence Program for
Junior High School Classes.
(A.14) Nir Peleg, “Precious Moments”.
(B.12) Smadar Or, Junior Physics Tutors- 12 Years of Success Story.
(B.13) Evrea Ness-Bergstein, A Case Study: Students’ Perceived “Ownership of a Project”.
(B.14) Zeev Krakover; Dan Steinitz, A Case for In-house Research Projects.
(D.11) Csilla Fuszek, Budapest Centre of European Talent Support.
(11) Education for Peace
(J.1) Yehuda Stolov, The Interfaith Encounter Association – Education to Civil Excellence.
(12) Posters
(Poster.1) Henderika Bernice de Vries, Creating a Classroom Questionnaire for Ambiguity/ Uncertainty
Avoidance.
(Poster.2) Eva Vondráková, STaN and System of GC Education in the Czech Republic 1988– 2012.
(Poster.3) Todd Lubart; Baptiste Barbot; Maud Besançon, Creativity: How can it be Measured?
(Poster.4) Einav Sagiv, Comics Animation.
(13) Workshops
(Workshop-1) Einat Rom; Roey Perlstein-Dvir, Raising Questions & Doubts or Providing Clear-Cut
Answers.
(Workshop-2) Nir Peleg, “Teaching Lamps”.
(Workshop-3) Gali Tibon; Sophie Moshkovsky; Dorit Shizaf, Leadership Partners with Educational
Excellence.
(Workshop-4) Koby Ben-Barak, The Educational Merits of Scientific Revolutions.
(14) Symposia
(Symposium-1) Yael Poyas, Introduction – The Advantages of a Teacher Education College as a Framework
for a School for Gifted Children.
(Symposium-1) Michal Krupnik-Gottlieb; Hava Vidergor, Studies Originating at Oranim and Continued in
Other Research Institutions: Teachers' Perceptions of Their Instruction in Pullout Programs
for Gifted and Talented Students and the Differences between the Two.
(Symposium-1) Hadar Netz, Gifted Conversations: Discursive Patterns in Gifted Classes.
(Symposium-1) Alon Levy, Projects Developed in the Oranim Training Program for Teachers of Gifted
Pupils: Unconventional Teaching: Economics through Use of a Web Game.
(Symposium-1) Haifa Kawar; Ragda Khuri, The Golden Ratio and the Fibonacci Numbers.
(Symposium-2) Edit Yerushalmi (Moderator), Reading Scientific Texts in the Mathematics and Science
Classroom: A Research Perspective.
(Symposium-2) Avital Elbaum-Cohen; Abraham Arcavi, Reading of Mathematical Texts in High School.
(Symposium-2) Bernd Säring; Bat Sheva Eylon, The Appropriation of Challenging Academic Content by a
Student Turned Teacher – a Rhetorical Analysis.
(Symposium-2) Galia Zer Kavod; Anat Yarden, Adapted Primary Literature as a Model for Scientific
Writing.
(Symposium-2) Elon Langbeheim; Sam Safran; Edit Yerushalmi, Adapting a Research Article for an
Interdisciplinary High School Program: Design Strategies and Study of Students'
Comprehension.
(Symposium-3) Philip Baker, Recognizing and Dealing with Stress in our Gifted and Talented Students.
(Symposium-3) Alan C. Wiebe, Mentoring: A Form of Outreach Employed at the University of Winnipeg.
(Symposium-3) Joseph Goulet, Tourette Syndrome: The Effects of Psychoeducational Interventions in
Schools.
(Symposium-3) Kari and Chris McCluskey, From Unengaged to Engaged.
(Symposium-4) Carmel Bar; Michal Elran; Felix Laub; Etty Haramaty, Extra-Curricular Enrichment for
Excellent Students.
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
(15) Panel Discussions
Panel Discussion (1) Pnina Zeltser; Directors of Gifted Education Centers, From Policy to Implementation.
Chair: Shlomit Rachmel
Panel Discussion (2) Judy Lebovits; Jihad El-Sana; Poh Teen Chng; Nirmala Sankaran; Ilana Hanany,
Excellence in Education in a Multi-Cultural Setting
Chair: Hezki Arieli
Panel Discussion (3) Erica Landau; Baruch Nevo; Inbal Shani; Judy Cohan-Mass, Myths in Gifted
Education
Chair: Moshe Zeidner
Panel Discussion (4)
Roberta M. Milgram; Avi Poleg; Shoshana Rosemarin; Michal Krupnik-Gottlieb, Does the Teacher of the
Gifted Have to be Gifted?
Chair: Hava E. Vidergor
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Names Index & Sessions
A. Reis Monteiro
Abraham Arcavi
Adviye Pinar Konyalioglu
Ahuva Dotan
Alan C. Wiebe
Alan West
Alon Levy
Anat Cohen
Anat Yarden
Arnon Ikan
Aurelie Lachish-Zalait
Avi Golan
Avi Menashes
Avi Poleg
Avital Elbaum-Cohen
Ayelet Danino
Aysegul Topcu
(D.1)
(Symposium-2)
(F.3)
(C.9)
(Symposium-3)
(C.1)
(Symposium-1)
(Member, Public Relations Committee)
(Symposium-2)
(Member, Local Organizing Committee)
(A.13)
(A.13)
(A.6)
(Panel Discussion-4); (W21 & W22)
(Symposium-2)
(D.5)
(A.1)
B. Pecori
Baptiste Barbot
Baruch Nevo
Bat Sheva Eylon
Bernd Säring
Birol Atalay Binici
(A.9)
(Poster.3)
(Panel Discussion-3)
(Symposium-2)
(Symposium-2)
(C.7)
C. June Maker
Carmel Bar
Carol Barnes
Carole Ruth Harris
Channah Joanna Persoff
Cheng-Chih Wu
Chris McCluskey
Christer Johannesson
Christiane Kirsch
Cigdem Nilüfer Umar
Claude Houssemand
Csilla Fuszek
(Keynote Speaker 13); (W6 & W16)
(Symposium-4)
(B.1)
(Keynote Speaker 7); (W10 & W20)
(C.6)
(B.2)
(Symposium-3); (W7 & W17)
(International Committee)
(A.2)
(C.7)
(A.2)
(D.11)
Dalit Shtauber
Dan Steinitz
Dani Steiner
Daniel Zeifman
Daphna Guttman
Daphna More
Debbie Efraim
Detlev H. Rost
Dimitris Kalogeras
Don Ambrose
Dorit Shizaf
Dorothy A. Sisk
(opening ceremony)
(B.14)
(A.7)
(Keynote Speaker 1)
(A.4)
(Member, Public Relations Committee)
(Director of Foreign Relations, ICEE); (opening ceremony)
(International Committee)
(A.3)
(Keynote Speaker 5)
(Workshop-3)
(Keynote Speaker 11)
E. Bertozzi
Edit Yerushalmi
(A.9)
(Symposium-2)
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Eduard Babulak
Edward Guiliano
Einat Rom
Einat Sprinzak
Einat Sprinzak
Einav Sagiv
Eli Eisenberg
Elon Langbeheim
Erica Landau
Esther Adi-Japha
Etty Haramaty
Etty Haramaty
Eva Vondráková
Evrea Ness-Bergstein
(International Committee)
(International Committee)
(Workshop-1)
(A.13)
(B.8)
(Poster.4)
(A.8)
(Symposium-2)
(Panel Discussion-3)
(F.4)
(D.8)
(Symposium-4)
(E.5); (Poster.2)
(B.13)
Felix Laub
Foto Afrati
Franoys Gagn
(D.8); (Symposium-4)
(International Committee)
(International Committee)
G. Tasquier
Gali Tibon
Galia Zer Kavod
Gila Kurtz
Gulsah BATDAL KARADUMAN
(A.9)
(Workshop-3)
(Symposium-2)
(B.3)
(E.2)
Hadar Netz
Haifa Kawar
Hanna David
Hannah Kliger
Hannah Margel
Hava E. Vidergor
Heinz Neber
Henderika Bernice de Vries
Hezki Arieli
Hojjat Adeli
(Symposium-1)
(Symposium-1)
(Member, Local Organizing Committee)
(C.2)
(B.7)
(Symposium-1); (W1 & W11)
(Keynote Speaker 9); (W9 & W19)
(Poster.1)
(International Committee); (Panel Discussion-2)
(International Committee)
Igal Galili
Ilana Hanany
Ilana Nulman
Ilana Shanin
Inbal Shani
Ioannis Kougias
(A.9)
(Panel Discussion-2)
(Member, Local Organizing Committee)
(D.4)
(Panel Discussion-3)
A.3)
Janna Gartsblit
Javier Touron
Jeanne Pratt
Jeanne Schreurs
Jenny Spector
Jihad El-Sana
Joachim Beck
Joan Freeman
Joann P. DiGennaro
Joseph Goulet
Joseph Renzulli
Joy H. Baum
Jozef Szopinski
Judy Cohan-Mass
(B.5)
(International Committee)
(opening ceremony)
(International Committee)
(B.4)
(Panel Discussion-2)
(International Committee)
(Keynote Speaker 8)
(Keynote Speaker 14)
(Symposium-3)
(Keynote Speaker 6)
(E.3)
(D.6)
(Panel Discussion-3)
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Judy Lebovits
Juhaina Awawdeh Shahbari
(Panel Discussion-2)
(C.4)
Karageorgou Elissavet
Kari McCluskey
Kariotaki Maria
Ken McCluskey
Koby Ben-Barak
Koutrouba Konstantina
(D.7)
(W7 & W17); (Symposium-3)
(C.8)
(Keynote Speaker 2); (W3 & W13)
(B.9); (Workshop-4)
(C.8); (D.7)
Lamprini Seremeti
Lea Zait
Leslie S. Graves
Liat Arad
Liat Josefsberg Ben-Yehoshua
Liora Nutov
Livia Lobel
Liz Feldstern
Lydia Delvaux
Lynn Newton
(A.3)
(B.10)
(E.4)
(B.5)
(D.8)
(B.11)
(B.5)
(Member, Public Relations Committee)
(International Committee)
(International Committee)
M. Gagliardi
Marcel Frielich
Maud Besançon
Merav Elkan
Michael E. Auer
Michal Elran
Michal Krupnik-Gottlieb
Micheal M van Wyk
Miri Shachaf
Moshe Zeidner
Mutendwahothe Walter LUMADI
(A.9)
(D.4)
(Poster.3)
(A.8)
(International Committee)
(Symposium-4)
(Symposium-1); (Panel Discussion-1)
(C.11)
(F.1);
(Panel Discussion-3)
(F.2)
N. Grimellini-Tomasini
Naama Baron
Netta Maoz
Nicholas Colangelo
Nir Hacohen
Nir Peleg
Nirit Alon
Nirmala Sankaran
Noemy Porat
(A.9)
(E.6)
(Member, Local Organizing Committee)
(Keynote Speaker 3); (W5 & W15)
(Member, Local Organizing Committee)
(A.14); (Workshop-2)
(D.8)
(Panel Discussion-2)
(B.3)
O. Levrini
Oktay Aydın
Orit Kaufman
Oved Kedem
(A.9)
(F.3)
(D.8)
(A.13)
Peter Goodyear
Peter Merrotsy
Philip Baker
Pnina Klein
Pnina Zeltser
Poh Teen Chng
(International Committee)
(International Committee)
(Symposium-3)
(F.4)
(Panel Discussion-1)
(Panel Discussion-2)
Rabbi David Samson
Rachel Tal
(D.9)
(C.9)
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Rachel Zorman
Ragda Khuri
Rakhmiel Peltz
Rami Kallir
Ravit Glazer
Rawia Hayik
Regina Shneor Polonski
Rena Subotnik
Rivka Lifshitz
Robert H. Asher
Robert Sternberg
Robert Winston
Roberta M. Milgram
Roey Perlstein-Dvir
Ronit Glaser
Ronit Hanoch
Ronnie Lidor
(D.10)
(Symposium-1)
(C.2)
(A.10)
(D.5)
(A.11)
(Member, Local Organizing Committee)
(Keynote Speaker); (W4 & W14)
(F.4)
(International Committee)
(International Committee)
(C.1)
(Panel Discussion-4)
(Workshop-1)
(Executive Secretary)
(B.5)
(C.10)
Sam Safran
Sandra K. Linke
Sarit Shukrun
Serap EMIR
Shimon Hameiri
Shlomit Amichai
Shlomit Rachmel
Shoshana Reiter
Shoshana Rosemarin
Shulamit Kotzer
Sigalit Avinoam
Sivan Trau-Rozenstein
Smadar Or
Sophie Moshkovsky
Stanley Fore
Susan Assouline
Susan G. Assouline
(Symposium-2)
(W2 & W12)
(A.6)
(F.5)
(A.5)
(Conference Co-Chair)
(D.10); (Panel Discussion-1)
(C.13)
(Panel Discussion-4)
(E.7)
(A.12)
(D.8)
(B.12)
(Workshop-3)
(D.2)
(W5 & W15)
(Keynote Speaker 12); (W5 & W15)
Taisir Subhi Yamin
Tina Refning Larsen
Todd Lubart
(Conference Chair); (W2 & W12)
(E.1)
(Keynote Speaker 4); (Poster.3); (W8 & W18)
Umit DAVASLIGİL
Uri Zoller
(F.5)
(D.3)
Vered Yephlach-Wiskerman
(C.5)
Yaacov Katz
Yael Poyas
Yarona van der Horst
Yehuda Stolov
Yossi Elran
Yun-Hsuan Lee
(F.1)
(Symposium-1)
(B.6)
(J.1)
(E.7)
(B.2)
Zeev Elitzur
Zeev Krakover
Zohar Baruch
Zohar Maayan
(C.3)
(B.14)
(Operation)
(C.10)
ICIE - ICEE Conference
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Keynote Speakers
What Makes Giftedness and How Do We Develop High Levels Of Academic
Performance and Creative Productivity In Young People?
Joseph S. Renzulli
The National Research Center on the Gifted and Talented, University of Connecticut, USA
Research has shown that students who show a talent and creativity in early
life are more likely to become designers, inventors, writers, scientists,
entrapeneauers, and adult contributors to all areas of human accomplishment.
An education system that promotes the overall performance of young
people’s creative and investigative skills is an important investment to the
economy, culture, and quality of life for a nation.
This presentation will provide the theoretical background underlying The
Schoolwide Enrichment Model and the two theories upon which this model
is based. The first theory is The Three-Ring Conception of Giftedness and it
describes how interactions among cognitive and co-cognitive traits contribute
to the development of gifted behaviors. Topics will include a discussion of
the assessment of academic strengths, interests, learning styles, and preferred
modes of expression. The second theory, entitled the Enrichment Triad
Model, is a learning theory that focuses on the types of student activities that
promote high levels of creativity and investigative learning strategies. Topics will include practical suggestions
for developing gifted behaviors such as curriculum compacting, cluster grouping, enrichment clusters, and the
use of investigative learning strategies in both the regular curriculum and in supplementary learning
opportunities. A description a theory-based technology program that provides teachers with a tool for the
management of personalized learning will also be presented.
Joseph S. Renzulli is a Board of Trustees Distinguished Professor at the University of Connecticut where he
also serves as director of the National Research Center on the Gifted and Talented. Joe is one of the foremost
leaders in the field of gifted education. In June 2003, he was awarded an Honorary Doctor of Laws Degree from
McGill University in Montreal, Canada. His work has focused on the development of theories and research
related to broadened conceptions of human potential, the identification and development of creativity and
giftedness in young people, and on organizational models and curricular strategies for differentiated learning
environments and total school improvement. A focus of his work has been on applying the pedagogy of gifted
education to the improvement of learning for all students and using technology to promote high-end learning.
Lost Prizes: Recognizing and Nurturing Talent in At-Risk Populations
Ken McCluskey; and Andrea McCluskey
Winnipeg University, Winnipeg, Canada
This keynote speech explores the expansion of enrichment programming to include hitherto marginalized
populations: nonconformists, dropouts, the "tough bright", children and youth from minority groups, and young
people whose talents surface in domains other than reading, writing, and arithmetic. Reference is made to several
made-in-Manitoba initiatives which have successfully employed Creative Problem Solving - in combination with
mentoring, career awareness, and other interventions - to reclaim talented but troubled high-school dropouts
(Lost Prizes), to turn around the lives of marginalized Aboriginal youth (Northern Lights), to reduce the
recidivism rate of Native Canadian inmates (the Second Chance program), and to support inner-city students at
risk for alienation, school failure, and gang involvement (the Inclusive Prototype Enrichment Project). “The true
‘cost’ of talent delayed or denied is virtually impossible to discern. What is the cost of a symphony unwritten, a
cure not discovered, a breakthrough not invented? In today’s complex world, and in preparing for tomorrow’s
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
certainly more complex one, we can scarcely afford such waste of ‘talent
capital’ and human potential” (McCluskey & Treffinger, 1998, p. 216). The
Lost Prizes project was designed to recapture talented high-school dropouts.
Their talents notwithstanding, the young people in question had been lost to
the system. At best, they were floating aimlessly; at worst, they were in
serious trouble with the law. The hope was to reconnect with these at-risk
individuals, awake dormant creative potential, and encourage reasoned
decision making. This flexible off-site program featured career exploration,
growth plans, job experience, and CPS training. It worked successfully in a
number of countries, including Canada, for many dropouts, whose talents
were identified, appreciated, and nurtured.
Ken McCluskey, Dean and Professor of Education at the University of
Winnipeg, has had 25 years experience as a school psychologist, special educator, and administrator in the public
school system. A recipient of major program development, creativity, and publication awards from the Canadian
Council for Exceptional Children, the International Centre for Innovation in Education (ICIE), the World
Council for Gifted and Talented Children (WCGTC), and Reclaiming Youth International (along with his
institution's teaching, research, and community service awards), Ken – a much sought after international speaker
– has written well over 100 professional articles and chapters, and is the author, co-author, or editor of 20 books,
including The Doubtful Gift: Strategies for Educating Gifted Children in the Regular Classroom, Lost Prizes:
Talent Development and Problem Solving with At-Risk Populations, and Enriching Teaching and Learning for
Talent Development.
Creative Thinking: Its' Measurement and Development
Todd Lubart
Université Paris Descartes, Paris-France
Creativity is increasingly viewed as a precious resource that is relevant to
individual and societal achievement and advancement. Recognized as a key
competency in the 21st century world, more than a century of research will be
reviewed allowing us to grasp the important psychological factors involved in
creativity. Tools allowing creative potential to be assessed, such as Evaluation of
Potential Creativity (EPoC) (Lubart, Besançon & Barbot, 2011) and the resulting
products that may be socially recognized and valued as both original and
contextually appropriate will be examined. For education, research suggests that
creative ability can be developed. Educational designers may focus on selfadministered activities for individuals, curriculum-based material for teachers,
and/ or more general support systems that structure the educational environment
itself. These possibilities for developing creativity will be described and
illustrated.
Todd Lubart is Professor of Psychology at the Université Paris Descartes, and Member of the Institut
Universitaire de France. He received his Ph.D. from Yale University and was an invited professor at the Paris
School of Management (ESCP). His research focuses on creativity, its identification and development in children
and adults, the role of emotions, the creative process and intercultural issues. Todd Lubart is author or co-author
of numerous books, research papers, and scientific reports on creativity, including the books Defying the crowd:
Cultivating creativity in a culture of conformity (NY: Free Press, 1995), Psychologie de la créativité (The
psychology of creativity, Paris: Colin, 2003), and Enfants Exceptionnel (Exceptional Children, Bréal, 2006). He
is the co-founder of the International Centre for Innovation in Education (ICIE), and the associate editor of
Gifted and Talented International.
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Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Creativity, Ethics, and Dogmatism: 21st-Century Education from a Panoramic,
Interdisciplinary Perspective
Don Ambrose
Editor, Roeper Review, Professor of Graduate Education,
College of Liberal Arts, Education, and Sciences, Rider University, USA
The globalized 21st-century provides an uncertain, evolving, problem-filled
context for the cognitive, emotional, motivational, and ethical development of
young people. This session provides a big-picture overview of 21st-century
global trends and issues and their implications for education. The overview is
derived from a far-reaching, interdisciplinary analysis encompassing more than
20 academic disciplines and fields. Much of the analysis is captured in four
recent interdisciplinary books that brought together contributions from leading
scholars in the various disciplines. Twenty-first century issues and problems
include the dynamics of an innovation-driven, rapidly evolving, knowledge
economy; accelerating technological change with the attendant, unpredictable
implications; more elaborate international networking, which generates more
ideological and cultural conflict; severe socioeconomic inequality within and
beyond nations and the accompanying social problems posed by gross inequity;
unprecedented human impact on the environment; and the prevalence of
macroproblems (long-range, transdisciplinary, international problems requiring very high levels of creative
collaboration). Embedded in all of these difficulties are unprecedented opportunities that are available to
individuals, nations, and humanity as a whole--if we can generate and support more “creative intelligence” in our
education systems. In such a globalized environment the optimal education would be characterized by
differentiated, personalized, inquiry-based, interest-based, ethically guided, creative exploration. Some general
guidelines for the development of such an educational system will be explored in this session. In addition, some
innovative teaching models and strategies will be described.
Don Ambrose is Professor of Graduate Education at Rider University in Lawrenceville, NJ, editor of the
international, refereed journal Roeper Review, and past chair of the Conceptual Foundations Division of the
National Association for Gifted Children. Most of his numerous publications are theoretical syntheses and
philosophical analyses based on a wide-ranging, interdisciplinary search for theories, philosophical perspectives
and research findings that challenge, refine, and expand thinking about the development of creative intelligence.
His books include “How dogmatic beliefs harm creativity and higher-level thinking” (with Robert J. Sternberg;
in press, Routledge); “Confronting dogmatism in gifted education” (with Robert J. Sternberg & Bharath
Sriraman; in press, Routledge); “The Roeper School: A model for holistic development of high ability” (with
Bharath Sriraman & Tracy L. Cross; in press, Sense); “Expanding visions of creative intelligence: An
interdisciplinary exploration” (Hampton Press); “Morality, ethics, and gifted minds” (with Tracy L. Cross;
Springer Science); “Creative intelligence: Toward theoretic integration” (with LeoNora M. Cohen & Abaham J.
Tannenbaum; Hampton Press); and “Imagitronics” (Zephyr Press). He also serves on the editorial boards for
Gifted and Talented International, the Journal for the Education of the Gifted, the Gifted Child Quarterly, the
Encyclopedia of Giftedness, Creativity, and Talent (SAGE), and the Advances in Creativity and Gifted
Education Series (Sense Publishers).
Acceleration: The Intervention of Excellence for Gifted Students
Nicholas Colangelo
University of Iowa, USA
This keynote will focus on the research and practice of acceleration as the most
proven effective intervention for gifted students. The presentation will
summarize the past 50 years of research on acceleration and define the various
forms of acceleration. The essence of the presentation will be on the national
report “ A Nation Deceived: How Schools Hold Back America’s Brightest
Students (Colangelo, Assouline, & Gross) and on the repost “Guidelines for
Developing an Academic Acceleration Policy” (Colangelo, Chair). Evidence
will be presented as to how acceleration is a model of excellence in education
as based on effectiveness, flexibility and economics.
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Excellence in Education 2012:
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(Jerusalem, July 9-12, 2012)
Nicholas Colangelo is the Myron & Jacqueline Blank Professor of Gifted Education at The University of Iowa.
He is also Director of The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and
Talent Development. He is author of numerous articles on counseling gifted students and the affective
development of gifted. He has edited two texts: New Voices in Counseling the Gifted (with Ronald Zaffrann)
and Handbook of Gifted Education, Editions I, II, and III (with Gary Davis). He has authored “A Nation
Deceived: How Schools Hold Back America’s Brightest Students” (with Susan Assouline and Miraca Gross). He
has served on the editorial boards of major journals including Counseling and Development, Gifted Child
Quarterly, Journal of Creative Behavior, Journal for the Education of the Gifted, and Roeper Review. He has
presented a number of research papers at national and international conferences and has been a keynote speaker
on numerous occasions. In 1991, he was presented with the Distinguished Scholar Award by the National
Association for Gifted Children; in 1995, he received the Alumni Achievement Award presented by the School
of Education, University of Wisconsin-Madison. In 2000, he was elected to the Iowa Academy of Education and
received the State of Iowa Regents Award for Faculty Excellence. In 2002, he received the President’s Award
from the National Association for Gifted Children. In 2003, he was appointed by Governor Tom Vilsack (Iowa)
to the Iowa Learns Council. Dr. Colangelo was elected President of the Iowa Academy of Education for 20052006. He received the Upton Sinclair Award as a Top Ten Influential Educator for 2005. In 2007, he was
selected as the Association Editor for the National Association for Gifted Children (2007-2009). Dr. Colangelo
received the Michael J. Brody Award for Faculty Excellence in Service from The University of Iowa in 2008. In
2009, he chaired the national task group that published Guidelines for Developing an Academic Acceleration
Policy. In 2010, Dr. Colangelo was elected to the Board of Trustees of the Herbert Hoover Presidential Library.
Spiritual Intelligence: Developing Higher Consciousness
Dorothy A. Sisk
The Gifted Child Center, Lamar University, USA
The discussion of human capacities dates back to ancient traditions and
literature. E. Paul Torrance and I set out on a remarkable journey in 2000
drawing upon a number of areas: Psychology, Science including Neurobiology,
brain research, Geology, Cymatics, Physics and Sacred Geometry, Ancient
Wisdom, Eastern Mysticism, and the wisdom of Native American and First
Peoples. We examined the experiences of great leaders selected as individuals
who demonstrated what we came to call spiritual intelligence. Out of our
researching, searching, and writing this new intelligence emerged that integrates
all the intelligences. This keynote will address what spiritual intelligence is and
what spiritual intelligence is not, and how the foundation for the concept of
spiritual intelligence was established. This foundation includes a foundation of
psychology, science and ancient wisdom. In this presentation, the lives of
spiritual pathfinders will be examined to search for common elements of
behavior that provide direction for a core of spiritual intelligence behavior.
Using the image of water, it flows, perception can flow and be free from
emotions and prejudgment--in that mode, this presentation will examine the concept of spiritual intelligence and
ways to nurture its development.
Dorothy A. Sisk, Ph.D., holds an endowed chair in education of gifted students at Lamar University in
Beaumont, Texas. Dr. Sisk is an international consultant focusing on leadership and creativity development. She
was a professor at the University of South Florida, coordinating programs for training teachers of the gifted, and
the former director of the U.S. Office of Gifted and Talented in Washington, DC. She currently directs the C.W.
Conn Gifted Child Center at Lamar University, and teaches the courses for endorsement in gifted education. She
received the Distinguished Leaders Award from the Creative Education Foundation (CEF) in 1989, the
Distinguished Service Award from the National Association for Gifted Children (NAGC) in 1983 and 1994, the
Creative Lifetime Award from CEF in 1994, and was selected for the Hall of Fame Award of CEF in 2005. Dr.
Sisk served as one of the founders and first president of the American Creativity Association, and president of
The Association for Gifted and Talented (TAG), the Florida Association for Gifted, and the World Council for
Gifted and Talented Children (WCGTC), where she was executive administrator, and editor of Gifted
International from 1980-1990. She has conducted training sessions throughout the United States and
internationally. Dr. Sisk is author of Creative Teaching of the Gifted, and Making Great Kids Greater; coauthor
with Doris Shallcross of Leadership: Making Things Happen, The Growing Person, and Intuition: An Inner Way
of Knowing; coauthor with E. Paul Torrance of Gifted Children in the Regular Classroom and Spiritual
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Intelligence: Developing Higher Level Consciousness; and coauthor with Susan Israel and Cathy Block of
Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student. In addition, she has
contributed numerous articles and chapters in books on gifted education.
Gifted Lives: What Happens When Gifted Children Grow Up
Joan Freeman
Middlesex University, London, England
Thirty five years ago, I began my research into the intimate lives of 210 British
children, half of them gifted and the others carefully matched comparisons. I tested
them with many psychological measures, and recorded their words over the decades
from many hundreds of interviews along with those of their teachers and parents. From
their early astounding promise to their maturity, I documented their growing up. In
2010, I published the final results in my book, Gifted Lives. I selected 20 of the most
gifted, each one representing an aspect of being gifted. As children, they had been
outstanding in specific areas such as mathematics, the arts, empathy and spirituality. I
detail their special challenges, frustrations and triumphs as they negotiated their ways
in very different kinds of families and styles of education. Some are highly successful
and some face failure. How does brilliance help when young financier hits his first
million; what happens years later when child has been accelerated by three years in school; how does being
ethnically different affect achievement; or when a high-flying pianist is devastated by injury: or a psychiatrist
suffers mental illness? Although fate played a big part in their successes, so too did a personal outlook which
could see and grab a fleeting chance, overcome great odds, and put in the essential hard work to lift childhood
prodigy to greatness.
Joan Freeman, Ph.D., is a Fellow and Lifetime Award winner of the British Psychological Society. She is
Founding President of the European Council for High Ability (ECHA) and of the Tower Education Group. She
has considerable publications, including 17 books, and a psychology practice in London.
See: www.joanfreeman.com.
What Components of Adolescent Talent Development are Most Likely to Contribute to
the Pipeline of Future Scientists?
Rena Subotnik
American Psychological Association, USA
Adolescents with interests and talents in specific arts or sciences are likely to
pursue further study in these domains when they are provided with
challenging curricula, expert instruction, and peer stimulation. There are
many ways of generating such academically stimulating conditions. One
increasingly prevalent means is establishing selective secondary schools.
Intuitively, concentrating talented youth interested in science, for example,
with the faculty and facilities best suited to nurture and challenge their
intellectual development seems to be an obvious course of action. However,
as with most things, the devil lies in the details. These details include, among
other factors, the reasons students choose to attend, the rigor of the offered
coursework, instructional strategies employed in classrooms, and the
availability of authentic research opportunities.
This session’s goals will be to (1) address the overall effectiveness of intensive talent development environments
in STEM subjects, (2) identify which components of these environments seem to have most impact, and (3)
propose how this information might be applied in a wider array of school environments.
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Rena F. Subotnik began her position as Director of the Center for Gifted Education Policy at the American
Psychological Association in January 2002. The Center's mission is to generate public awareness, advocacy,
clinical applications, and cutting-edge research ideas that will enhance the achievement and performance of
children and adolescents with special gifts and talents in all domains, including the academic disciplines, the
performing arts, sports, and the professions.
Dr. Subotnik has been awarded grants for the Center’s work from the McDonnell Foundation, the National
Science Foundation, the Institute for Education Sciences, Jack Kent Cooke Foundation, Camille and Henry
Dreyfus Foundation, and the American Psychological Foundation.
She is co-author (with Paula Olszewski-Kubilius and Frank Worrell) of Rethinking Giftedness and Gifted
Education: A Proposed Direction Forward Based on Psychological Science (in Psychological Science in the
Public Interest), and (with Ann Robinson, Carolyn Callahan, and Patricia Johnson) Malleable Minds:
Translating Insights from Psychology and Neuroscience to Gifted Education (National Research Center for
Giftedness and Talent). She is also author (with Lee Kassan, Alan Wasser, and Ellen Summers) of Genius
Revisited: High IQ Children Grown Up (1993) and (with David Grissmer and Martin Orland) A Guide to
Incorporating Multiple Methods in Randomized Controlled Trials to Assess Intervention Effects (2009).
Additional edited books include (with Bruce Thompson) of Methodologies for Conducting Research on
Giftedness (2010), (with Frances Horowitz and Dona Matthews) Developing Giftedness and Talent Across the
Life Span (2009), (with Kurt Heller, Franz Monks, and Robert Sternberg) The International Handbook of
Research on Giftedness and Talent (2nd Edition, 2000), (with Karen Arnold and Kathleen Noble) Remarkable
Women: Perspectives on Female Talent Development (1997), (with Karen Arnold) Beyond Terman:
Contemporary Longitudinal Studies of Giftedness and Talent (1994).
DISCOVERing Creativity, Multiple Intelligences, and Problem Solving: Research,
Practices, and New Directions
C. June Maker
University of Arizona, Tucson, AZ, USA
Children today are different, and they are being born into a world vastly
different from the world that existed even ten years ago. Change is
occurring so rapidly that we can no longer simply focus on testing or
developing knowledge and isolated skills. We must, instead, teach our
children how to use their natural abilities to gather and process information
— how to think through issues and solve complex problems. Current
research shows that we can identify, support, and expand these natural
abilities, allowing a child to use his or her strengths for more effective
learning. Educators must provide our children and youth with choices and
join with them in creating solutions to the complex problems faced by the
increasingly interdependent nations of our world.
In this speech, I will share my experiences with Discovering Intellectual
Strengths and Capabilities while Observing Varied Ethnic Responses
(DISCOVER), a unique model for assessing and developing problem
solving abilities by recognizing the diversity of gifts and talents in people of
all cultures, languages, nations, ages, and environments. Stories about
children and teachers, pictures, and results of over 20 years of research will
be integrated to support this message about the changes we need to make in our educational systems. New
directions and exciting programs in many countries also will be highlighted.
C. June Maker is a Professor in the Special Education Program, Department of Disability and
Psychoeducational Studies, at The University of Arizona in Tucson, Arizona, where she coordinates a doctoral
concentration in education of the gifted and an interdisciplinary program in early childhood education. She
teaches courses in both these degree concentrations as well as courses in professional writing for doctoral
students. She has been active in NAGC and WCGT. She is interested in early childhood education, curriculum
development, development of talents in children with disabilities, education of gifted minority students, and
teaching gifted students in regular classrooms. She serves on editorial boards for journals in education of the
gifted, special education, and general education. She is an internationally known writer, researcher, teacher
educator, consultant, and keynote speaker, and has published many books and articles in her interest areas. Most
of her work has been focused on creating and validating an assessment and curriculum model for development of
talents in children from culturally diverse groups in a project called Discovering Intellectual Strengths and
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Capabilities while Observing Varied Ethnic Responses (DISCOVER). Her current passion is implementing the
new Real Engagement in Active Problem Solving (REAPS) model, in which DISCOVER is combined with
other models and expanded for use in science and interdisciplinary contexts in both regular and special
programs. The website for her project, DISCOVER, is www.discover.arizona.edu, and she can be reached at
junemaker@hotmail.com.
Problem Based Learning as a Learning Environment for the Gifted Students
Heinz Neber
Universität München, Germany
Students should be more active in the pursuit of knowledge. Discovery learning
approaches may help in attaining this objective. They contribute in establishing
learning environments that support the development of personal skills, selfregulatory competencies, and they support the acquisition of more meaningful and
transferable knowledge. Such environments contribute in meeting specific needs
and strengths of highly gifted students. By varying the degree of structure of
learning tasks and by employing different kinds and amounts of support, discovery
learning may be adapted to individual differences among students. Thus, the
versions of discovery approaches which will be presented in the speech may help in
challenging all students on adequate levels.
Heinz Neber is a professor of psychology, and had different positions as a professor of educational psychology
(currently at the University of Munich/ Germany). His research focuses on learning, in particular on discovery
learning, and inquiry (e.g., in chemistry education). He published on the acquisition of usable knowledge,
problem-solving, cooperative learning, and self-regulation most of them in German). On questioning, he
published several studies focusing on ways to promote students’ epistemic questions in regular classroom
contexts (history, chemistry). Together with Kurt Heller, he extensively evaluated the German Students
Academy (a summer school for highly gifted students). Other contributions concerned competitions, the quality
of teacher nominations for programs, self-regulated, and cooperative learning with highly gifted secondary
school students.
Twice-Exceptional Students: Who are they, what do we know, what do we have left to
learn?
Susan G. Assouline
The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and
Talent Development, USA.
The nuances associated with twice-exceptionality will be explored. Issues to be
addressed include the cognitive and psychosocial profiles of students with Autism
Spectrum Disorder (ASD) and disorder of written expressions.
Research-based recommendations for educators and psychologists will be presented
and directions for future research will be suggested.
Susan G. Assouline is a professor of school psychology at The University of Iowa
and the associate director of the UI Belin-Blank Center. She received her B. S. in
general science with a teaching endorsement, her Ed.S. in School Psychology, and
her Ph.D. in Psychological and Quantitative Foundations, all from The University
of Iowa. Upon completion of her doctorate, she was awarded a two-year postdoctoral fellowship at the Study of Mathematically Precocious Youth (SMPY) at
Johns Hopkins University and subsequently joined the Belin-Blank Center in 1990.
She is especially interested in academically talented elementary students and is coauthor (with Ann Shoplik) of both editions of Developing Math (2005, 2011). As well, she is co-developer of
The Iowa Acceleration Scale (2009), a tool designed to guide educators and parents through decisions about
accelerating students. In 2004, she co-authored, with Nicholas Colangelo and Miraca U. M. Gross, A Nation
Deceived: How Schools Hold Back America’s Brightest Students. Dr. Assouline has conducted numerous
workshops for parents and teachers on acceleration, development of mathematical talent, and twice-exceptional
students (gifted/ students with a disability). In 2005, she received the University of Iowa Board of Regents
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Staff Excellence Award. In 2007 and 2010 she received the Mensa Education & Research Foundation Award
for Excellence in Research.
Through a Lens Clearly: Giftedness as Cultural Prism
Carole Ruth Harris
G.A.T.E.S. Research & Evaluation, USA.
Internal and external perspectives constantly interact in terms of changing
individual and cultural value systems. Understanding giftedness, therefore,
requires a derivative view of the way in which giftedness is seen through the lens
of the culture that defines its parameters. There is a symbiotic reciprocity that
activates, integrates, and intensifies both individual and cultural development and
encourages maximization of potential. But that reciprocity must be viewed
through a lens that provides more than one perspective if identifying and
understanding giftedness is to have meaning in an increasingly diverse global
society. The presentation addresses psychological, cultural, and aesthetic factors in
the light of changing value systems, rapid technological development, linguistic
differences, population movement, cultural erosion, economic realities, and
political conflict with a view to defining and valuing aspects of giftedness in a
faceted world.
Carole Ruth Harris, Ed.D., Director of G.A.T.E.S. Research & Evaluation, holds a Doctorate in gifted
Education from Columbia University where she studied with A. Harry Passow and A. J. Tannenbaum. Formerly
Associate in Education in International Education at Harvard University and researcher on the Hollingworth
Longitudinal Study at Teachers College, Columbia University, she has taught education of the gifted at
University of Hawaii and international education of the gifted, creativity, and qualitative research methods at
University of Massachusetts-Lowell. Dr. Harris is the author of more than 75 articles and book chapters and has
given more than 175 lectures and workshops at national and international conferences both as participant and
invited speaker. She is a recipient of the Gowan Award from the National Association for Gifted Children and a
Fellow of the American Association for Educational Research. Recent publications include Fostering Creativity
in Children, K-8: Theory and Practice, with M. Lynch (Allyn & Bacon), The Fragility of the Faceted Child:
Gifted, Culturally Conflicted, Isolated. In Eriksson, G. & Wallace, B. (Eds.). Diversity in gifted education:
International perspectives on global issues. (Routledge), and [In press] The Practical handbook for teaching
gifted and able students, with Hava Vidergor and Taisir Subhi Yamin (ICIE).
Policy and Politics of Enrichment and Acceleration Programming for Extremely Able
Students
Joann P. DiGennaro
President, Center for Excellence in Education (CEE), U.S.A.
Each nation is unique in its educational goals for elementary, secondary, and
university institutions. The resources of a nation are carefully expended with
consideration to its fiscal strength and perceived challenges in the global community.
My presentation is concerned with the importance of establishing educational policy
and programs to maximize the potential of every student to learn, including
extremely able students who are often defined as “gifted and talented.” A number of
enrichment programs will be discussed for possible implementation. The issue of
rewarding academic achievement has increasingly become political. The politics of
education has become pronounced as equity issues and democratic principles have
taken on expanded meaning. To meet the educational needs of all students, it is
important to clearly define the measures used to identify academic achievement and
the importance of using multiple matrixes for identification purposes to capture the
diversity of a nation. It is critical to justify expenditures for education to include
enrichment and acceleration programs for students. The economic and competitive
position of a nation in the global community is associated with engaging a nation’s
best minds to meet its responsibility to address the challenges of environment, health, energy and national
security issues.
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Joann DiGennaro established the Center for Excellence in Education (CEE) with the late Admiral H.G.
Rickover in 1983 to nurture high school and university scholars to careers of excellence and leadership in
science and technology, and to promote collaboration among future scientific and technological leaders in the
global community. The not for profit, 501(c)(3) organization is based in McLean, Virginia. Ms. DiGennaro has
negotiated educational science programs with 51 nations to date. Relations for cultural and scientific exchanges
between China and U.S. were inaugurated in 1984 with approval of the People’s Republic of China Ministry of
Foreign Affairs. The Research Science Institute was inaugurated in 2006 with Fudan University for China’s top
math and science students attending high schools in Shanghai. In 2010, Ms. DiGennaro inaugurated the Research
Science Initiative in India at the Indian Institute of Technology Madras (IITM) in collaboration with the PSBB
Millennium Group of Schools. Under the leadership of Ms. DiGennaro, the Saudi Research Science Institute (SRSI) was inaugurated in 2011 at the King Abdullah University of Science and Technology (KAUST) in Saudi
Arabia. It is the first STEM program in the nation where female scholars study alongside their male counterparts.
President George W. Bush appointed Ms. DiGennaro to the U.S. Army War College Board of Trustees. She
served as Chairperson of that Board. Ms. DiGennaro also served on the Advisory Council (the Board) of the
National Aeronautics and Space Administration (NASA). She received the Public Service Medal in May 2008
for her contribution to NASA’s mission. Ms. DiGennaro was a member of the U.S. Delegation of seven to the
First China-U.S. Civil Strategic Dialogue in Beijing, China in 2010, and has been invited to represent the U.S. in
a follow-up dialogue in Fall, 2012. She serves on the Dean’s Advisory Board of the College of Liberal Arts at
Purdue University, the Board of Visitors of the National Defense Intelligence College, and is a Board member of
the Global Policy Research Institute at Purdue University. She has served on the Board of Visitors of several
universities. Ms. DiGennaro is a Council Member with the Methodist DeBakey Heart & Vascular Center and is
on the Advisory Board for the USA Science & Engineering Festival. She as well serves on the Board of Trustees
of the Keck Graduate Institute of Life Sciences. Ms. DiGennaro was appointed by Bob McDonnell, Governor of
the Commonwealth of Virginia, to the State Council of Higher Education and the Commission of Higher
Education Reform, Innovation and Investment.
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Panels
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Panel Discussions
Panel Discussion (1)
Pnina Zeltser; Directors of Gifted Education Centers, From Policy to
Implementation.
Chair: Shlomit Rachmel
Abstract
In this symposium, the development of the division's policy to nurture gifted students will be presented
from 1973 (when the department for gifted students was established) and up to the present. The
founding documents that were written by the steering committee that accompanies the pedagogical
work of the division will be presented, relating to: The division's vision; the profile of the graduate; and
the core guidelines for enrichment centers for gifted students. We will also present the main principles
for the division activities: Identifying gifted students for various programs; addressing cognitive,
emotional, social and ethical aspects that are unique to gifted students; developing a holistic program
from preschool to 12th grade that is based on the core guidelines; providing holistic nurturance in all
content and skill areas; and regarding teaching gifted and outstanding students as a unique profession
that develops as a result of integrating research with educational practice. The implementation of our
policy will be presented in examples from the field that were developed and implemented in a
laboratory of ideas in professional development workshops with enrichment center directors and
teachers, as well as with students. The "market" as an authentic learning environment is an example of
an interdisciplinary work model that was developed and implemented by the division as part of the
professional development of enrichment center directors. Other unique models in working with gifted
students, such as webquest, will also be presented as it is implemented in the field.
Shlomit Rachmel is the head of the division for gifted and outstanding
children at the ministry of education in Israel. She received her Master degree
in Education at the Hebrew University, Jerusalem. She also graduated, Mandel
Institute for Educational Leadership. She has published substantial research
papers and reports, concerning policy of educating gifted children. The
division for gifted and outstanding students is designing and implementing a
wide educational policy aiming to enable the development of student's abilities
to their highest levels. Motivated by the vision in which both students and
teachers should expend their knowledge horizons.
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Panel Discussion (2)
Judy Lebovits; Jihad El-Sana; Poh Teen Chng; Nirmala Sankaran; Ilana
Hanany, Excellence in Education in a Multi-Cultural Setting
Chair: Hezki Arieli
This panel will examine the cultivation of excellence and implementation of the Excellence 2000
program in a wide range of school settings and unique cultural contexts. Panelists will share their
impressions and findings as partners with the Israel Center for Excellence through Education and
implementers of excellence programs.
Hezki Arieli (Former Chairman of the Board, ICEE) has
more than twenty years of rich and varied experience in the
field of education in Israel and abroad. He developed and
expanded the "Excellence 2000" program which is
implemented today in hundreds of schools in Israel, the United
States, Singapore and India and established the "Excellence
Educators Institute" for training teachers in excellence
education. Mr. Arieli served as Director General of the Israel
Center for Excellence through Education from 1997 to 2009,
and then as Chairman of the Board until 2012. He is a member of the national steering committee for
gifted and excellence education.
Abstract (1)
The Center for Initiatives in Jewish Education has been supporting the Excellence 2000 program for
the past eight years. The E2K program is being implemented in seventy-seven Jewish Day Schools in
several states in the US. The E2K program has had a significant impact on the educational culture of
our schools. STEM education is being introduced throughout elementary, middle and high school.
Skills such as creativity, reasoning, and intuitive thinking have significantly increased in all subject
areas.
Judy Lebovits is the Director and Vice President of the Center
for Initiatives in Jewish Education (CIJE), which funds and
supports educational programs in more than 120 Jewish day
schools and yeshivot. Judy has taught biology and general
science at the Bronx High School of Science, the Hebrew
Academy of the Five Towns and Rockaway and the Yeshiva of
Central Queens. Prior to becoming Director of CIJE, she served
as Principal of General Studies at the Yeshiva of Central Queens
for close to two decades. During her tenure as principal, the
Yeshiva was awarded the prestigious United States Blue Ribbon
for Excellence in Education. She holds Bachelors and Masters Degrees in both Biology and Science
Education. In addition, she has a Certificate of Advanced Study in School Administration and
Supervision and is licensed by the State of New York as a Biology and General Science Teacher,
School Administrator and Supervisor, and School District Administrator.
Abstract (2)
Professor Elsana’s remarks will address five points, including: Excellence in education as a tool to
develop deprived societies; engaging the community and the parents in the education processor;
excellence in education and social awareness; working with excellent students for gradually raising the
level of the entire society; and excellence in science and social behavior.
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Jihad El-Sana is an associate professor at the Department of Computer
Science, Ben Gurion University of the Negev. He received his B.Sc. and
M.Sc. in Computer Science from BGU. In 1995 he won a Fulbright
Scholarship for, Israeli Arabs, for doctoral studies in the US. In 1999 he
earned a Ph.D. in Computer Science from the State University of New
York, Stony Brook El-Sana heads the department's Visual Media Lab,
which hosts various research projects in Computer Graphics, Image
Processing, Augmented Reality, Computational Geometry, and Document
Image Analysis. El-Sana is socially active and has been involved in various
NGO projects geared toward the development of the Arab society in the
Negev, through education. He is currently serving as the head of AHD –
The Academic Association for the development of the Arab Society in the
Negev and has been among the driving force behind the establishment of
the AHD High School for Science.
Abstract (3)
Singapore implements the E2K Science for the high-ability learners in the upper primary school levels
since 2009. The programme fosters students’ independence in scientific inquiry and nurtures other
important 21st century competencies. Teachers have also become more competent in facilitating
inquiry learning.
Poh Teen Chng is the Assistant Director of Gifted Education at the
Singapore’s Ministry of Education’s Gifted Education Branch. She oversees
Science gifted education, counselling support as well as provisions and
support for the exceptionally gifted and twice exceptional pupils. She works
closely with schools implementing school-based gifted education at the
secondary level. She previously served as the Head of Gifted Education
Department at Raffles Institution and was also a science teacher to gifted
students there. During her family’s stay in Hong Kong from 2008-2010, she
helped to establish the Teacher Professional Development and Parent Support
divisions of the Hong Kong Academy for Gifted Education.
Abstract (4)
The HeyMath! E2K program was piloted successfully in Chennai, India as an After School
Enrichment program for students. The pedagogy underlying the E2K program (i.e. developing
scientific thinking and instilling the process of excellence) was applauded by teachers and students.
Science has always been given huge importance in the Indian culture and many aspire to the field. By
allowing students to “discover” scientific phenomena and “follow the unknown”, E2K invigorated the
learning process and was a unique experience for the participants.
Nirmala Sankaran is a co-founder of HeyMath! (www.heymath.com) – an
innovative digital Math program developed in collaboration with the
University of Cambridge, UK. HeyMath’s mission is to support the work of
teachers and inspire students about the tremendous possibilities that Math
offers. Over the last 12 years, HeyMath! has established a strong footprint in
India, Singapore, Africa and the United States. HeyMath’s core competencies
are curriculum expertise, rich interactive pedagogy, creative use of
technology, flexible delivery models and strong domain in teacher training.
The program has consistently produced results and has impacted half a million
learners in over 50 countries. HeyMath! also has an enrichment program for
gifted learners which was co-developed in partnership with Singapore’s
prestigious Raffles Institution. Nirmala Sankaran leads product development and innovation at
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HeyMath! She is committed to building excellence in Math education by synthesizing best practices in
teaching from high performing systems around the world, drawing insights from pedagogical research
and staying on top of developments in educational technology. Prior to HeyMath!, Nirmala worked for
12 years with Citigroup in India, Middle East, Eastern and Southern Europe and the US. She has
extensive experience in Product Management, Product development, Sales and Marketing. Nirmala
completed her MBA from Indian Institute of Management, Bangalore and graduated from Shri Ram
College of Commerce, University of Delhi. HeyMath! partners with centers of excellence like the
University of Cambridge, Singapore’s Raffles Institution, top performing schools districts in the US
and leading schools in India to be at the cutting edge of Math education.
Abstract (5)
As groups and individuals, gifted Students and excellent students require special needs. After years
of learning and experimenting I understood the importance of enrichment for excellence in
education. The “Excellence 2000” program that was developed by the “The Israel Center for
Excellence through Education” is and was the basis for my work with the students. The topics
discussed in our teacher's seminars, the approach to teaching and the possibilities for enrichment
opened my students and their parents to a new world. Each year there are three active leadership
groups in a junior high school, one per grade. The students enjoy four direct academic hours; the
activity is after school hours and the teachers are from the school, a fact that is important for the
program's success. In the seminars the teachers receive a "tool box" that includes topics and skills
for unique and challenging activities for these special students. One of the reasons for the success of
the program is the fact that the topics and methods the program is based on are directed into
individual development channels for each student. This results in developing excellence in an
excellent way. Another reason for the success is the fact that the students are required to be creative
and initiative, this way the students are able to express different intelligences. Each activity takes
into consideration the social involvement of the students and teaches them how to become tutors
and utilize their social skills in order to share their projects with the community. The real crowning
glories of the program are the research and study sessions; these are directed by the guiding teacher.
The groups are called leadership groups and as follows they are expected to socially build the team
for tutoring and assisting other students in the school. After the establishment and stabilization of
the groups we open other challenging experiences such as; virtual national and international
activities, joint projects of invention using creativity and knowledge.
My name is Ilana Hanany. I was born in Argentina and grew up in Israel.
I am the mother of three grown children. Throughout my life I worked
with different types of youth groups. After I finished a BA in biology, it
was clear to me that I am going to study for a Teaching certificate. I
finished my studies in 1989 and since I am teaching in formal schools. My
work focuses mainly in intermediate schools. About 11 years ago I was
exposed to the "Israel Center for excellence through education", it always
interested me therefore I joined the "excellence in education Promoter"
course that is two years long. In the last decade I worked with excellent
and gifted students in intermediate schools, operating enrichment sessions and teaching programs
according to projects and research. I finished my master's degree in education and as a school principal
I keep combining the materials, projects and study units of the "Israel Center for excellence through
education".
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Panel Discussion (3)
Erica Landau; Baruch Nevo; Inbal Shani; Judy Cohan-Mass, Myths in
Gifted Education
Chair: Moshe Zeidner
This panel will address issues that are debated in gifted education based on latest literature.
Misconceptions in various areas of gifted education will be presented and dispelled. Among
current myths tackled will be the creativity of gifted students, their emotional and social
behavior, gender differences, and identification, placement and programs.
Moshe Zeidner, Ph.D., Professor of Educational Psychology and Human
Development at the University of Haifa, Israe. He held the position of
Dean of Research at the University of Haifa from 2000 to 2005. His
Doctoral research in Educational Psychology at the Hebrew University
focused on “Some Situational Determinants of Group Performance on
Standardized Tests of Ability (1984) .” His main fields of interest are in the
area of human emotions, personality and individual differences (with
particular concern for the interface of personality and intelligence,
emotional intelligence, and the stress and coping process), and
psychoeducational assessment. He currently serves as Consulting Editor
for the APA Journal Journal of Educational Psychology. He is also a
member of the Board of several international journals, including: Anxiety, Stress, and Coping: An
International Journal and Personality and Individual Differences. He is currently Series Editor (along
with Donald H. Saklofske) of the Plenum book series on Human Exceptionality. He is the author or
co-editor of 10 books and author of over 250 scientific papers and chapters. He was the founding
Director of the Center for the Interdisciplinary Research on Emotions and is currently the Scientific
Director of the Laboratory for Cross-Cultural Research in Personality and Emotion. He is a member
of APA, ISRE, ISSID, and the Israeli Psychological Association. He received the “Lifetime
achievement award for outstanding contribution to stress and anxiety research” at the meeting of the
Society for Stress and Anxiety Research” in July, 2003, Lisbon, Portugal. He is married, has two
lovely boys, 3 beautiful grandchildren, and in his free time enjoys swimming, walking, and reading
thrillers and books on humor.
Dr. Inbal Shani is a Clinical Neuropsychologist, specializing in the research of
the psychological aspects of giftedness. She completed her higher education at
the Psychology Department at the University of Haifa, Israel. Her doctoral
dissertation focused on: "Personality Profile and Identity Formation among
Gifted Adolescents". Among her main areas of research interest are:
Giftedness, Adolesence, Emotional Difficulties, Learning Disabilities,
Emotional Intelligence, Identity Formation and Career Choices. Dr. Inbal Shani
is a member of the Center for Interdisciplinary Research on Emotions at the
University of Haifa, Israel, and a lecturer at the Faculty of Education at the University of Haifa and at
the Open University of Israel.
Baruch Nevo is Professor of Psychology at the University of Haifa, specializing in the fields of
human intelligence, giftedness, psychological and educational measurement and personnel
psychology. He served as head of the Psychology Department from 1978-1981 and Dean of the Social
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Sciences Faculty from 1995 to 1998. In 2004-2006 he took a leave of
absence in order to take up a position as President of Zefat College. Prof.
Nevo has been a visiting professor and researcher at the University of
Oakland in Michigan and the Educational Testing Service in Princeton, NJ,
the Deutsche Institut fur Internationale Padagogische Forschung, Frankfurt,
Germany, the National University of Singapore, Yale and Brandeis
Universities and UNC at Greensboro. He has published seven monographs
and over 100 articles in leading journals. He was the first director of the
National Centre for Testing and Evaluation (1983-1987) and has been a member of the Israel’s
Council on Higher Education since 2007. Professor Nevo is a member of the national steering
committee for Gifted Education in Israel.
Dr. Erika Landau, an Israeli Psychotherapist and researcher in
creativity, giftedness and Education was born in Romania in 1931.
After four years in concentration camps, she made Aliya on 47. Dr.
Landau possesses a BA degree in Psychology and History from the
Tel Aviv University and a Ph.D. in Psychology and History of Art
from the Ludwig Maximillian University in Munich, Germany. In
1968, Dr. Landau founded "The Young Persons Institute for
Promoting Creativity and Excellence"- Israel's first center for gifted
children, a non- profit association to help talented and gifted
children to cope with their problems. The institute strives to develop
creative thinking, according the unique creative approach, that Dr.
Landau developed, based on meeting thousands of children and studying the subjects.Up till now,
more than 40,000 children attended the program; our Institute works with about 800 children each
semester. The Institute is located on the Technical College Campus of the Tel Aviv University in
Ramat Aviv engaging enrichment and nurturing children starting from kindergarten through ninth
graders and deals in particular with the promotion of the Ethiopian children. The Institute also operates
a number of branches in several cities around. Landau taught psychotherapy as a Supervisor at the
Dept. of Psychotherapy at the School of Medicine, Tel Aviv University. She also published several
books, which were translated into 12 languages, and dozens of articles in different scientific journals.
Judy Kohan-Mass has a Ph.D. in learning and thinking among gifted
students from the Hebrew University of Jerusalem, Israel and was a
Post-Doctoral Fellow in the Faculty of Education, University of Haifa,
Israel. Her primary research interests are individual differences in
thinking and learning among gifted students (giftedness and gender,
giftedness and talentedness). She is a teaching fellow in the
Department of Teacher Education, Hebrew University of Jerusalem
and a member of the academic staff of the Graduate Program in
Education, the College for Academic Studies, Israel. Judy was one of
the founders of the certification program for teachers of gifted
students at the Hebrew University of Jerusalem and served as its pedagogical coordinator and lecturer.
She also serves as a thinking skills consultant in RAMA, the National Authority for Measurement and
Evaluation in Education, Israel and was a committee member of the “Guide to Development of
Thinking Skills across the Curriculum”, the Department for Planning and Curriculum Development,
Ministry of Education, Israel. She has presented papers in scientific conferences, including in the
European Council for High Abilities (ECHA). She also gives invited lectures in special programs for
teachers, parents and psychologists of the gifted.
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Panel Discussion (4)
Roberta M. Milgram; Avi Poleg; Shoshana Rosemarin; Michal KrupnikGottlieb, Does the Teacher of the Gifted Have to be Gifted?
Chair: Hava E. Vidergor
The main question addressed by the panelists is: Does the teacher of gifted students need to be
gifted? Different views will be presented incorporating latest theory and research findings
concerning the desired characteristics of teachers of gifted and talented students. Effective
teaching strategies to be used by teachers, as well as personal and cognitive characteristics
will be evaluated. Implications for selection and training of teachers will be suggested.
Hava E. Vidergor Ph.D. in gifted education from the University of
Haifa, Israel. She is a pedagogical coordinator and lecturer in a
certification program for teachers of gifted students at Oranim
Academic Teachers’ College in Israel, supervises M.A. theses in
Gordon Academic College, and teaches leadership at Oranim Gifted
Education Center. She has published several research papers in top
gifted education journals, and is the initiator and co-editor of The
Handbook for Teaching Gifted and Able Students with C.R. Harris
and T.S. Yamin and Enhancing the Gift of Leadership with D.A. Sisk.
Hava has developed a comprehensive Multidimensional Curriculum
Model (MdCM) for teaching gifted and able students. She is an active
member of the World Council for Gifted and Talented Children (WCGTC) and serves on
international organizing and scientific committees of the International Center for Innovation
in Education (ICIE) conferences. She has presented a number of papers, posters and has
conducted workshops in World Council, Asia-Pacific and ICIE international conferences. She
is also an invited lecturer in certification programs for teachers of gifted in Israeli universities
and from overseas, as well as a large number professional development programs for teachers
of high achievers. She serves as the Israeli delegate of the World Council of Gifted and
Talented Children and is currently the director of HV Gifted Expertise Center
vidergor@bezeqint.net; www.hvgifted.com
Roberta M. Milgram is Professor Emeritus, Tel Aviv
University, School of Education and Professor, Department of
Behavioral Sciences and Coordinator of Educational Studies,
Ariel University Center, Ariel, Israel. She has been studying
giftedness and creativity in children and adolescents in Israel
and in the United States for almost 30 years, and has
published five books and more than 100 articles on the
subject. She co-edited (with Rita Dunn and Gary Price)
Teaching and Counseling Gifted and Talented Adolescents for
Learning Style: An International Perspective, a study of
approximately 6000 gifted and talented adolescents in nine
countries. Her latest book, (with senior author Eunsook Hong)
Preventing Talent Loss: Theory Into Practice (2008) explores the important topic of talent
loss in gifted and talented as well as with regular learners and suggests that technology has a
great potential contribution to make to its prevention.
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Avi Poleg is the Director of the Excellence Educators Institute at
the Israel Center for Excellence through Education. He holds a
B.Sc. in Mathematics and Physics, a M.Sc. in Physics and a Ph.D.
in Science Education from The Hebrew University of Jerusalem.
He is in charge of all areas of educational content for the Israel
Center for Excellence through Education, including: determining
policies and principles for development and training for
excellence; developing study units, courses, workshops and
educational staff professional development programs; developing
educational approaches and didactic tools; managing training
courses in a variety of areas for principals, supervisors, trainers
and teachers; developing approaches, content and tools for
integrating technology in education. He has extensive experience
in developing study materials for talented students in mathematics and science and he has
conducted numerous training workshops for educators in Israel, the United States, Singapore
and India. Before joining the Israel Center for Excellence through Education, Dr. Poleg was
the commander of “Talpiot”, an elite unit which trains outstanding select youngsters to
become officers in the field of research and development in defense systems technologies.
This training includes completing a B.Sc. in physics and mathematics, as well as developing
creativity and high order thinking skills.
Shoshana Rosemarin Ph.D, musical giftedness. She holds a B.A.
in Education (teacher training) and English literature, and an M.A.
in special Education and guidance counseling from Bar Ilan
University, Israel. She has worked at Talpiot College as a teacher
trainer, at Bar Ilan University in the school of Education, as well as
in the Department of Musicology, and at the University Center
Ariel in Semaria. She has published numerous theoretical and
research articles focusing on teaching, giftedness (general and
musical), Mediated Learning and cognitive functions. She has given
series of lectures in several certification programs for teachers of
gifted students, where she has introduced Renzulli's Model for
identification and nurturance of the gifted. She has been a regular presenter in the conferences
of the World Council for Gifted and Talented Children for the last 20 years (where she serves
as the Israeli delegate), as well as in the European Council for High Ability and in the
International Center for Innovation in Education.
Michal Krupnik-Gottlieb, Ph.D., is the Head of the School for
the
Gifted,
and
Science Education
Lecturer
at
Oranim Academic Colleg. She holds a Dr. Sc. Degree in Biology
from The Technion, ITT (in the area of brain research, with the
thesis focusing on visual memory), an M.Sc. in Physiology from
the Hebrew University, and an additional M.A. in Science
Education from Ohio State University, U.S.A. Michal has been
teaching various courses in science education for pre-service, inservice teachers, and M.Ed. students for the last 18 years. She is
also an active member of the center for research and evaluation
at Oranim College of Education (participating in various studies
on education), and for the last 4 years also head of the Oranim
School for the Gifted. In addition Michal is a mother of three gifted children.
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Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Symposia
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Symposia
Symposium (1):
Integration of a Teacher Education College and a School for Gifted and Talented Students
(Symposium-1) Yael Poyas, Introduction – The Advantages of a Teacher Education College as a Framework
for a School for Gifted Children, (Symposium-1) Oranim is an academic college of education,
whose campus also includes a school for gifted and talented children. As part of the varied teacher
education and professional development programs, the college offers a training program for
teachers of gifted children. This program includes teachers from different sectors of the population
in Israel who teach gifted children in unique frameworks in schools or in regional centers,
including the one at Oranim. At the same time, an M.Teach program was opened at the college,
offering courses in teaching gifted children. The two programs of teacher education, one preservice and one in-service, enjoy direct contact with gifted children through their integration in
classes given in the Gifted school, on campus. This mutual enrichment process between the school
and the teacher education programs allows integration between theory and practice, between
research and the field. While the trainees in the program have the opportunity to see and be
involved in actual gifted school teaching and learning, The teachers and students of the school
enjoy the input from the academy and the insight of the trainees and their instructors, The studies
and projects presented in this session developed through work with the gifted children and their
teachers, at the school at Oranim, and they not only enrich existing knowledge regarding gifted
children, but also feed into teaching programs in other such schools. The study conducted by Dr.
Michal Krupnik-Gottlieb and Dr. Hava Vidergor discusses the perceptions of the teachers working
at the Oranim School for the gifted and other programs where both gifted and talented children are
taught. Dr. Hadar Netz’s study originated from her work with gifted children in the school at
Oranim, and grew into a post-doctoral study in the US. The session ends with two projects done by
teachers of gifted children educated at the Oranim training program for teachers of gifted children.
(Symposium-1) Michal Krupnik-Gottlieb; Hava Vidergor, Studies Originating at Oranim and Continued in
Other Research Institutions: Teachers' Perceptions of Their Instruction in Pullout Programs
for Gifted and Talented Students and the Differences between the Two, (Symposium-1) The
purpose of this study was to look at Jewish and Arab teachers' views regarding the differences
between gifted and talented students who attended special pullout programs in Israel. The study
examined teachers' perceptions of the characteristics of the two groups and the differences in
instruction. The study population consisted of Jewish and Arab teachers working with gifted and
talented students in special pullout programs, and principals of enrichment centers offering
programs for gifted as well as talented students. The teachers responded to a questionnaire
comprising of three parts: (a) open questions addressing the differences in their teaching of the
gifted and talented students and the construction of special teaching programs; (b) closed questions
comprising of statements defining these students’ characteristics; and (c) background information.
In addition, a sample of teachers and principals were interviewed. Analysis of the findings utilized
a combination of qualitative and quantitative methodologies. The results showed the teachers had a
problem characterizing the two groups and the differences between them, thus exhibiting
additional difficulty in implementing the teaching of gifted and talented students. The study
promotes understanding of teachers’ perceptions regarding the teaching of gifted and talented
students, and sheds light on the use of instruction methods in special programs for these students.
(Symposium-1) Hadar Netz, Gifted Conversations: Discursive Patterns in Gifted Classes, (Symposium-1)
Researchers of gifted education often list traits characteristic of gifted and talented children.
Linguistic characteristics include, for example, rapid language development, superior language
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ability (Davis et al. 2011: 33), and fascination with language (Silverman 1995: 220). Personality
traits directly related to classroom discourse include exceptionally high curiosity, perfectionism,
argumentativeness (Silverman 1995: 220), emotional intensity, sensitivity, nonconformity, and
opinionatedness (Davis et al. 2011: 33). However, linguistic exponents of these traits in the gifted
child’s discourse have not yet been explored. Numerous studies have shown that the “default”
conversational sequence in regular classrooms is Initiation-Response-Evaluation (IRE), and that
this sequence is in effect a “teacher monolog” (Cazden 1988: 50-53). A primary goal of gifted
education is to foster and nurture the gifted child's creativity, ingenuity, curiosity, and divergent
thinking. The clash between the norms of the conventional classroom and the traits and needs of
the gifted learner raises the question of whether discourse in gifted classes is any different from
discourse in mainstream classes. In my talk, I will address this issue, using data from a corpus I
compiled of 18 sessions in classes of gifted students, grades 5–8 in Virginia, USA. I will
demonstrate that discussions in the observed gifted classes are far more symmetrical than has been
observed in mainstream classes. For example, we find sections of sustained disagreement, in
which the teacher and the students seem to be almost equal participants in the discussion, and IRE
is no longer the prevalent pattern.
(Symposium-1) Alon Levy, Projects Developed in the Oranim Training Program for Teachers of Gifted
Pupils: Unconventional Teaching: Economics through Use of a Web Game, (Symposium-1) Dr.
Alon Levi was first exposed to Gifted Children while teaching at the Oranim School for the gifted.
He developed his new course while studying at the Oranim program for teachers, and tried it in the
school. A brief description of an Economics course will be presented through an example of a
research based session. In the session the students are presented with the Law of Diminishing
Marginal Returns. They are asked to construct and carry out a computer-based simulation and
analyze the results. The example will be followed by a discussion of a few points that make such a
course meaningful and important to gifted learners.
(Symposium-1) Haifa Kawar; Ragda Khuri, The Golden Ratio and the Fibonacci Numbers, (Symposium-1)
A study unit constructed specifically for gifted students in the 6 th and 7th grades on the topic of The
Golden Ration and the Fibonacci Numbers and its development into a comprehensive program
examined in the framework of the Oranim School of Graduate Studies will be presented. The unit
was constructed by a Science teacher and a Mathematics teacher working together. The final
project, developed as part of the Oranim training program for teachers of gifted pupils, served as a
basis for the development of a program titled Excellence and Leadership. The program is based on
the idea that equal teaching does not mean treating all the students in the same way (i.e. all of them
studying the same topic at the same level), but rather treating each student according to his needs,
abilities and ambitions. The program widens the traditional learning circles of excellent students
towards studying within technological school-based as well as informal frameworks.
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Symposium (2):
Reading Scientific Texts in the Mathematics and Science Classroom: A Research
Perspective
(Symposium-2) Edit Yerushalmi (Moderator), Reading Scientific Texts in the Mathematics and Science
Classroom: A Research Perspective, (Symposium-2) The reading of scientific texts is a
challenging activity that has the potential to promote excellence: it broadens the horizons of highschool students and cultivates their scientific identity by exposing them to authentic practices of
the discipline. The participants in this symposium are all involved in developing and researching
novel instructional interventions that make use of scientific texts. The first talk is based on
excerpts from enrichment materials used by mathematics teachers and advanced students. The
processes involved in the reading of these texts by experts were characterized to form the basis of
a teaching program for high-school students that aims to develop the “reading skills” that are
specific to mathematical texts. The second talk revolves around an advanced university-level
textbook in general relativity. The talk focuses on a rhetorical analysis of tutoring sessions in
which a physics high-school student makes sense of this text in order to teach it to her peers. Talks
three and four center around scientific research articles that were adapted to accommodate
students' prior knowledge (Adapted Primary Literature, APL). One study characterizes students'
abilities to write reports on their inquiry projects and examines the possible use of APL as a model
that advances students' scientific writing. The second talk describes the instructional affordance of
design features incorporated in an APL used in an interdisciplinary program on soft matter.
Finally, the symposium will discuss questions traversing these different studies regarding
achievable teaching goals and the scaffolding needed by students to interpret the meaning of
various texts.
(Symposium-2) Avital Elbaum-Cohen; Abraham Arcavi, Reading of Mathematical Texts in High School,
(Symposium-2) The reading of mathematical texts is a genuine and rich mathematical activity
with potential to enhance learning of both content and metacontent. Yet, reading mathematical
texts is an activity very rarely found in secondary school mathematics classrooms all over the
world. Reading mathematical texts does not only refer to passages from textbooks, but mainly to
original pieces taken from enrichment materials for teachers or for advanced students, and they
address content not necessarily tied to the school curriculum, yet within reach of students on the
basis of their knowledge and background. The overarching goal of my work is to promote the
inclusion of mathematical texts in both the high school curriculum and the final exit exam
(Bagrut). This inclusion would consist of an explicit teaching program which will offer a
collection of appropriate texts (in terms of length and background required for their understanding)
and pedagogical strategies for developing “reading skills” which are specific to mathematical
texts. In order to design, implement and evaluate such teaching program, I am undertaking the
study of the processes involved in the reading of mathematical texts by experts (knowledgeable
people who have experience reading). The characterization of these processes will serve as the
basis to establish both the teaching goals (what skills to teach) and the ways of doing so. In my
presentation, I will discuss preliminary results from reading sessions conducted with six experts, in
which I collected protocols capturing outloud plans, decisions, hesitations, strategies that were
apparent during the reading.
(Symposium-2) Bernd Säring; Bat Sheva Eylon, The Appropriation of Challenging Academic Content by a
Student Turned Teacher – a Rhetorical Analysis, (Symposium-2) In my talk, I’ll describe the
learning process of an eighteen years old high school student, who participated in an astrophysics
class for high-ability science students at the Hebrew University in Jerusalem. The student
volunteered for an individual learning project, in which she acquired basic knowledge in general
relativity theory, a notoriously difficult subject generally considered unsuitable for high school
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students. Among others, she had to (1) cope with an English textbook written at university level,
(2) meet with me for a weekly tutoring session during a full school year, (3) teach her fellow
students in the astrophysics class the basics of general relativity on three different occasions, and
(4) meet with me for follow-up conversations on her teaching performance. As part of a more
comprehensive research, I performed a rhetorical analysis on the transcripts of the tutoring
sessions, the student’s lectures in front of the class and the follow-up meetings. The analysis was
based on the observation, that everyday language contains rhetorical figures whose purpose is to
establish a measure of affective distance between subject and object, ranging from empathy to
estrangement. It was also based on the assumption that, in the context of a learning situation, the
use of such rhetorical figures is indicative of an inner state of the subject, namely the degree of
appropriation of the content studied. While tracking certain recurring rhetorical figures in my
student’s speech, I found that her transformation from student to teacher had a considerable impact
on this process of appropriation.
(Symposium-2) Galia Zer Kavod; Anat Yarden, Adapted Primary Literature as a Model for Scientific
Writing, (Symposium-2) Adapted primary literature (APL) is a text genre that retains the
authentic characteristics of primary literature and used for science learning in high schools, mostly
by outstanding groups of students with higher abilities. Biology majors (11 th-12th grades) in Israel
are required to carry out an inquiry project (BioHeker) and write a scientific report on their
investigation. It was previously suggested that students should be exposed to examples of adequate
scientific writing in order to learn how to write. Thus, the goal of our research is to examine the
outcomes of using APL as a model for scientific writing on students' writing abilities. The first
step was to characterize students' ability to write reports on their inquiry projects and to reveal the
difficulties students are facing in the writing process. Towards this goal we applied a qualitative
approach, including interviews with: students, teachers, regional supervisors and the chief
inspector of biology education in Israel. In addition, we analyzed drafts of students’ inquiry project
reports. Our preliminary results indicate that students struggle with writing in general (i.e., writing
relevant information, building a logical structure of sentences and ideas), and with scientific
writing in particular (i.e., reaching conclusions based on results, criticizing results, and
distinguishing between results and conclusions). We hypothesize that learning using APL may
enable students to overcome some of the mentioned difficulties. We are currently developing an
intervention which focuses on both the structure and the genre of APL, and plan to examine its
outcomes using the same qualitative method.
(Symposium-2) Elon Langbeheim; Sam Safran; Edit Yerushalmi, Adapting a Research Article for an
Interdisciplinary High School Program: Design Strategies and Study of Students'
Comprehension, (Symposium-2) We present a study of the incorporation of an adapted research
article as part of a course on soft matter for interested and talented high-school students. Soft
matter is an interdisciplinary research area that uses statistical thermodynamics to model the
behavior of systems encountered in chemistry and biology such as colloidal dispersions or
polymer networks. These systems are the focus of an elective program intended to expose
chemistry and physics students to authentic and current research experiences. The 2 matriculation
unit program combines a theoretical component (integrating pedagogical tools to motivate and
guide students in constructing conceptual understanding) with an independent inquiry project. The
project is summarized by a student-written paper. To provide the students with an example for
such a paper, we adapted a research article by Nobel Laureate Paul Flory on phase equilibrium in
polymer-solvent systems. In this talk, we describe two design strategies that were employed to
adapt this article to students’ limited prior knowledge while maintaining its core features: a)
Making the interplay between the theory and experimental evidence explicit. b) Re-structuring the
text to map the modeling of polymer-solvent system onto a model for binary mixtures of small
molecules, a topic that was formerly introduced in class. We present findings regarding the
students’ comprehension of the text and its purpose that are based on written responses and a class
discussion which followed. We discuss how students summarize the main argument presented in
the paper and extract the underlying generic features of modeling embedded in it.
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Symposium (3):
University of Winnipeg – Excellence in Community Services
(Symposium-3) Philip Baker, Recognizing and Dealing with Stress in our Gifted and Talented Students,
(Symposium-3) People often do not recognize the stress that our gifted/talented go through in
their young lives. The assumption is that they are very capable and intelligent people who can
manage their own issues on their own. This is far from the truth. These students are vulnerable to
life challenges perhaps to an even greater extent than the "regular" students. They can see, for
example, the implications of how events in the world can directly affect their lives (the loss of the
rain forest, nuclear plant meltdowns, etc.). The four types of psychological stressors will be
discussed as they relate to these students.
(Symposium-3) Alan C. Wiebe, Mentoring: A Form of Outreach Employed at the University of Winnipeg,
(Symposium-3) The Mentorship Program operating within the Faculty of Education at the
University of Winnipeg provides mentor support to a variety of student populations in Manitoba’s
public school system. The mentors who work with these students are in their fourth and fifth year.
Many are about to embark on their teaching careers in our schools. One of the populations that is
served by the program are those students that are deemed gifted “at risk” and are encountering
difficulties in school due to their giftedness. University student mentors use strategies such as goal
setting, creative problem solving and portfolio development when working with these youth. Goal
attainment scaling is a technique often used to determine successes. Career goal setting is a
strategy used by the mentors to engage the children and youth in dialogue surrounding the
relevance and meaning of staying in school. The University of Winnipeg is also a setting for some
of this important dialogue.
(Symposium-3) Joseph Goulet, Tourette Syndrome: The Effects of Psychoeducational Interventions in
Schools, (Symposium-3) The purpose of this study was to determine the effectiveness
psychoeducational interventions may have on 1) the teacher’s treatment of a child with Tourette
Syndrome; and 2) the Tourette Syndrome child’s behaviour and academic performance. Seven
children, ages 8 to 12, and their teachers, were given pre and post measures. Data obtained by
seven major instruments used in the study support the hypotheses that psychoeducational
interventions would bring about an increase in the child’s overall self-esteem and social
acceptance while generating a decrease in the severity of the child’s tics, behavioural problems,
classroom disruptiveness, and negative social consequences. Also, the results support the
hypothesis that teachers would show an increased knowledge about and, classroom
accommodation to, the child’s Tourette Syndrome. Results from the Piers-Harris Children’s SelfConcept Scale, the Behavioral Academic Self-Esteem Rating Scale, the Child Behavior Checklist,
the Tourette Syndrome Global Scale, the Behavioural Observation Form, the Tourette Syndrome
Knowledge Survey, the Structural Parent Interview, and the Structured Teacher Interview indicate
that the psychoeducational interventions had a positive effect on the 2 major variables.
(Symposium-3) Kari and Chris McCluskey, From Unengaged to Engaged, (Symposium-3) Designed
primarily for in-the-trenches teachers of unengaged students, the purpose of this course is to help
educators move from inflexible, deficit-based, linear approaches so often used with
disenfranchised children and youth toward more adaptive, malleable, strength-based programming.
The emphasis throughout is on using the connect-clarify-restore approach for relationship building
as a basis for developing practical alternative programs for troubled and troubling young people.
An examination of several made-in-Manitoba initiatives (e.g., The Infinity Program, Lost Prizes,
Lost and Found, etc.) shows that one size definitely does not fit all.
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Symposium (4):
Extra-Curricular Enrichment for Excellent Students
(Symposium-4) Carmel Bar; Michal Elran; Felix Laub; Etty Haramaty, Extra-Curricular Enrichment for
Excellent Students, (Symposium-4) The Davidson Institute of Science Education is the
educational wing of the Weizmann Institute of Science. It offers 70 science education programs to
over 300,000 participants (annually) of all ages and backgrounds, from one day visits to the Clore
Garden of Science to four-year in depth programs. We propose a symposium entitled “ExtraCurricular Enrichment for Excellent Students” presenting several programs for youth (grades 312) exemplifying different approaches to developing creative and innovative thinking in math and
science. The symposium will focus on four selected programs: Math and Science by Mail, the
Physics Safe Cracking Tournament, Young Researchers (Arrow) and the Bessie Lawrence
International Science Summer Institute (ISSI).Math and Science by Mail offers extra-curricular
activities in recreational mathematics and contemporary science to talented youth (grades 3-9),
developing creative thinking through games, puzzles, hands-on experiments and various
challenges. The Safe Cracking Tournament is an international competition in physics. Teams of
high school students build a safe that can only be cracked by correctly implementing principals of
physics. The winners are those who crack the most safes, while their safe withstands the attempts
of others. Young Researchers is a three year program introducing excellent high-school students to
cutting edge science research through direct access to Weizmann Institute scientists and
laboratories. Finally, the ISSI hosts 75 outstanding high-school graduates from around the globe
(and Israel). They spend a month at the Weizmann Institute, conducting contemporary scientific
projects in the campus laboratories while experiencing the challenges and rewards of scientific
research firsthand.
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Workshops
(Workshop-1) Einat Rom; Roey Perlstein-Dvir, Raising Questions & Doubts or Providing Clear-Cut
Answers, Among progressive educators it is commonly held that one of the most coveted objectives of
the educator is to raise a critical awareness in their pupils, to encourage them to raise doubts concerning
any knowledge they are asked to believe is an absolute truth. On the other hand, in an increasingly
superficial and fast-paced society, where sound foundations of knowledge are a luxury that only few can
afford, educators are repeatedly faced with the demand from pupils: 'Give us the answers! Tell us what is
right and what is wrong! Release us from the need to think, to question, to form our own opinions!' Many
educators are thus face with a dilemma: can I demand of my pupils to be critical thinkers, to form their
own direction in life, when they lack the answers to the most fundamental of moral questions? And if I
give them the answers and posit them as absolute truths, can I then ask my pupils to doubt them? The
workshop will attempt to present various aspects of this dilemma in the classroom. We shall discuss reallife examples and their implications to moral education, and attempt to reach a synthesis combining moral
guidance alongside the development of critical and independent thinking.
(Workshop-2) Nir Peleg, “Teaching Lamps”, The principle underlying the "Teaching Lamps" method is
that teaching any subject, the teacher is, of necessity, an educator, by way of the example she/he sets and
how she/he teaches. Similarly, each lesson is a world unto itself, above and beyond the content learning
objectives - it has the potential to arouse curiosity, challenge, and develop skills and abilities among a
wide range of children in a variety of ways. "Teaching Lamps" is a collection of tools that have been in
use at the Israel Center for Excellence through Education for several years and are implemented in many
schools as a means of enriching and diversifying class lessons, as well as empowering the a diversity of
children (and maybe the teachers as well) in interesting ways. For example: Letting students' creativity
run wild by writing a poem or story about a science or math topic; having children role playing in history
and language lessons; or learning about the French Revolution through a song by Lady Gaga (All of
which have actually been implemented in schools in Israel). There are two clusters of tools in "Teaching
Lamps". The workshop will provide details about these clusters, as well as hands-on practice for
implementing these techniques in lessons for excellent students.
(Workshop-3) Gali Tibon; Sophie Moshkovsky; Dorit Shizaf, Leadership Partners with Educational
Excellence, The workshop will cover the technique of “Inclusive Leadership” for teachers and students in
the education system. This approach is based on the belief that the student population is a source of great
strength, which can be harnessed for the good and the educational advancement of other students in the
school. The workshop will focus on the vital role of the teacher in guiding excellent students in short-term
projects that will allow them to share academic and social excellence with their peers. The workshop will
cover the following topics: 1.The social-emotional aspect as the determining factor in the success of the
school learning process. 2. What is “Inclusive Leadership” for teachers and students, and 3.Inclusive
Leadership’s positive influence on standardized test scores (and general test scores).
(Workshop-4) Koby Ben-Barak, The Educational Merits of Scientific Revolutions, Scientific revolutions
are not only scientific. They are primarily psychological revolutions. The old and well-entrenched world
view is cruelly shattered, and the individual, be it a scientist or a layperson, is confronted without warning
with a radically altered concept. What should he or she do in the face of such cognitive dissonance?
Adopt the new concept? Adhere to the old one? Not an easy decision indeed. And there is even a greater
difficulty yet. The revolutionary theory presented has not emerged from the delirious mind of a scientist
(or even an obscure clerk at a Swiss patent office) who woke up one morning with an epiphany.
Unfortunately it is backed by solid evidence laboriously collected and carefully checked and re-checked,
which one cannot ignore. "Cannot" we said? Think again! Unfortunately it can be ignored, and tragically,
as history showed time and time again, it has been ignored and rejected. Here is the good news: Truth
eventually prevails. Here is the bad news: The cost is dear. In this session the audience is confronted with
one example. At the second phase of the session the analogy with historical scientific revolutions will be
presented. We have tried this session on varied audiences – teachers and students in both Israel and the
US. This proved to be an effective simulation of the fate of scientific revolutions and their initiators. Have
we made any progress since Galileo's time? We shall have to wait to the end of the workshop to know.
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Presentations
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Sessions Distribution According to
the Topic & Abstracts
(1)
Creativity and Innovation
(A.1) Aysegul Topcu, BLOSSOMS: Teaching Educators How to Teach Critical Thinking, (A.1)
BLOSSOMS, an acronym for Blended Learning Open Source Science or Math Studies, is a large
repository of video modules to bring a new approach into STEM teaching in high school
classrooms. Based on the idea to make education accessible to high school students around the
world, particularly those in developing countries, these freely available modules supplement the
classroom teacher’s lesson by bringing in a guest lecturer with the goal to enrich students’ learning
experiences. BLOSSOMS is a partnership between MIT and organizations in Jordan, Saudi
Arabia, Pakistan, Lebanon and Brazil where gifted volunteer educators including experts from the
Jordan Ministry of Education, MIT professors and graduate students, IBM scientists and many
more, upload their own videos. The topics in the video library include “Using DNA to Identify
People,” “How Cold is Cold: What is Temperature?” and “Can Earthquakes Be Predicted?”. As a
participant in MIT BLOSSOMS, I will demonstrate through my video module how BLOSSOMS
teaches students that mathematics pertains to our daily lives while also encouraging critical
thinking skills. It teaches mathematics through optimizing our daily diets, which is one of the
fundamental problems we face every day. In further detail, with a focus on the famous "Stigler's
diet" problem posed by the 1982 Nobel Laureate in economics, George Stigler, the module teaches
students about linear programming (LP) and how to solve an LP problem using the graphical
method. Based on Stigler’s problem, students will formulate their own diet problem and solve it
using the graphical method.
(A.2) Christiane Kirsch; Claude Houssemand, Conative approach to creativity: Interaction of psychoticism
and ego-strength, (A.2) Our study can be situated in a conative approach to creativity, by
analyzing the interaction between psychoticism and ego-strength in the prediction of creative
potential. The sample comprises 37 middle aged adults from the Grand Duchy of Luxembourg (20
women, 17 men, MAge = 41.03, SD = 7.232, age range: 29-55 years). Results revealed that egostrength is predominant over psychoticism in the prediction of creative potential. Whereas Egostrength factor revealed to be a positive predictor of the factor Creative potential β = .31 (p < .05),
Psychoticism is only a positive predictor of the factor Creative Potential in case of low egostrength. An educative implication of these findings could be the specific fostering of ego-strength
in children and adolescents, as far as personality traits can be enhanced.
(A.3) Ioannis Kougias; Lamprini Seremeti; Dimitris Kalogeras, Building Blocks of Innovation and
Entrepreneurship Education, (A.3) Entrepreneurship education is about transforming an idea into
reality. Experience states that even for an excellent educator, teaching entrepreneurship can be a
challenge. Various entrepreneurship educational programs are offered at all levels of schooling, all
over the world. In Greece, the introduction of entrepreneurship education is at a very initial stage.
Although the Ministry of Education promotes specific actions for the introduction of
entrepreneurship education in Higher Education Institutions, these actions still remain in the
context of adopting best practices stemming from the experience of other European countries
without relating them with Greek particularities. The main problem is the mismatch between
higher education and the labor market in Greece. Thus, it is important to integrate entrepreneurship
education into a range of courses in association with the specific knowledge-base of each faculty
and the social trends. There are however, some limitations in introducing entrepreneurship
education due to internal rigidities of each faculty program. This paper aims at bringing the benefit
of the technological changes to the field of innovation and entrepreneurship in education, where
the coexistence of intrinsically different models of local knowledge makes it difficult to exchange
information. The paper underlines the importance of the development of an Information Flow
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Framework, suitable for possible opportunity identification and recognition in the highly
competitive world, which will act as an intermediate agent among educational and industry
environments. This is based on three standard theories, i.e., Information Flow Theory, Formal
Concept Analysis, and Category Theory, by introducing their advantages and their basic notions.
(A.4) Daphna Guttman, Promoting High Level Thinking and Creativity by Creating and Observing Art: An
Interdisciplinary Approach to Teaching through Art, (A.4) Creativity, the head of the thinking
skills pyramid, has lately been identified around the world as a first priority educational goal for
the challenging 21st century. But knowledge and tools to do so are still lacking. This session
presents the answer The Arts offer this challenge, creativity and high-level thinking being built-in
and essential to them, often being before their times in discoveries and thought, developing
technologies, leading scientific, social and cultural processes. Their qualities are shown as vital
learning processes that can become effective teaching tools within the spirit of the times, leading
excellence in thinking and accomplishments. Art's strength to deepen learning and promote
creativity through inter-disciplinary teaching will be demonstrated, by its' naturally being
inquisitive, evaluative and interpretative, inventive and discoverative, while being critical and
engaging in every subject matter. Using the senses and imagination, this enjoyable experience for
student and teacher alike can overcome language, cultural or economic barriers, acting in the
relevant visual domain leading the 21st century's new-media culture of overflowing information.
Students' work (and a creative workshop) will demonstrate a teaching model promoting high-level
thinking and creativity by implementing art in studying other subjects, from "Thinking, Learning
& Art", my 6 year Jr. high school inter-disciplinary art program.
(A.5) Shimon Hameiri, Combining Art and Science, (A.5) Developing scientific thinking is an important
aspect in the education of all children in general and especially so, for gifted children. As an artist
and scientist I succeeded to combine fine art and science and transfer my knowledge and
inspiration to students for many years. Holography was invented by Prof. Denis Gabor, the
physicist that received the Nobel Prize in 1971. In my lectures I “invite” my students to follow me
for a virtual tour of the lab and explain the beauty of combining Art and Science. The students
advance step by step towards understanding the concept and the techniques behind it which
enables them to use their own imagination. It is clear to me and anyone involved in education, that
the development of creativity is an added value for gifted children. My lectures have two topics.
For the young students: Optical Illusions in various Art forms, making it the first experience of the
relationship between Art and Science. The older students, ages 14 and on, learn the secret of
holography and the merging of physics in the creation of art. My lecture at the conference
includes a small exhibit of my latest works, which are now on show in museums in Israel. During
the meeting I will share with you the historical process of the holographic invention and the follow
up until our times, reveal secrets from the lab including the unique use of Lasers in holography.
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(2)
e-Learning
(B.1) Carol Barnes, Gifted Students with Learning Disability in Australia – Using Technology to Feed the
Gift and Support the Disabilities, (B.1) Meeting the needs of gifted students with learning
disability (GLD) can be challenging and mystifying. As gifted, they think faster, harder, wider and
deeper. But they may also inexplicably read more slowly, or write more messily, or listen more
haphazardly, or pay attention more intermittently, or struggle with crippling perfectionism and
anxiety. GLD students’ frustration and confusion often destabilise their potential and motivation.
They may spend their days in your classroom looking out the window, looking as if they are not
“trying”, looking for a way to quit school early. Worst of all, they may perform brilliantly one day
and fail the next – on the very same work! What are teachers to make of this asynchrony and
erratic inconsistent performance in the classroom context where evidence-based assessment is
demanded? What is proven best practice for most gifted may be contraindicated for GLD. Led by a
university lecturer who is also the parent of two gifted university students with multiple learning
disabilities, this interactive workshop will explore some of the unique needs of GLD learners, and
then focus on how one Australian select-entry senior high school with an academically rigorous
International Baccalaureate curriculum has successfully used technology and an e-learning culture
to lift the “lazy” and “naughty” masks to reveal the gifts beneath - thereby allowing some highability students with chronic underachievement patterns to stay in school, to finally succeed
academically – and sometimes even to shine!
(B.2) Yun-Hsuan Lee; Cheng-Chih Wu, Enhancing Elementary Students’ Higher Order Thinking Skills
with Computerized Thinking Tools, (B.2) The study investigated the effectiveness of using
computerized thinking tools to enhance elementary students’ higher order thinking skills. We
conducted a quasi-experimental design in an elementary school. Three classes with a total of 82
third graders participated in the experiment. One class of the students was assigned as the
experimental group, who used computerized thinking tools during group activities; and the other
two classes of the students served as the control groups, who did not use the tools. The control
group was further divided into the team discussion group and the whole-class discussion group.
The computerized thinking tools used in the study were Visual Ranking and Seeing Reason of
Intel® Teach Project. An achievement test and a higher order thinking skills test were conducted
to the students after the experiment. The findings revealed that there were no significant
diơerences in achievement scores among the three groups; however, the experimental group
performed better in the creative thinking dimension of higher order thinking skills. Students of the
experimental group considered the computerized thinking tools helpful and expressed their
willingness to use the tools in future learning. It was suggested that education practitioners could
integrate these kinds of computerized thinking tools into their instruction, providing that students
were given sufficient time to explore the tools. Further research is recommended to explore the
effectiveness of the computerized thinking tools with a longer period of experiment and with
different assessment methodologies.
(B.3) Gila Kurtz; Noemy Porat, Higher Order Thinking Strategies in Learning Blogs, (B.3) This paper
describes a study of a blog, a web 2.0 application, as a tool for promoting higher-order thinking
strategies (HOTS). A blog is an internet site where people write entries, or “posts” about
experiences, news, and articles. The content of the posts is accessible to internet surfers, who can
read them and, in most cases, react to them as well. Learning blogs offer students a voice in their
own personal technological space .They provide a technological platform for examining how the
formal theoretical knowledge taught in class and the reading materials interrelate with the
student’s practical experience. In addition, the public nature of the writing increases the student’s
sense of responsibility for the learning process. The purpose of this research was to examine
whether the blog environment fosters and promotes the utilization of HOTS. In examining the
degree to which blogs contain evidence of cognitive actions that characterize higher-order
thinking, The study was conducted at the College for Academic Studies in Israel, in a Master
Program’s on ICT and Learning. Data were collected from a sample of students' blogs and from
students-bloggers survey that examined experience and perceptions of the students of blogs as
personal learning environment. The results show that students' postings indeed displayed evidence
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of higher-order thinking processes as well as students responses were in favor of blogs. The study
discusses implications for instructors wishing to add blogs to their teaching toolbox.
(B.4) Jenny Spector, Life in the Web - Collaborative and Individual Learning of Biodiversity, Using
Advanced ICT, (B.4) This lecture reports on a novel educational science project aimed to promote
better understanding of basic ecological principles and the importance of biodiversity in Israel by
using advanced ICT (Information Communication Technologies). The project builds on combining
independent work and collaborative learning, while also promoting web search skills and ICT use
by the students. The project was conducted in 2012, and included a group of 50 sixth grade
students from two schools. The students were split into groups, assigned to explore the flora and
fauna conditions in different regions of Israel. Each group collaborated over the internet to create
an interactive map with information about organisms, found in its designated region. Following
the collaborative phase, each student received an independent task of creating a visual
representation of the food chains in the area. The students were also asked to present, using simple
animations, what would happen if the organism they studied became extinct. Finally, the students
from both schools met via video conference. The project will be presented in detail along with
some of the final products (maps and animations), the results of a questionnaire filled by the
students, and our conclusions.
(B.5) Livia Lobel; Janna Gartsblit; Liat Arad; Ronit Hanoch, Sight & Blindness in the Technological Age:
An Interdisciplinary e-Learning Unit, (B.5) In our multicultural era when the whole world
becomes a global village there is an increasing need for the learners' awareness to openness and
tolerance. In the digital world the visual sense of sight has become much more significant in our
daily life. This unit presents a learning model for interdisciplinary learning that will introduce the
subject of sight, its limitations and solutions for blind people from the time of Louis Braille to the
present. We chose to develop a learning interdisciplinary holistic unit for Junior High School
students (8th-9th graders) in our desire to appropriate it to the global world, where borders blur, and
focus on one particular subject from different angles. This unit combines four subjects: Science,
English & Hebrew Languages and Technology. Each subject presents the content from its own
domain aspiring to integrate it within the multi-disciplinary system. This unit is developed as an
a-synchronous computerized lesson, meaning that the learning process takes place from each
learner's home computer in the individual flexible time within a limited frame time (one week) for
the whole group. There is a possibility of peer learning and support from other learners and the
teachers through Facebook Platform. At the end of the unit the students are asked to evaluate the
products of their colleagues in the group and reflect on their process of learning throughout the
whole unit.
(E.7) Shulamit Kotzer; Yossi Elran, Development of e-Learning Environments Combining Learning Skills
and Content in Math, Science and Technology, (E.7) Nowadays, the computer is a significant
part of the learner's daily life. It is, by now, inevitable that methods of teaching and learning
should include E-learning components that are based on the computer environment. Teaching in an
E-Learning environment can contribute to the ability to teach, the ability to learn and most
important to bridge between two main components in the classroom, the teacher and the learner.
We present an overview of E-learning environments that we have implemented using the Moodle
platform (Modular Object-Oriented Dynamic Learning Environment). Moodle communicates
extremely well with many web-based resources allowing developers / teachers creativity and
versatility whilst enabling tailoring of the system to individual needs. These environments allow
interactive activities combining simulations, short videos, virtual experiments, games and more for
curricular and extracurricular teaching and learning. They enhance interactive learning based on
constructivism theory and allow for students and teachers to learn skills for intelligent use of
information and technological communication. The environments that we present have been
developed in partnership with teachers, as an enhancement to face-to-face teaching. One main
advantage of these environments is the freedom of teachers to add, change or use them as is,
according to their needs; the teachers and sometimes even the students are equal partners in the
development.
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(3)
Excellence in Education
(C.1) Robert Winston; Alan West, The Reach Out Lab: Evaluating Practical Science for School Students,
(C.1) Since 1998, three House of Lords Science Select Committee enquiries demonstrated major
deficiencies in science teaching in British schools. Over 30% of state schools have inadequate
laboratories, sciences teachers are not always motivated to teach practical work and there are few
opportunities for professional career development. We responded to this challenge at Imperial
College, the UK’s leading science university, by establishing the Reach Out Lab. Each day,
children from mostly underprivileged areas in London come for all-day classes where they do
practical work in all five sciences - physics, chemistry, maths, biology & engineering (maths being
embedded in all subjects). Students are 7 to 18 years and are encouraged to present and debate
their work. A senior schoolteacher directs the lab, with university students and expert or specialist
staff giving specialist practicals in subjects from robotics to animal dissection whilst also acting as
role models. Impact is being assessed by:- what lessons work effectively and how best to follow
up classes with, for example, electronic media, assessment of the school students’ eventual
aspirations and knowledge ten years after exposure, and the influence on the pedagogy of school
teachers who come with the children into the lab. Additionally, the aspirations and interests of
under- and post-graduate students assisting in the lab are evaluated. Evidence already shows
increasing enthusiasm for science amongst school students and also some evidence that many
university students now consider teaching as a possible career. At this early stage, the influence of
the project on schoolteachers is encouraging.
(C.2) Hannah Kliger; Rakhmiel Peltz, The Power of Positive Process and Planning, (C.2) Colleges and
universities are settings in our society where the concepts of change and transformation are
publicly promoted and encouraged. Value is placed, at least in principle, on new skills and new
knowledge. Yet, most of our assessments of educational programming and the subsequent actions
steps that higher educational institutions take in response to these evaluations are based on
negatively-oriented problem-centered analyses. This is true whether we are considering strategic
planning, professional development, academic programming, or outreach initiatives. We describe
successful efforts to utilize a strengths-based approach to reach for alternate paradigms in four
areas: pedagogy in the classroom, the design and assessment of departmental and curricular goals,
civic responsibility and college-community engagement, and campus-wide strategic planning.
Examples from two sites, Drexel University and Pennsylvania State University’s Abington
College, will illustrate how the process of collaborative envisioning facilitates the appreciation and
creation of new realities. Propositions generated by constituents within the organizations (students,
faculty, staff, board members, etc.), utilizing an Appreciative Inquiry or AI approach, fostered
insights and implementation projects that substantially refocused institutional practices, programs,
and potential for future growth. We have seen inspiring and encouraging developments in
transformational learning in the classroom energetically discussed and evaluated by students,
themselves, resulting in a strong and convincing statement of purpose for course objectives. On a
larger scale, a long-range plan for educational programming goals emerged from similar AI-based
collaborative techniques aimed at building strength among associates in the academic enterprise. A
strengths-based approach even resulted in the formation of a new department, uniquely positioned
to merge college goals with community partnerships, with a public programming record of this
department that has improved the overall environment for learning. This paper explicates the steps
that were taken to produce profound and positive changes, while addressing the challenging
environment of higher education. We will discuss the pathways that, through the appreciative
approach and deliberate modeling, can result in productive and even profound improvements in
classroom teaching, organizational learning, and creative community coalitions. A comparison of
two different kinds of organizations (private vs public, urban vs suburban, residential vs
commuter) sets the stage for proposing a template for effectively utilizing AI principles in other
educational settings. In sum, the Appreciative Inquiry process offers pathways to making progress
and developing positive outcomes based on a community of voices encompassing individual and
collective experience, imagination, and hope.
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(C.3) Zeev Elitzur, Fostering Excellence in the Humanities – The Great Books Approach in an Israeli High
School Setting, (C.3) What is educational excellence in the humanities? Verbal talents have
always been part of the tests designated to locate gifted children. However programs for gifted
children tend to foster excellence in the exact sciences or in the creative arts as opposed to
humanistic educational endeavors. This paper will address two issues. Firstly we will explore the
historical context of the relative neglect of the humanities in the field of education for gifted
children. The development of the field coincides with a deepening cultural crisis within the
humanistic tradition and the concept of liberal education. Aspects of this crisis are the tendency
towards specialization in the academy on the one hand and the recession of what Marshal Mcluhan
termed "typographic man", in favor of burgeoning new media on the other. Secondly, we will
present the program for gifted high school students in the Israel Arts and Science Academy.
Modeled on the American Great Books concept, this program adjusted and applied in an Israeli
high school setting attempts to answer some of the above historical questions.
(C.4) Juhaina Awawdeh Shahbari, Excellent Student Re-invents Mathematics, (C.4) The educational process
of the excellent student should promote his research and invention capabilities as well his capacity
to take an active and leading role in his society. According to the above-mentioned vision, we
build a model for the learning of mathematical concepts that is based on principles of realistic and
modeling approaches. The model includes unconventional situations, which were built with the
purpose of imitating the historical development of mathematical concepts. These situations should
provide the opportunity for students to experience mathematics through similar processes to those
mathematicians had when mathematical inventions occurred. The solution path of the situations is
not defined and clear such as school problems; indeed, it is a process of emergent mathematical
model, which requires creative thinking that involves both daily life and mathematical knowledge,
and already gives rise to the finding of new mathematical knowledge that was not learned
yet. Since the situations' design is intended to groups which contained students with different
achievement levels, the excellent student lead his group to reinvent the new mathematics, and
share the responsibility with his colleagues for the success of their final mathematical model. The
learning model was examined and assessed through situations which were aimed to reinvent
the concept of percent among 64 seventh-grade students. The findings, which are derived from the
analysis of the learning process, indicate that this concept was reinvented by means of the
excellent students' leadership of groups.
(C.5) Vered Yephlach-Wiskerman, A Unique Excellence Program Curriculum for Teacher Graduates in the
Kaye Academic College for Education, (C.5) The Excellence Program in the College aims at
fostering and promoting the individual and professional development of outstanding teaching
students in the College through a unique curriculum. The Program is comprised of three major
courses: Excellence and Creative Thinking, Leadership and Vision, and Involvement and Society.
Each course includes two components: a theoretical aspect and a practical aspect. The objective of
the Excellence and Creative Thinking course is to impart tools to the students to develop creative
thinking and an understanding of the concept of excellence. This course exposes the students to the
concept of excellence, types of thinking and characteristics of intelligence, identifying gifted
pupils, and methods of coping with these pupils in a heterogeneous class. The objective of the
Leadership and Vision course is to strengthen the area of leadership and vision among the
students. The course is intended to enrich their theoretical knowledge on the subject of leadership
and leaders and their vision over different periods. The objectives of the Involvement and Society
course are to present social involvement programs in schools and to internalize the importance of
homeroom hour. A very important aspect of the curriculum is a special experience in teaching.
One major course taught this year to the excellent group is "Project Based learning (PBL)". The
objective of the course is to teach the students the pedagogy of PBL method and the importance of
PBL including the process of reflection and the evaluation, and adopting this course to teach other
students in the college.
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(4)
Future Trends
(D.1) A. Reis Monteiro, Teaching Profession: Present and Future, (D.1) During the last three decades or so,
the education systems and the teaching profession have been the scope of some important
international and national reports. As the teaching profession is concerned, a term is sometimes
used: ‘decline’. It is declining because it is uncared-for. It is uncared-for when State does not care
for it and it does not care for itself. And nothing will change for the better while reforms are
limited to doing more of the same. I submit that: (1) For overcoming the overall critical status of
their profession and paving the way for its rebirth, teachers have to begin by questioning its very
identity. This may be split into the three questions of the famous title of oil on canvass of Paul
Gauguin: Where do we come from? What are we? Where are we going? (2) The quintessence of
the teaching profession identity lies in the teachers’ professional exemplarity, understood as a
personal concentration of qualities, values and knowledge. That is why they should be chosen
from the best human beings. (3) The teaching profession is not a true profession without the power
to take care of its Value and Values, by means of the privilege and responsibility of selfregulation. Professional self-regulation may be a bridge between the past and the future of the
teaching profession.
(D.2) Stanley Fore, Quality Management in a Further Training Institution: Case Study of a Zimbabwean
FTE Institution, (D.2) Quality management as a philosophy has found application in many areas
today. With the advancement in technology and the ever changing needs of the work environment
there has been a paradigm shift in the education world towards producing a graduate who is able to
meet the needs of today’s volatile world. The study aims at investigating how an FTE can
inculcate a culture of quality. The student is considered as the key customer, because the quality of
a service provider is in the eye of the beholder. The industry which absorbs the students is also
considered as the one of the customers and how their needs are catered for is investigated. Various
parameters that impact on quality are investigated such as teaching aids use, the learning
environment, use of technology, communication skills amongst others. Interviews are carried out
and questionnaires are administered to extract information from the sample population.
Participatory observation is also used in the research. It is discovered that quality is affected by
factors such as the learning environment, availability of resources, quality of enrolment, staff
qualifications amongst others. There is therefore need to hire appropriately qualified staff, avail
necessary teaching software and hardware such as teaching aids and amenities. There might also
be need to embark on staff development programs to upgrade staff and keep them in touch with
modern didactic techniques and principles. Stakeholder involvement is necessary in developing a
quality management system in a tertiary institution.
(D.3) Uri Zoller, On The Rocky Trail to Excellence in Education: From Teaching to “KNOW” to Learning to
“THINK”, (D.3) Given the current striving for sustainability and the corresponding paradigms
shift in science, technology, environment, perception, economy and politics; e.g., from unlimited
growth- to- sustainable development, correction- to prevention and passive consumption of "good,
culture… and education- to- active participation, primarily in the science- technologyenvironment- society- economy- policy (S-T-E-S-E-P) interfaces context, -- the corresponding
paradigms shift, at all levels of education, is unavoidable. In the 21 st millennium reality of our
diversified multi-sectorial/cultural educational systems, worldwide, "STESEP literacy" requires
the purposed, research-based development of students' higher-order- CONITIVE skills (HOCS) of
critical evaluative system thinking, question asking, problem (not exercise !) solving, moral- and
creative thinking on the rocky trail of the attainable excellence in education. The guiding
conceptual HOCS model for the intentional implementation in the context of science
teaching/education has been successfully applied in both secondary and tertiary levels,
demonstrating via research that HOCS are generic content-wise and highly context-dependent.
Significantly, the development of students' HOCS is attainable via the in class application of
HOCS-promoting teaching strategies and (most important) assessment methodologies -all
research-based. Selected evaluative thinking, decision making, problem solving and creative
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thinking- related research results, mostly in the multi-sectorial/cultural national educational system
in Israel, will be presented and critically discussed in terms of the implications concerning "what is
necessary for teaching, learning and assessment strategies in order to ensure excellence in
education for sustainability, via a purposed paradigm shift from teaching- to "KNOW"- to learning
to "THINK", thus ensuring literate socially responsible citizens.
(D.4) Marcel Frielich; Ilana Shanin, Computerized Environment for Inquiry-Based Learning in Science for
Junior High School, (D.4) E-Learning environments contribute to the teaching and learning
process if the integration is done within the framework of proper pedagogy. We present an
overview of an E-learning environment in the Moodle (Modular Object-Oriented Dynamic
Learning Environment) platform – MOT-TEC that was developed by experts in science-education,
pedagogy and technology in partnership with teachers. MOT-TEC integrates contents from the
new middle-school curriculum in science, with explicit teaching of high-order thinking and
learning skills, through interactive tools including simulations, video and digital-games. This
environment aims to support the teaching and learning of key topics and skills in science at middle
school level. This learning environment is based on constructivism theory, helping both students
and teachers to learn skills for intelligent use of information and technological communication. We
will demonstrate how the MOT-TEC environment provides teachers with many interesting tools to
improve the teaching – learning process, and encourages students to reinforce their abilities and
knowledge, in a friendly and stimulative manner, engaging them in a fun, familiar and modern
environment where much of their daily non-school activities take place. Finally we will show
some evidence for the influence of this environment on teachers' and students' attitudes towards
science learning.
(D.5) Ravit Glazer; Ayelet Danino, Planning a Trip to a Far Away City: An On-Line Interactive Unit, (D.5)
The unit called Planning a Trip to a Far Away City is intended for Junior High School students in
Israel, and for lower grades among native English speakers. It is an interactive unit that involves
many Google tools such as Google calendar, Google docs, Google maps etc... We see great
importance in integrating the computer in teaching. The learning unit we developed achieves the
goals of the board of Ministry of Education in improving the four language skills through
communicating and social interactions. This is all done in an authentic way which puts the
students in real life situations and provides them with tools to communicate and interact outside of
school. The link to our Website is: https://sites.google.com/site/projectplanningatrip/. Teachers
will be exposed the unit main objectives, and developing language and other skills. The focus will
be on what we believe the 21st century learning and teaching should reflect.
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Gifted Education
(E.1) Tina Refning Larsen, Developing a Pedagogy Suited for a Classroom of Gifted Underachievers, (E.1)
In Denmark dealing with gifted children is a new phenomenon. The problem of the gifted child
being labeled as a special needs child instead is unfortunately still very real. In 2008 I started as
the school leader at a small private school for gifted children. A new school only two years of age
at the time, and also a school where the teachers wanted to do right by the gifted pupils, but had no
education in handling them. The vast majority of the schools pupils where underachievers and
many had several bad experiences behind them, when they started at Mentiqa Odense. Our school
sometimes being their 3rd or 4th school. On top of them underachieving academically they also
dealt with poor self-esteem thereby making our job at the school not only one of teaching and
stimulating, but more so one of getting the their self-understanding and motivation for learning
back on track. This presentation is a summary of the way the teachers and I developed a pedagogy
suited for the gifted underachievers based on a triangular model I originally used to explain
asynchronous development.
(E.2) Gulsah BATDAL KARADUMAN, Evaluation of Relation Between Anxiety, Attitudes and Problem
Solving Skills of Primary School Gifted and Average Students in Mathematics, (E.2) The
purpose of this study is to examine the relation between problem solving skills, anxiety and
attitudes of primary education first grade gifted and normal students towards mathematics. The
sample involved 100 gifted and normal students (50 gifted, 50 normal) from a Primary Schools in
Istanbul. By the help of measuring means used in this descriptive study, which is aimed at
determining the relation between anxiety, attitudes and problem solving skills of primary
education first grade gifted and normal students in mathematics, the study sought the answer to
question as to how problem solving skills, anxiety and attitudes of primary education students of
different socioeconomic levels, as directed towards mathematics course, change in connection
with the specified variables. It was observed in the findings of study that factors created significant
differences in three of the points on the variables of problem solving skills, anxiety and attitudes of
students towards mathematics. It is considered that the results obtained in this study would
contribute to the studies, which are related to primary school gifted and normal students’
education, affective and cognitive characteristics of individuals and which problem solving skills
in mathematics.
(E.3) Joy H. Baum, Reggio Education and the Talented Student, (E.3) In my journey over the years as an
educator, I have had many students, teachers, parents and those who are dedicated to the arts and
sciences, ask me to define progressive education. The following abstract is excerpted from a talk
given to families of one progressive preschool. I present some thoughts in an attempt to shed light
on an often misunderstood philosophy and method of teaching and learning, and hope to begin to
paint a clear picture of the critical elements inherent within the concept. In this article, I use as a
lense, the work of the community responsible for the Reggio Children schools in Reggio Emilia,
Italy, in an attempt to explore and shed light on this type of educational experience. At first blush,
the one hundred languages of children that Loris Malaguzzi spoke of, may seem to be more than
anyone could possibly fathom, amorphous and with minimal structure until we blend in to the
child’s world. It is as a participant in this world, that the organization and structure of the
environments and the myriad vehicles for expression speak to us, and take hold of our
consciousness and grow to a deep and open awareness of all the learning that is possible. These
languages are not easily ignored. They call out in as many ways as there are individual children
and are enriched by the children’s cultures and the environments in which they dwell. The
expressions of the children and their construction of knowledge is as much, if not more, than the
languages of movement, of visual awareness, of motor development, of empathy, love and care,
words, space and time, passion and interest, to name only some. As educators, we use these
expressions and others, to listen to their wisdom. Listening, observing and documenting, builds the
relationship they have with themselves and others. Listening builds internal stability and balance
that enables them to lead a fulfilled, balanced and mindful life. Our responsiveness to the intention
of the child builds trust. We hold the children in esteem, and through this relationship; we grow
together as learners. Workshop participants will learn about the critical elements inherent in this
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type of progressive environment, how it speaks directly to gifted students and how it motivates the
gifted teacher.
(E.4) Leslie S. Graves, A Composition of Complexities – in G -Major (or Minor) - To be an Exceptionally
Able Learner with Learning Challenges, (E.4) There are many among the Exceptionally Able
(Gifted) populations, (usually the greater the giftedness, the greater the asynchrony or discrepancy)
who, for one reason or another, have some instruments working at maximum (far to loud), and
others at a minimum (needs work!) or not at all (missing?). In other words, they may have one
instrument, or several that are beautifully in tune, and on the other hand, one, more or the rest of
their orchestra at various stages of disharmony. This may be in areas such as social and emotional
maturity and/or physical or cognitive capabilities in one or more areas. Some of these children
may even seem to have one or two instruments that do not appear to be working at all or indeed,
even missing leading to great discord in their lives and those who live and work with them.
Provision for these children requires careful and thoughtful planning, supporting them where they
are weak, helping them reach those elusive notes, and finding their own rhythms.
(E.5) Eva Vondráková, GC Education in the Czech Republic 2012 “Live”, (E.5) There are many “case
studies” of GC, gained by STaN (Association for Talent and Giftedness) since the 1989 year.
Extremely intellectually and musically gifted Radek Schejbal who came to us at his 3 years is
now 16 years old. We will present results of Radek´s education and his mother´s commentary.
Sonia Novotna – teacher of the “Small Owls” class in the Rosemarin Kindergarten shows us how
to motivate preschool children for science through “Mission X” project in cooperation with the
Czech Space Office. We renewed cooperation with the Mensa Gymnasium (Grammar School) and
invited gifted students from Slovenia there in April. The 1st Summer School for clever children
interested in science will be held in cooperation of STaN and GMK (Mikulas Kopernik Grammar
School) 22.-29.7.2012. Martin Kubala, the only one Czech keynote speaker at the 19.WCGTC
conference 2011, cooperates on the program of 1st Summer School preparation and realization.
There will be short mention on some other children and schools interesting for conferences on GC
education participants. Additional information you can find at the poster “STaN and system of GC
education in the Czech Republic 1988– 2012”.
(B.6) Yarona van der Horst, The Challenger Project – A Pilot Program for High Able Students at The
International School of The Hague (ISH), the Netherlands, (B.6) How to organize a special
enrichment program for high able students from the expat community? What are the obstacles?
This informative lecture will describe the whole process from idea to practical issues. The lecture
will introduce an innovative project called` The Challenger`. A pilot project for gifted and talented
students at The ISH. The students are from Year 9 and Year 10 (middle school) and from various
cultures and backgrounds. They get an enrichment program for 4 months. The special curricula,
both in content and in teaching- learning strategies, relate to the special characteristics of the
students and to their uniqueness in their cognitive, emotional and social studies and are adapted to
their age. The program includes subjects in different fields of knowledge and balanced between the
cognitive, emotional and social values aspects. The lecturers who teach at the pilot program are
from Leiden University and Delft University of Technology, Lecturers from European Space
Agency (ESTEC) and from ISH community.
(B.7) Hannah Margel, Out-Reach Programs for Classes for the Gifted and Exceptionally-Able, (B.7)
Teaching science to gifted and exceptionally able classes requires the use of advanced laboratories
which are well equipped and are staffed by highly trained personnel. Most school laboratories in
Israel cannot provide such laboratory, therefore, limiting teachers and students to more basic
science and less inquiry based science teaching. This is true at almost all levels of science teaching
but is especially problematic for outstanding classes. The “Science Programs for Classes” at the
Davidson Institute for Science Education introduces such classes to researchers and the excitement
of contemporary research, broadens their knowledge of 21 st century science, and enables them to
conduct advanced inquiry experiments with the use of state-of-the art equipment. “Science
Programs for Classes” includes activities in chemistry, physics, biology, biotechnology, and
environmental science, allowing the students to spend a day or more listening to scientific lectures
given by scientists, visiting their labs and conducting modern and advanced inquiry experiments
lead either by their teachers or by our staff. We also offer continues programs for classes for the
gifted and the exceptionally-able students. Our unique program which interweaves teachers'
professional development with students' enrichment will be described. Two models of teaching for
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these classes will be explained and preliminary results of a research on the effect of these
programs on teachers professional development and students' enrichment will be presented.
(A.8) Merav Elkan; Eli Eisenberg, ORT Academia, (A.8) The ORT-Academia program is designed to enable
excellent and gifted students to develop their qualities and talents to the fullest, without being tied
down by the ordinary setups often geared to the more average students. This is done by combining
high school studies with academic studies at the university. Its objectives are: To develop a
parallel setup that follows on from high school studies, enabling talented students who are both
mature and highly motivated, to attend university courses while still at high school; to enable
studying and development in the university departments that interest them so that, along with their
matriculation certificate, they can complete their first degree in years 13 and 14; and promote of
Israel’s science & technology and engineering reserves, making a contribution to the economy, to
the IDF and to Israeli society as well as to the students and their families. The Program has two
phases: A. The preparatory (pre-academic) phase for 7th/ 8th grades: Accelerated studies in math,
English and physics at school, and enrichment program in science, math and academic methods at
university, and for 9th grade: Accelerated studies at school and course on university preparedness.
B. The Academic phase: Accelerated studies to complete the matriculation certificate between 9 th
– 12th grades at school along with completion of academic courses (varies between the different
participating schools and the Academic institution). Some students complete their academic
studies on the 13th and 14th years (depends on IDF's draft postponement).
(A.9) Igal Galili; O. Levrini; E. Bertozzi; M. Gagliardi; N. Grimellini-Tomasini; B. Pecori; G. Tasquier,
Cultural Content Knowledge: Providing Big Picture of Physics to Italian School’s Gifted
Students in Sciences, (A.9) Gifted to science students in Italy can choose to attend an
experimental curriculum within a type of school called Liceo Scientifico. There, they are exposed
to a broad curriculum including classical and modern physics. Yet, the framework of school and
the young age of students, curious and thirsty for knowledge, pose a challenge to their teachers to
encourage students' engagement in the course beyond a mere coverage of a longer than usual list
of disciplinary contents. Such students if adequately stimulated show to be interested in a big
picture of physics knowledge and its philosophical underpinnings. Facing this challenge, we
believe that dealing with physics knowledge as a special culture may provide a suitable tool to
answer this intellectual challenge. The recently introduced framework of knowledge, disciplineculture (DC), seemed to us appropriate to engage students in this new to them perspective on
physics knowledge, and we decided to perform a pilot study. In two special meetings (lecture and
discussion) accompanied with home questionnaires we addressed three classes in two such schools
– grades 11, 12, 13 (ages 16, 17, 18 in accordance), N=54. The lectures represented the evolution
of knowledge about light (optics) as a diachronic scientific discourse framed in four fundamental
theories – rays, particles, waves and photons – each possessing DC structure. Scientific
knowledge appeared as a polyphonic dialogue of ideas corresponding to the Cultural Content
Knowledge. The reactions of the students to the argument and evidence physicists mounted in
history revealed emotional involvement and intellectual resonance in much wider spectrum of
topics than expected. Students' veracity of views, nuances and perceptions were documented. We
could infer about the high potential of vista-point lectures in science teaching seeking the way of
engaging talented, curious and creative students. We will briefly describe the innovative approach
and some students' responses.
(A.10) Rami Kallir, Reducing the "Noise" and Getting Rid of “Bottlenecks”, (A.10) This new age has brought
with it a flood of new technology and knowledge into the control system which is filling the arena
with "noise" (according to Jacob Burke) causing an 'overload' and making it difficult to distinguish
between main and secondary issues. The method of assessment by means of exams and tests could
lead to the preference of learning by repetition and emulation over real understanding and daring.
The lack of suitable learning challenges may lead to boredom and subsequently have undesirable
consequences such as violence. We are endeavoring to create a combination of different fields of
learning, searching for logical solutions by means of the thinking tools of the Theory of Coercion
(TOC) and implementation and experience which have proven to be the most efficient methods of
arousing curiosity, interest and most importantly, creativity. In this way we create a wide range of
challenges whether they are manual motoric skills or teamwork, in order to try and solve the
previously mentioned issues. Several examples of topics and activities will be introduced: 1. The
Bible and tradition/science and myth – a combination of science and familiar stories. 2. Road
Safety – indisputable physics and physiology 3. Ecology – how and why we are harming health on
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Earth. These activities have been used among others in various programs for the gifted and were
developed together with: The Foundation of The Theory of Constraints for Education; The Or
Yarok Association for Safer Driving; and The Israel Electric Corp.
(A.11) Rawia Hayik, Critical Literacy in the Gifted Classroom, (A.11) Critical literacy pedagogy encourages
learners to become critical citizens who disrupt commomplace beliefs, consider multiple
viewpoints, address sociopolitical issues, and take action for social change (Lewison et al., 2008).
In short, it aims to educate socially-aware citizens who can act to transform their reality into a
better one (Friere, 1970). The purpose of this presentation is to introduce the theoritical
underpinnings of critical literacy theory alongside its possible implementations in the classroom,
including with gifted and talented students. The application of such theory becomes especially
relevant and essential in the current Israeli and global reality in which social injustices are
abundunt. This presentation introduces an example for a possible application of the theory through
a computerized unit on gender issues in the fairytale Cinderella. Varied literacy engagements in
the unit encourage students to critique how females are positioned in traditional fairytales, rewrite
such stories to make them more emancipatory, and take action for social change. Such a unit
encourages students to critique social inequities and come up with creative solutions for problems
in society.
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Integrated services
(E.6) Naama Baron, Psychological Treatment of Gifted Children: The Rage of the Gifted Child", (E.6) The
lecture will revolve around psychological treatment of gifted children, and the characteristics that
differentiate it from treatment of non-gifted children. Gifted children seek psychological help for a
variety of reasons, including difficulty in socializing, anxiety, perfectionism, efforts to adjust to
outer expectations to the point of self-harm, and a combination of giftedness and learning
disabilities (double-exceptional children). Alongside these varied causes, there is one reason that,
surprisingly, stands out as the cause for many appeals for help – psychological and social distress
of gifted children who suffer from outbursts of anger. The difficulty experienced by these children
when trying to manage anger has received very little attention in the literature, and yet is highly
prevalent in the clinic. A typical request for help with this problem comes from boys in the latency
period. Usually, the outbursts happen in school and at home, and parents seek help because of the
combined feelings of helplessness experienced by themselves, the child, and the school staff. The
question of how the unique personality characteristics of gifted children are connected to the
variety of difficulties they usually experience, and especially to their anger management problem,
is an intriguing one. My years of dealing with this question have led to the development of my
theoretical and clinical thinking. Using a case study, I will try to demonstrate how a therapeutic
encounter with a gifted child changed my perceptions about gifted children's needs, and as a result,
changed my therapeutic approach.
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Instructors and Teachers
(D.6) Jozef Szopinski, The Quality of Professor -Student Relationships as they Impact Student Success in the
Future, (D.6) While focusing primarily on the subject in the learning process the importance of
student – professor relationships may be overlooked. Research on five hundred students (N=500)
in various domains of study revealed six different barriers raised by students with respect to this
relationship. These barriers include physical distance, fantasy, regression towards childhood, and
varying degrees of sexualized pictures. A willingness to cooperate with the professor was also
found to be a concern. Years of therapeutic experience leads the author to conclude these barriers
spring from early life experiences and are predictive of professional success in the future.
Assertions made with respect to the predictive nature of each type of relationship are validated
after evaluation by twelve professional psychologists and thirty-nine students of psychology. The
congruity between professors and students was striking. At the end of my presentation,
participants will play the role of experts and everyone will be able to paint his relationship with his
own spiritual master.
(D.7) Karageorgou Elissavet; Koutrouba Konstantina, Projects as learning instruments in Second Chance
Schools: Perceptions and Attitudes of Greek Adult Students, (D.7) Within the frame of Lifelong
Learning, during 2010, 57 Second Chance Schools [SCSs] operated across Greece, with over 821
teachers who educated 5727 adult students on Greek and English language, mathematics,
information technology, social studies, environmental issues, aesthetic studies, technology and
physics, and provided, in addition, career and vocational counselling. The present study examines
Greek SCS students’ views about and attitudes towards project carrying-out. Six hundred and
seventy seven students from twenty four SCSs across Greece provided relevant information by
filling in a corresponding number of questionnaires with thirty three close-ended questions. Data
elaboration and statistical analysis were performed. Factor analysis was used to pinpoint main
factors relevant to students’ views regarding project carrying-out. The results of the study showed
that Greek SCS students highly estimate the cognitive, affective and social aims of projects, and
willingly participate in group discovery activities which have to be further developed and
strengthened so that education in SCSs becomes more effective and meaningful.
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Learner
(F.1) Miri Shachaf; Yaacov Katz, Excellence in Sport and Personality Characteristics among High School
Students in Israel, (F.1) The present research focused on the connection between sports activity
and personality characteristics: self-control, need for achievement and self-efficacy. The research
hypothesis assumed that differences in personality characteristics will be found according to the
level of activity in sport. 491 students from 10th-12th grades took part in the research: 170
participated in super league basketball and volleyball, 185 students who participated in noncompetitive sports and 136 students who did not take part in sports activities at all. The students
were asked to answer a questionnaire about their background, which included classification in
research groups according their levels of sports activity. The students also completed a personality
characteristics questionnaire. Differences between the three research populations for personality
variables, other than need for achievement, were found. The group participating in competitive
sports achieved higher levels of intensity on most of the personality characteristics, had the ability
to defer satisfaction, and demonstrated a higher level of sport self-efficacy and academic selfefficacy in comparison with the other two groups and no sport group respectively.
(F.2) Mutendwahothe Walter LUMADI, Transformational Efficacy of a Curriculum for People with Visual
Impairment, (F.2) This article argues that a relevant school curriculum is the kingpin in
determining the level at which people with visual impairments (and other groups of marginalised
people) could participate in decision making on matters that affect them. Resultant changes in
income and self-portrayal come with favourable power dynamics, positive self-perception and
improved social recognition. The study reviewed findings made by 20 teachers from four special
schools and 30 blind students from a vocational training college. A mixed method was used with
interviews and questionnaires as suitable instruments in the study. Fifty participants were
purposefully sampled. The themes that emerged in the study were education and selfemancipation, equity, access and empowerment. Although this study was conducted in South
Africa, its findings might affect people with visual impairments worldwide. It is recommended
that education be considered an inclusive process, availing the same opportunities to both learners
with typical sight and the blind and visually impaired learners in South Africa.
(F.3) Oktay Aydın; Adviye Pinar Konyalioglu, The Social and Emotional Adjustment Levels: A Comparison
between Gifted and Non-Gifted Students, (F.3) It is often been a bone of contention if gifted and
talented students are socially and emotionally well-adjusted or not. There are different views about
this issue. One of these views claims that these children have many problems because of their
giftedness. Many people believe that there is a tendency for gifted children to be socially
maladjusted. The other view claims that there is no relation between giftedness and maladjustment
and a generalization cannot be done. This study aims to compare these two different views. In this
study, social and emotional levels of 1st-3rd grade gifted and talented and non-gifted students are
examined and compared. This study was conducted in two different schools with special classes of
gifted and talented students. Data of 50 gifted and talented students and 100 non-gifted students
were compared. Marmara Social and Emotional Adjustment Scale was used for data collection.
This scale depends on observation of classroom teachers about students. Statistical analysis of the
whole study is in progress. The social and emotional adjustment levels of students in both groups
in six dimensions will have been compared. The results are going to be presented according to
correlation analysis results obtained from SPSS statistical software.
(F.4) Rivka Lifshitz; Esther Adi-Japha; Pnina Klein, Children's Drawings in Relation to Mother-Child
Interactions and Children's Cognitive Performance in Transition from Kindergarten to First
Grade, (F.4) The objectives of this study were: 1.To examine specific characteristics of children's
drawings during the transition from kindergarten to first grade. 2. To identify changes in drawing,
associated with characteristics of the quality of mother-child interactions. Children's cognitive
performance was measured in relation to both their drawings and the type of mother-child
interactions they have been exposed to. Participants were 88 typically developing, middle class
Israeli children, who were followed for a year, during the period of transition from kindergarten to
elementary school. Findings indicate that the quantity of children's drawings and the time they
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spent drawing, during the transition period from kindergarten to first grade, decreased as expected.
However, the quality of the drawings, increased significantly. It should be noted that this finding
does not coincide with findings of previous studies, suggesting a decline or stagnation in the
quality of children's drawings during the transition from kindergarten to school. Furthermore, it
was found in the current study that drawings produced during mother-child interactions were of
higher quality than those drawn independently, without mothers' presence. Mother-child
interactions during drawing had a significant effect on the quality of children's drawings. In
addition, the quality of children's drawing was significantly related to their pre- reading and
writing skills in kindergarten, however, this relationship was reversed in first grade.
(F.5) Umit DAVASLIGİL; Serap EMIR, An Attempt for a Differentiated Program, (F.5) Students have
different readiness levels, interests, learning preferences and styles and their early experiences
have a profound impact on their views of education. Therefore differentiation is essential. The aim
of this research is to investigate the effect of the differentiated program on intelligence level,
thinking skills, creativity, mathematical ability and emotional intelligence scores of bright and
gifted students attending the first school in Turkey for orphan children. The project carried out in
this school focuses on developing a culture-specific differentiated program to meet the intellectual,
affective and social needs of students, as well as the training needs of their teachers. This
longitudinal study was started in the school year of 2008-2009 when the subjects were in the 4th
grade. The method used in this research was pre-test post-test experimental design. In the
beginning of the study, to assess the intelligence level Raven’s SPM Plus; to assess thinking skills,
Davaslıgil’s Thinking Skills Test; to assess creativity, Urban and Jellen’s Test for Creative
Thinking – Drawing Production (TCT-DP); to assess mathematical ability, School and College
Ability Test (SCAT) and to assess emotional intelligence, EQi tests were administered. At the end
of the school year of 2009- 2010 when the students were in the 5th grade, the same tests were
administered to find out whether there was gain in the scores of the above mentioned tests. The
results will be discussed; the conclusion and the suggestions will be presented.
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Learning Environment
(C.6) Channah Joanna Persoff, Enhancing Pupils' Cognitive Skills by Scaffolding Questions of Texts within
a Constructivist, Socio-Cognitive Environment, (C.6) “Who questions much shall learn much and
retain much.” (Frances Bacon). My participatory/ critical/ emancipatory action research looks at
ways of developing pupils' cognitive skills (reading and thinking) whilst reading texts. During the
research process the pupils were encouraged to dialogue with the text, the teacher and each other.
My research is based on several areas of psychology (notably work by Piaget, Vygotsky and
Feuerstein) and draws on various schools of thought about reading comprehension. It also focuses
on reading strategy research, particularly intervention studies dealing with the teaching of
questions and work on dialogic classes (by Alexander, Applebee, Mercer and King). The action
research cycle began with two experiments, which proved the need to ask questions of texts as the
pupils read. I then looked at different cognitive skills and related questions with my pupils. This
was followed by scaffolding the use of question stems, which were categorized under four
headings: literal, inference, inquiry and philosophical/ethical. My pupils were required to use the
question stems whilst reading texts at home and in class. The aim of the research was to see if
pupils developed better comprehension skills - as well as thinking skills - whilst reading and
discussing texts within a collaborative class.
(C.7) Cigdem Nilüfer Umar; Birol Atalay Binici, Terakki Laboratory Brotherhood Project, (C.7) In this
project, students of Private Şişli Terakki High School have shared their chemistry and laboratory
experiences with students from various under privileged schools in Istanbul who don’t have
necessary lab facilities. The project was based on peer education where guest students had the
chance to learn chemistry with hands-on experiments under supervision of peers. 8 of our science
high school students have started “Terakki Laboratory Brotherhood Project” as a community
service in 2011 which was designated as “The International Year of Chemistry”. The project has
been initiated in 2010-2011 academic year. Prior to the project, our students had studied with 2
mentor teachers about the basic laboratory safety and principals and the language they were going
to use while interacting with guest students. Experiments selected from the national curriculum
were conducted in the chemistry laboratory on Saturdays where stations were formed for each
experiment. There were 96 guest students in the first year of the project and 99 students in the
second year. The whole process were observed and recorded together with the opinions of the
students prior, during and after the activity. The evaluation of the data showed that students had
experienced moments beyond their expectations. They had stated that working with peers, asking
questions and getting satisfactory answers had eased their learning. This have lead us to the idea
that hands-on experiments with peer groups, help students to have a deeper and more permanent
learning as well as fostering positive attitude towards chemistry.
(C.8) Koutrouba Konstantina; Kariotaki Maria, Greek Secondary Education Students’ Preferences
Regarding their Participation in Group Work, (C.8) “Greek secondary education students’
preferences regarding their participation in group work” Koutrouba Konstantina and Kariotaki
Maria Harokopio University, Department of Home Economics and Ecology, Athens, Greece
Abstract The present study examines the views of Greek secondary education students who have
experienced cooperative learning in group work, on their motivation, their preferences as regards
the composition of their group and the distribution of roles and tasks within it, and finally the
evaluation of and the reward for personal and group performance. Four hundred and twenty eight
students provided relevant information by filling in a corresponding number of questionnaires with
twenty nine close-ended questions with pre-coded replies. Data elaboration and statistical analysis
were performed. Factor analysis was used to pinpoint main factors relevant to student views and
attitudes. The research showed that students participate effectively in group work when they feel
secure, when incentives and attractive rewards are provided and, finally, when the decentralization
of the teaching/learning procedure gives them a free hand to establish a suitable, functional and
acceptable cooperative setting.
(C.9) Rachel Tal; Ahuva Dotan, Unique English Programs for Excellent Students at “Amal”, (C.9) The
Amal Group’s English Department implements several unique programs aimed at enriching the
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study of English in Israel, with the goal of achieving excellence in education, and challenge
excellent students. At the same time, these programs help open the lines of communication
between Arab and Jewish teenagers, planting the seeds of mutual respect and tolerance. Three of
our most successful programs are Negotiation, Debating and Book Clubs. These programs are
sponsored by the U.S. Embassy. The Negotiation program in collaboration with the Harvard
University Program on Negotiation (PON) brings together Jewish and Arab 11 grade students to
learn the principles of the art of negotiation and conflict resolution. The program is carried out in
English, in mixed groups, with both Jewish and Arab coaches .The students learn and practice
basic negotiation skills in groups and pairs. The Debating Program includes a series of workshops
in which Jewish and Arab students learn the principles of debate and public speaking. This
program develops logical and critical thinking, and culminates in a final debate between students.
The Book Club encourages reading in English, and helps students to see the connections between
language, literature and culture, as well as to develop higher order thinking skills. The Book Club
is implemented in twenty schools in the Jewish, Arab and Druze sectors, and brings the students
together to share their perspectives and opinions on the same book.
(C.10) Ronnie Lidor; Zohar Maayan, Developing Talent in Sport, Thursday, (C.10) A number of genetic and
environmental factors associated with achieving a high level of proficiency in the domain of sport
have been reported in the literature on talent development and expertise. Two factors that have
recently been studied and were found to influence the likelihood of achieving a high level of sport
performance are (a) the relative age effect (RAE) of the prospect (when the prospect was born),
and (b) the place of birth (the birthplace effect; where the prospect was born or where he or she
grew up during their developmental years, namely up to about 14 years of age). An attempt was
made in this study to examine the existence of the two factors associated with achieving a high
level of proficiency in sport – the RAE and the birthplace effect. Information on these effects was
collected from 521 male players and 389 female players playing for various Division 1 ball clubs
in Israel (the highest division in the country). Three main findings emerged from the data analyses:
(a) RAE did not exist in the studied ball games for both the male and female players, (b) a
birthplace effect was observed in different sports in male and female players, and (c) the birthplace
effect was not found to be associated with cities of a similar size. It is proposed that physical
education teachers, coaches, and policy makers will adopt a sport- and culture-specific approach
when establishing programs aimed at developing talent in young athletes – females and males.
(C.11) Micheal M van Wyk, Benefits of In-Class Simulated Games on Students’ Learning in Economics
Education, (C.11) Scholars in the social science believes that simulated games are excellent and
effective teaching tools not only to achieve cross critical outcomes, but because variety, itself, is a
desideratum. Research studies reported that playing games in the classroom does not solve all
educational challenges but games and simulations are useful tools to actively involve students in
their learning. This study explores the benefits of in-class simulated games on student learning in
economics education through an experimental teaching strategy. A survey was used to obtain data.
Students viewed the in-class simulated games as a valuable contribution to their learning which
implies that students’ achievements were enhanced by structured activities. The games enhanced
their academic performances and linked to real-life experiences on how markets operate. They
acquired and improved their social skills and gained confidence in their ability to apply the skills
effectively during the games in the classroom. Lastly, the games motivated students to take
responsibility for their own learning.
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Programs
(A.6) Sarit Shukrun; Avi Menashes, A Day in a Leader's Life, (A.6) The project objective was to develop
leadership skills and to empower today's students to be tomorrow's leaders of Israel. This project is
proposed to reflect the values of excellence and leadership which the name of our school stands
for. The Target Group was 10th grade students studying "citizenship and leadership". Activities
included: Leadership training, learning research methods, a day in a leader’s life project, data
processing and presentation. Among research methods students were: Observation and advantages
and disadvantages of using questionnaires and interviews. The highlight of this project was “A day
in a Leader's Life” in which student accompanied a leader’s workday, by using research methods.
Examples of leaders who participated so far: Environmental Protection Minister Gilad Ardan,
Knesset members, School Director, North District Director of Education Ministry, “Zoglovek”
CEO. Additional option offered would be replacing the leader for a short period of time. Based on
the issues studied in training, students engaged in data processing, editing the theoretical material,
documentation of "A day in a Leader's Life" in creative ways, summarizing and drawing
conclusions, all to be presented in a portfolio. The seventh day of the month Adar, which is the
day the leader Moses died, was chosen for the theme day. On this day, all leaders, teachers,
students and parents, were invited to celebrate with the students sharing their experiences and
presenting their findings in creative ways .Feedback from students showed great interest in
leaders’ workday and characteristics. Moreover, it was found that the project empowered the
leaders too!
(A.7) Dani Steiner, Therapeutic Recreation in Israel: Implementation of an International Model, (A.7) The
Jordan River Village is a camp in the Lower Galilee, which was established in August 2011, as
part of the Serious Fun Children's Network (previously known as the: International Hole in the
Wall Association). The network includes 14 special camps, all over the US and Europe. Our
mission is to enable a camp experience to children with life threatening or chronicle illnesses. The
camp provides them with a week of fun, challenges, and a meaningful encounter with similar
peers. The camp hosts approximately 50 children, ages 9-18, without their parents. Part of the
international network's vision is implementing best practices and excellence in all aspects of camp
life. The camp has central educational principles such as challenge by choice, fun, and success.
The program is performed by a well trained staff which works in camp all year long, and relatively
strict rules and guidelines. The camp aspires to become a role model of how to work with severely
ill children in particular, and how to perform an excellent informal educational model in
general. Since its opening, Jordan River Village hosted more than 500 children with various
illnesses for sessions of 4-7 days. The responses of the campers and their parents are superb.
(B.8) Einat Sprinzak, Computational Biology Program for Students with High Achievements, (B.8) A new
program called MOACH biology was recently developed at the “School of Contemporary
Science” in the Davidson Institute located at Weizmann Institute of Science. MOACH is an
acronym for the Hebrew words for computational science and also means brain. The three year
program is designed for high achievements students that are interested in Biology (10-12 grades).
The innovative and advanced curriculum for the MOACH biology program is based on self-guided
learning (Project Based Learning, PBL). The students learn to program and to use programming as
a scientific tool to study complex problems related to modern biology. The program was approved
recently by the Ministry of Education and will credit the students for the matriculation certificate
(5 points). A pilot group of high achievements high school students with the new MOACH biology
program was initiated last September. In the lecture we will describe typical activities in this
unique program and demonstrate PBL methodology as applied to computational biology . We
discuss different advantages of the program such as its appeal to high achievements female
students. In addition we discuss our primary evaluation of the program, based on teacher and
students feedbacks.
(B.9) Koby Ben-Barak, The Educational Value of Open Experiments, (B.9) Experiments are an integral part
of science education. There are several methods at the teachers' disposal to demonstrate to their
students the indispensable value of scientific experiments. Among them we find teacher's
demonstration, where the students serve as mere passive observers, up to totally open experiments,
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where scientist are at liberty to choose the research area, the research question and experimental
method and of course – perform and analyze the experiments. In this spectrum, closer to the latter
end of the spectrum, are open experiments performed by students, where the students are given
total leeway to solve the question at hand. The most effective way, so we learned, is to present the
students with a riddle, a story, a challenge, taken from everyday life. While the students are busy
trying to solve the challenge, the teachers have much higher educational aspirations. They employ
this scheme to bring the best out of the students – to nurture creative thinking, to employ scientific
knowledge learned in class and most of all – to foster the students' self-esteem and to demonstrate
to them how science really works. Over the last 15 years we have gained rich experience writing
many study units which employ open experiments based on core curriculum material. Based on
our experience in hundreds of schools in Israel, USA and Singapore, we find this method a
powerful tool to enhance cognitive learning, but most importantly–the emotional involvement of
the students in the learning process. The cognitive, and mostly the emotional, merits of this type of
experiments will be discussed.
(B.10) Lea Zait, Developing a New Interdisciplinary Model for Music Education in the Elementary School,
(B.10) The experimental model being developed at the Reeim elementary School in Shimsheet is
based on innovative pedagogical practices with an emphasis on cohort teaching and a
developmental model for nurturing musical literacy and creativity. All students learn music
through group lessons on a wide range of musical instruments and take part in interdisciplinary
lessons integrating music with other subjects. These lessons, as well as a system for their
evaluation ,are developed by classroom teachers together with music specialist. A good musical
education should provide a child with a sense of ownership - a sense that she can express herself in
music without the help of music specialists. We have found that many of our students attain a very
high level of musicianship, and unprecedented numbers of graduates choose to continue their
musical education. Not every child is gifted in music, and as giftedness is not generally considered
to be an acquired trait, we do not believe that we will " produce "more gifted children through our
model. However, since we as teachers are obliged to reach out both to children who are musically
gifted and those who need extra effort to succeed, we will have to develop new ways to
incorporate different levels of achievement into the school music program: challenging those who
are capable of ever-higher levels of musical excellence, as well as those who are much less
musically inclined.
(B.11) Liora Nutov, From Mathematical Magic to Magical Lessons in Mathematics: Insights from Practice,
(B.11) Mathematical magic is a great source for intriguing lesson opening, but can it be a complete
lesson? From the practice I have learned that teaching magical lessons in mathematics takes much
more than magic. In my presentation I will introduce four insights that help me to convert a
mathematical magic or quiz to a magical lessons. These four insights served me to develop
different lessons for gifted fourth graders at the School for the Gifted, as well as teacher trainees at
Oranim College. Insight 1: Finding a good magic. For example, guessing a number with "magic"
cards. Insight 2: Developing a lesson plan. After a few minutes children lose interest in the magic
so I developed a lesson plan that explains the mathematical principal behind it. Insight 3: Making
the magic "mine". I changed the original magic, instead of guessing a number with magic cards, I
guess a color, and the surprise is bigger. After doing the magic, I explain the mathematical
principal and children build their own magic cards. Insight 4: Improving the lesson plan. After few
examples, the process of building the magic cards is a technical mission, so I decided to build a
table that helps the children do it. The "saved" time goes to explore the mathematical patterns that
arise during the process of building cards. This way the lesson became a mathematical enquiry. Do
I know everything about the potential of this one magic as a magical mathematical lesson? No, I
am still thinking and looking for the next improvement.
(D.8) Nirit Alon; Etty Haramaty; Liat Josefsberg Ben-Yehoshua; Felix Laub; Orit Kaufman; Sivan TrauRozenstein, A Two-Directional Learning Experience, (D.8) The Chetz program has been running
for the past decade, with over a 1000 students exploring open questions of science. The tri-annual
program recruits students from the 10th -12th grades, arriving from central Israel as well the
periphery. Each year three meetings are held in the Laub International Science Youth Village for 2
consecutive days, in which the students are exposed to lectures, guided visits to research facilities
and experiments in the Davidson laboratories. A part of the curriculum includes self-exploration
by individual assignments, peer-student lectures and in-depth scientific investigation of a specific
subject. The scientific syllabus encompasses subjects from all faculties at the Weizmann Institute
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of Science and is given by Ph.D. students and senior staff. We will present the educational
principles shaping the program through a talk with former students, lecturers and coordinators of
the program. The discussion will include milestones in the program such as: recruiting methods,
students’ profile; curricular highlights of the program, various study-environments, students’
presentations and peer teaching, correlation to school curriculum.
(D.9) Rabbi David Samson, Using Traditional Jewish Educational Models in the Facebook Age, (D.9) The
traditional Jewish educational system spans the history of the Jews and dates back to Abraham
almost 4,000 years ago. This system is extremely well developed and sophisticated. Many of the
ancient codified regulations are consistent with modern educational theory and practice. In this
lecture he reviews the system throughout the ages and shows how the system was successfully
modified to fit the changing needs of the Jewish community. He begins with an overview of four
historic models of Jewish education. Home school, the Sanhedrin, the Yeshiva and the Synagogue
.An analysis of these models shows how the zone of proximal development is managed in a
heterogeneous study group. All of the models are predicated on the assumption that cognitive
development cannot be separated from emotional or social development and are therefore
multidimensional. The modern high school is then depicted and analyzed showing its strengths and
weaknesses. Finally the holistic interdisciplinary model is proposed. Predicated on these ancient
models, the Philosophy of Rabbi Kook and the research of Prof. Rosenthal this model utilizes the
Pygmalion effect to enhance self-esteem, cognitive development, auto deductive capabilities and
social skills. He concludes showing practical application of this model in his self-designed school
system. Two schools are for youth at risk. One school is designed for ADHD students. Two
schools are designed for a heterogeneous population while one school is designed especially for
the gifted.
(D.10) Shlomit Rachmel; Rachel Zorman, The Mentoring Program for Highly Gifted Students in Israel,
(D.10) This national mentoring program, created in 2009 by the Division for Gifted and
Outstanding Students in the Ministry of Education in Israel, and implemented by the Henrietta
Szold Institute, aims to cultivate the future leaders in Israel in various talent areas. Program
Objectives: Fulfilling the potential of highly gifted students in their interest areas, and presenting
opportunities for highly gifted students to become familiar with creative and investigative worlds
of first rate professionals in authentic settings. Program Implementation: Thus far, two cohorts
of highly gifted students participated in the program. Half of the students live in the geographical
or social periphery. The Szold Institute matches highly gifted 10 th and 11th grade students, with top
rate professionals to work together for a year on a project of mutual interest. During that year, the
students learn about the structure of knowledge in their area of interest and acquire tools to deal
with challenges and frustration. They also receive individual assistance from an educational
counselor, according to need and meet in several conferences to clarify expectations, and acquire
tools for independent learning. At the end of the year, students present their work in posters, panel
discussions and lectures in a final conference. Student Achievements: The program is unique in
fulfilling its objectives within a year. Each of the participants produce high quality university level
work, with some students receiving significant recognition by the professional community, such as
being admitted to advanced study in institutions of higher learning, presenting in professional
conferences and publishing work in Israel and abroad.
(C.13) Shoshana Reiter; Research Facilitator: Billie Eilam, Long-Term Self-Regulated Learning in Science
at Junior-High School, (C.13) This long-term explorative field study examined the characteristics
and changes in self-regulated learning (SRL) of science and technology in two yearlong ninthgrade science classrooms. The experimental class (EG-SRL, n1=25) studied genetics
independently while applying SRL processes. The control class (CG-T, n2=27) studied the same
content traditionally. Data were collected at several time points along the year by SRL
questionnaires (LASSI), SRL protocols and scientific knowledge tests. Findings showed that
enacted SRL by protocols correlated with self-reported SRL (LASSI), validating measurements.
EG-SRL students outperformed their CG-T peers in science learning. Significant changes over
time in both self-reported and enacted SRL emerged only for EG-SRL students, suggesting that
long-term SRL practices promote awareness of learning processes and ability to apply SRL.
Reciprocal influences between SRL and achievement strengthened during practice. Following the
research, a training model for teachers was developed and experienced in Israel and Poland. The
training assists teachers to move from traditional teaching to a learning coach that drives for
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excellence in education. The goal is to raise self regulation in student for responsibility, better self
management and better academic results.
(A.12) Sigalit Avinoam, The World of Islam: A Multidisciplinary Unit Based on SEM, (A.12) The unit based
on Renzuli’s SEM model, is designed for high achieving, Junior High School students and has
three parts. In the first part, students are exposed to the rich world of Islam in the Middle Ages.
The students are acquainted with the Islamic high cultural, scientific, philosophic and architectural
achievements. Students independently explore one of those fields and share the information with
peers. During the second stage, students deal with the reasons for the changes in the Islamic
World. The students are exposed to two opposing attitudes of well-known researchers and then
compare and analyze their conclusions with respect to other researchers based on political,
cultural, and economical criteria. In the third stage, students examine the ways other cultures
coped with changes and crises such as the Christian crisis, and the Jewish crisis. To elaborate on
that, students are invited to suggest ways for coping with the contemporary Islamic World crisis.
Among suggestions for broadening this learning unit would be comparing the Medical perspective
of Middle Ages, Islamic World, and Western World, or comparing the reasons for the decay in the
Islamic World with the Roman and Greek Empires. Other issues raised and explored by students
could be: Are all Empires doomed to fade? What happens to the culture of decaying empires?
Suggestions for application in school will be offered and discussed.
(A.13) Aurelie Lachish-Zalait; Oved Kedem; Einat Sprinzak; Avi Golan, The Excellence Program for
Junior High School Classes, (A.13), The new Excellence Program for Junior High School Classes
is intended to provide support and encouragement for middle schools seeking to improve science
education by providing a complete solution which includes class syllabus and challenging learning
material, teacher training and ongoing support by Davidson Institute’s professional staff as well as
the required equipment and visits to the Weizmann institute 3-4 times a year for either syllabusrelated or enrichment activities. All this is followed by a thorough evaluation plan. Beyond the
academic importance of the program, these classes provide an ideal social setting for like-minded
students to promote and inspire their peers to choose science as a major in high school and
encourage others in their school to follow their lead by example. Thus, this program has the
potential to impact on the junior high school as a whole. Eight 7th grade classes at five different
schools join the pilot which includes hands-on enrichment science activities related to the 7th grade
class syllabus in both chemistry and biology. A brand new syllabus was developed for 7 th grade
physics. The program's science teachers are going through a continuous professional development
course that will be explained and preliminary results of a research on the programs outcome, in
comparison to the above declared goals, using position questionnaire as well as testing students
outcomes (knowledge and skills) will be presented.
(A.14) Nir Peleg, “Precious Moments”, (A.14) Is it possible to moderate and change the world as we would
wish it to be? Can we see to it that things always happen as we would wish? That the job will work
out, the neighbors will be nice, children will always listen to us and adults will learn from the
experience of others? That the repair will always hold and that our good health will continue
forever? That she will always behave nicely and he, until the end of time, will pay attention to
what she says? Reality seems sometimes reluctant to satisfy our continuous expectations. In the
experimental model presented in this lecture, we will claim that during content lessons in a whole
range of subjects, it is possible to create moments that may become useful insights for when
children encounter reality. These “precious moments” are those points in a lesson (on any content)
where abilities (or qualities) that may be useful to the children later on in life, like generosity or
humor, are practiced and internalized. These abilities are not necessarily presented as social values
or moral principles, but rather as qualities that can be developed and that might make certain
moments of reality brighter and more possible for the children and for those around them. That
moment when someone suddenly "gets it", when there is an insight – is a precious moment.
Generating the right conditions for precious moments can occur in two ways: either through how
the lesson is managed, or through the choice of examples used to convey material. In both cases,
one encounters the principle of first doing and only then verbalizing the ability. During the
presentation, this topic will be described in greater depth and will be accompanied by several
examples from different content areas.
(B.12) Smadar Or, Junior Physics Tutors- 12 Years of Success Story, (B.12) ORT Israel, a net of middle and
high schools in Israel decided to respond the challenge of increase the number of students that
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study science in an advance level by this project of Junior Physics Tutors. This project has started
with 37 students from 4 ORT schools on 2001 and this year there are 31 schools all over Israel
with 360 physics tutors. The schools represent the variant population in Israel- Bedouins, Druze,
Islamic, Christian, and Religious side by side with non-religious. This project increased the
number of high school students that study physics from 8% to 12% in schools that it takes place.
Main objectives were: 1. Increasing the number of high school students studying and excelling in
advanced Physics. 2. Change students’ attitude towards Physics. Our motto is “Having fun with
physics”, which is not a contradiction in terms. To Achieve this: A. Junior tutors - ORT identified
the potential of having students in grade 11 in the advanced physics track serve as role models for
younger students in 9th grades. B. Experimental learning- experiments, models’ construction, trial
and error and simple demonstrations. This can make physics terminology more comprehensible
and meaningful and introduce the younger students to everything that is beautiful and interesting
in physics, with all the mental challenges it embodies. C. Engaging topics- Light and radiation,
Electricity, Playing with physics, Astronomy, Physics in Sport, Physics in Toys, Physics in Flight,
Physics in Sea crafts, Physics in Amusement Park.
(B.13) Evrea Ness-Bergstein, A Case Study: Students’ Perceived “Ownership of a Project, (B.13) What are
some of the components of learner autonomy and autonomy support in the classroom which lead
to students’ perceived “ownership of a project”? This case study (based on 13 detailed selfevaluation reports by student leaders and participant-observer records over a 10 month period)
focuses on components classified by researchers over the past decade , which may contribute to
student-perceived autonomy in this citywide project, including: cognitive choice-making, tacit
social agreements, relevance of tasks for students and specific teacher strategies. I would like to
suggest that, in addition to other components of autonomy support theorized and identified in
recent studies, there is an additional element necessary in relation to the social construct:
dynamic tension between teacher and student created by the specific hierarchal nature of the
school environment. Through the partial resolution of this tension in which authority figures (the
teachers) actively and consciously relinquish certain empowering actions to the students, students
seem to acquire a deeper sense of engagement/ownership of a project. The appearance of student
leadership is maintained by all involved. This is reminiscent of researcher Kerry Thomas’
description of a social construct involving a kind of secret agreement between teacher and students
which involves maintaining contradictory logic and “recursive capitulations” in order to allow for
unacknowledged guidance and direction (Kerry Thomas, 2009). I propose that it is this process of
subliminal rebellion and authority capitulation which enables students to acquire their perceived
feeling of “ownership” of a project.
(B.14) Zeev Krakover; Dan Steinitz, A Case for In-house Research Projects, (B.14) The advantages of
Inquiry Based Learning are widely appreciated. In an attempt to provide appropriate guidance and
facilities for student-research, it is common for high school programs to arrange that the research
be hosted outside school by universities, colleges or industry. In our mini-lecture we present an
alternative model in which the students carry out the research in school, and address its
implications. The model is based on the research segment of the physics studies at the Israel Arts
and Science Academy (IASA) high-school. Research projects have been part of the physics
syllabus since the early days of IASA, offering us about 20 years of experience to reflect upon and
learn from. We suggest that guiding the research is a rich resource for pedagogic intervention that
allows affecting the individual student. Each research project involves a wide range of modes of
work: laboratory experimentation, programming of numerical simulations, mathematical analysis,
learning from textbook and scientific papers, as well as learning how to report on the research.
Shifting the emphasis of the work toward a mode of work that adapts to each student's skills
supports his/her engagement and self-esteem. This is especially important in a group of gifted
students, some of whom are exceptionally bright. Additionally, balancing the various modes of
work serves to challenge even those students who are confident in their regular track of studies.
Pursuing such pedagogic ends requires that the research advisor is well acquainted with the
students and their social environment. It may seem that conducting research in school contrasts
with the acceleration approach to gifted education. Nevertheless, our experience suggests that
research that is done within the context of the physics class introduces expert-level techniques and
theory that often goes beyond undergraduate curriculum.
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(D.11) Csilla Fuszek, Budapest Centre of European Talent Support, (D.11) The idea of the Budapest Centre of
European Talent Support emerged in the Declaration of the Hungarian EU Presidential Conference
on Talent Support held in Budapest in 2011. The initial core of the Budapest Centre was
established in mid-February by the Hungarian National Talent Support Council in order to help
forming a European Talent Support Network. The newly formed Budapest Centre via social media
and databases aims to draw the Talent Map of Europe. With well-structured net-platforms it aims
to help forming communities and with the help of databases (video sharing, links, lists etc.) it also
aims to give possibilities for talented people and their mentors to find the right information and
contacts. By workshops/ meetings and by collecting and sharing best practices it hopes to inspire
the creation of a European Talent Point Network and formation of other centers all over Europe.
At the moment it is a bottom-up nongovernmental organization but aims to be once one among the
hubs of European Talents Centers, one of its goals is to be supported by the EU Parliament.
(11)
Education for Peace
(J.1) Yehuda Stolov, The Interfaith Encounter Association – Education to Civil Excellence, (J.1) The
Interfaith Encounter Association (IEA) works to promote genuine coexistence and sustainable
peace, through joint community building on the grassroots level, encouraging the civil society to
take the lead and actively build the desired peaceful inter-communal relations. The main platform
used by IEA in this process is interactive interfaith dialogue as its vehicle. It is especially effective
as it takes the conversation to a deeper level, reveals similarities and allows for constructive
exchange on differences. It also supports the a-political and all-inclusive approach of the
organization and thus its activities continuously form the human infrastructure for peace in the
Holy Land. In its ten years of existence, the IEA have held more than 1000 programs, with
thousands of participants. A most significant fact is that the participants in IEA programs include
people of all political and religious views, as well as all ages, genders, walks of life etc; and that
the vast majority of them have met 'the other' for the first time through IEA. The IEA have formed
till now 41 on-going community-groups of interfaith encounter – from the Upper Galilee to Eilat,
including 10 groups that bring together on a regular basis Israelis and West Bank Palestinians.
Among the latter we maintain the three only groups in the country that bring together Palestinians
with Settlers.
ICIE - ICEE Conference
78
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
(12)
Posters
(Poster.1) Henderika Bernice de Vries, Creating a Classroom Questionnaire for Ambiguity/ Uncertainty
Avoidance, (Poster.1) Ambiguity/ Uncertainty avoidance is recognized as a major factor
predicting creativity of individuals. Studies that focus on cultural differences between societies
also find that uncertainty avoidance is related to creativity. Little is known however how the
cultural value of « tolerance of uncertainty » (Hofstede 2001) is actuated in interactions, for
example in classrooms. In multicultural classroom settings, where sociocultural backgrounds of
students vary, even less is known on interactional dynamics related to tolerance of uncertainty.
Students might differ, according to their cultural backgrounds level of uncertainty avoidance, on
how they perceive class rules, participation during lessons and expectations of teacher’s reactions.
Studies on uncertainty avoidance mostly use measurement tools which content is not adapted to
classroom contexts. The aim of the present pilot study is to develop this. A student questionnaire
in German and Dutch, based on the assessment instrument of (In)tolerance of uncertainty
(Stoycheva, 2003) is therefore extended with classroom related questions. We present data from a
study that we carried out in 2 Luxemburgish and Dutch primary school-classes (ages 10 and 11,
sample size 30 students per class). Stoycheva’s assessment instrument and the added questions are
statistically analysed. The results of the classroom questionnaire are discussed. Insight into
classroom dynamics related to uncertainty avoidance enhances our understanding and
development of creativity in the multicultural classroom.
(Poster.2) Eva Vondráková, STaN and System of GC Education in the Czech Republic 1988– 2012,
(Poster.2) The 2012 year seems to be promising and full of changes in GC education in the Czech
Republic. A working group led by STaN president was established by the Ministry of Education
to improve system of GC education efficacy. Universities start to be interested in their highly
gifted students´ special educational needs. Deans of Faculties of Education decided to organize
short courses on GC education for future teachers. Teachers and psychologists experienced in GC
education (STaN members and partners) cooperate with GC parents on development the system
which works. The author will mention several schools cooperating with STaN in a poster, namely
the “Small Owls” class in the Rosemarin Kindergarten, Vratislavova and Mohylova elementary
schools in Prague and the “Quatrefoil” Kindergarten and Elementary school in Uherske Hradiste.
There are other elementary and grammar schools cooperating with STaN in the Czech Republic.
More information about it will be part of the oral presentation „GC Education in the CR 2012
“live”.
(Poster.3) Todd Lubart; Baptiste Barbot; Maud Besançon, Creativity: How can it be Measured? (Poster.3)
This instrument, the Evaluation of Potential Creativity (EPoC, 2009), is a new instrument that
allows creative giftedness to be measured. It includes verbal and graphic sub-tests that measure the
two key modes of creative cognition—divergent-exploratory thinking and convergent-integrative
thinking—in elementary and middle-school students. Psychometric results concerning the
instrument were developed, as well as an original, internet-based scoring system that enhances
inter-rater reliability was constructed. The instrument, developed initially with a sample of French
school children, can be used as an efficient diagnostic tool to identify creative potential and to
monitor progress, using pre-tests and post-tests, in educational programs designed to enhance
creativity. The EPoC Battery and manuals are available in different languages, including: Arabic,
English, French, German, and Turkish. The EPoC will be available in other languages: Greek,
Hebrew, Spanish, and Swedish. The different versions of the EPoC are the outcome of the
partnership between Editions Hogrefe France, the International Centre for Innovation in Education
(ICIE-Germany) and the research group at the Institute of Psychology, Université Paris Descartes.
ICIE - ICEE Conference
79
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
The development team has designed a number of cross-cultural studies to generate local norms for
each region.
(Poster.4) Einav Sagiv, Comics Animation, (Poster.4) This is a unique course which combines three medias:
Drawing, sound and computers into one exciting product – comics animation. Through mastering
the "flash" software, young gifted students (5th grade and up) can create original animations,
thanks to their understanding of basic English language and their enthusiasm for the comics world.
Unlike the well-known comics drawings, which are published on books and magazines, which are
flat and static, in this course we transform comics into the third dimension. Very easily and
quickly the students create vivid animations, combining rhythm, color and surprising movements
by exploring the friendly tools of "flash". Doing so, they master their unique qualities for drawing,
coloring and animate original ideas. The students also acquire an understanding of basic
conceptions in graphic design, and more specified concepts of digital design and programming.
This is a wonderful opportunity for the students to enter the magical world of animation. Doing so
enables them to create original screenplays with inimitable images that express the individual
point of view and the special inner world of the gifted students. In class they become familiar with
a variety of animations clips and short movies, which are used for different purposes in advertising
and entertainment. They learn the significant place of comics and its special figures in this
fascinating world of communication. Step by step the students create their original images and
compile their personal script-play, which enables them to develop and express their gifted
creativity.
ICIE - ICEE Conference
80
Jerusalem, July 9-12, 2012
Excellence in Education 2012:
Theory-Research-Practice
(Jerusalem, July 9-12, 2012)
Hebrew
Presentations
‫הצגות בעברית‬
‫ אלא מהתבוננות‬,‫”מסע תגליות אמיתי אינו מורכב ממציאת נופים חדשים‬
“‫דרך עיניים חדשות‬
‫מרסל פרוסט‬
“The only real voyage of discovery consists not in seeking new landscapes but in having new
eyes”
Marcel Proust
ICIE - ICEE Conference
81
Jerusalem, July 9-12, 2012
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪e-Learning‬‬
‫למידה באמצעות פרויקטים‪ ,‬בשיטת "קרוס‪-‬מדיה" בכיתות מצוינות‬
‫רשת עמל‬
‫אושי שהם קראוס‬
‫רונית אשכנזי‬
‫המנהל לפדגוגיה – רשת עמל אוניברסיטת בן גוריון ומכללת ספיר‬
‫)‪(F.6‬‬
‫כיתות המצוינות מציבות אתגרים רבים בפני המורים‪ .‬המטרה המרכזית בהוראה בכיתות ה"מצוינות"‬
‫היא לאתגר את התלמידים‪ ,‬לעורר את סקרנותם ולהקנות להם מגוון רחב של אמצעים לפיתוח יכולותיהם‬
‫ולמיצוי כישוריהם‪ .‬בהרצאה זו נציג דרך התמודדות יחודית שפותחה ברשת‪ .‬בחיפושינו אחרי לימוד מלא‪,‬‬
‫עמוק ומורכב הגדרנו כמה נקודות שאיתן אנו רוצים להתמודד‪ :‬חקר חופשי ולא לימוד פרונטלי; שימוש‬
‫אמיתי בכלי התקשורת של זמנינו‪ ,‬כזה שייגע במהות שלהם; לימוד שמח‪ ,‬העולה ממוטיבציה עמוקה של‬
‫החוקר; שימוש בכל אובייקט )וסובייקט( אפשרי‪ ,‬למימוש הלמידה ועבודה מול מורה המתפקד כמנחה ולא‬
‫כמורה‪ .‬כמענה לאלה‪ ,‬פיתחנו את "פרויקט החקר הפתוח בקרוס מדיה"‪ .‬ואלה עקרונותיו שיוצגו‬
‫בהרצאה‪ .1 :‬התלמידים מחולקים לקבוצות של שלושה ‪ .2‬התלמידים בוחרים בעצמם את הנושאים‬
‫למחקר ‪ . 3‬התלמידים עובדים עם המורה בכיתה ועם היועץ מטעם הניסוי ברשת על בחינת אפשרות חקר‬
‫נושא מסוים ‪ .4‬התלמידים משתמשים בכל כלי האינטרנט‪ ,‬התקשורת‪ ,‬האנשים והחפצים הזמינים‬
‫בסביבתם כדי ללמוד‪ .‬הפרויקט החל בשנת נסוי ראשונה בשנה שעברה בטבריה ובנהרייה וזכה להצלחות‪,‬‬
‫אך העלה‪ ,‬כמובן‪ ,‬קשיים‪ .‬אלה ואלה יוצגו בהרצאתינו‪ .‬בנוסף יוצגו בפירוט דוגמאות לעבודות של‬
‫תלמידים בכיתות ז'‪ .‬להלן דוגמה לנושאים ולאסטרטגיות מחקר‪ :‬א‪ .‬תלמידות חקרו שינה וחלימה‪:‬‬
‫התלמידות פגשו מומחה מהאוניברסיטה‪ ,‬התלמידות בנו שאלון עם המורה למדעי החברה בתיכון והעבירו‬
‫למורים ולתלמידים‪ ,‬התלמידות גייסו תלמידים בכיתה שיישנו זה בביתו של זה‪ ,‬כאשר האחד מסריט‬
‫מקטעי לילה של שנת חברו‪ .‬כל אלה מנותחים באמצעות מאמר אינטרנטי‪ .‬ב‪ .‬תלמידים מתייעצים ולומדים‬
‫ממומחים וממתעניינים בתחום‪ ,‬בארץ ובעולם‪ ,‬באמצעות פייסבוק‪ ,‬גוגל ו‪ .ICQ-‬ג‪ .‬התלמידים נפגשים עם‬
‫מומחים‪ ,‬מראיינים‪ ,‬מסריטים‪ ,‬מצלמים ומגישים בסופו של דבר תיקיה דיגיטלית )פורטפוליו( הכוללת‬
‫שלל תוצאות וכן סיכום‪.‬‬
‫פיתוח מודל משחקי למידה רב ערוציים‪ ,‬לקידום מצוינות‬
‫על גבי רשת חברתית בדגש הקניית מיומנויות המאה ה‪21-‬‬
‫גילי אלון ואושי שהם קראוס‬
‫עמלנט – רשת עמל‪ ,‬אוניברסיטת בן גוריון ומכללת ספיר‬
‫)‪(F.7‬‬
‫המושג "מצוינות" מעלה קונוטציות רבות‪ .‬ברור לנו מה משמעותו‪ ,‬אך ברורה לנו גם מורכבותו‪ .‬כאשר אנו‬
‫רוצים ללמד בני נוער מצוינים בשיטות מצוינות‪ ,‬אנו עומדים בפני אתגר לא פשוט‪ .‬בני הנוער בימינו‬
‫מכירים הכול‪ ,‬ראו כבר הכול והם קשים להתלהב‪ .‬אמרנו; האתגר גדול ואת הניסיונות שלנו להתמודד נצי‬
‫בהרצאה‪ .‬הרצאתנו יוצאת מהמשפטים המפורסמים של מרשל מקלוהאן‪ ,‬חוקר התקשורת הנודע‪ ,‬שהפכו‬
‫למנטרה; "המדיום הוא המסר"; הטענה כי השינויים בחברה מתרחשים בעקבות השינויים במדיום‬
‫הטכנולוגי תקשורתי‪ .‬ההרצאה שלנו בוחנת במהירות כלי מדיה עדכניים הדורשים "מיומנויות המאה ה‪-‬‬
‫‪ "21‬ומסיימת בהצגת המודלים של תחרויות קרוס‪-‬מדיה שפותחו והוטמעו ברשת עמל‪ :‬תחרות שביל‬
‫ישראל ותחרות המרוץ המקוון‪ .‬בהרצאה נביא דוגמאות מתוך המודל ונראה כיצד הם מקדמים הוראת‬
‫מצוינות‪ :‬התנסות בכתיבת טקסטים במגוון שפות זרות )כגון הונגרית ויפנית( והפצתם; משימות חברתיות‬
‫"סמרטפוניות" המזמנות היכרות חווייתית עם "הכפר הגלובלי"; תחרות אנסינים )‪ (unseen‬של תוכנות;‬
‫מפגשים רב תחומיים המזמנים נקודות מבט פורצות דרך; לימוד דרך גילוי ומפגש עם עולמות תוכן‬
‫חדשים; פיתוח חשיבה מדעית בדרכים לא שגרתיות; חיבור בין ישן לחדש‪ ,‬עידוד חשיבה מחוץ לקופסא;‬
‫כתיבה טקסטים דיגיטליים והפצתם; ועבודת צוות רבת משתתפים בריחוק גיאוגרפי‪ .‬בהרצאתנו נטען כי‬
‫אחת הפרשנויות לדברי מקלוהאן הינה שלכול כלי תקשורת יש מעין מנעד אפשרויות לשינוי חברתי‪ ,‬כלכלי‪,‬‬
‫פסיכולוגי ונדגים זאת הלכה למעשה כיצד שימוש בטכנולוגיות מגוונות כגון סמרטפונים‪ ,‬טבלטים‪,‬‬
‫מחשבים ורשתות חברתיות כמו פייסבוק מעצימים את חווית הלמידה והגילוי יחד עם פיתוח מיומנויות‬
‫קוגנטיביות חדשות‪ .‬נבחן מה קושר יצירתיות‪ ,‬יכולת אנליטית עם ביקורתיות‪ ,‬סתגלתנות ויכולת לפתור‬
‫בעיות ונראה כיצד אפשר ללמד ילדים כאילו "מבלי ללמד"‪ ,‬תוך הנאה משחקית עקרונות ורעיונות קשים‬
‫לפיצוח‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪82‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Excellence in Education‬‬
‫)‪(G.6‬‬
‫עבודה לפני הצלחה‬
‫צבי גלאון‬
‫על פי המכתם המוכר ‪,‬אזי רק במילון הצלחה קודמת לעבודה‪ .‬ההצלחה בתחום החינוך היא תמיד קודם כל‬
‫הצלחה בתחום ההוראה‪ ,‬כלומר במפגש מורה כיתה‪ ,‬באותן ‪ 45‬דקות בהן עומד מורה מול קבוצת תלמידים‬
‫ומצליח להעביר את מה שבקש להעביר‪ ,‬וזאת בסיומו של התהליך אליו התכונן כהלכה‪ .‬הכנה זו ‪,‬היא‬
‫העבודה שתקדם להצלחה‪ ,‬זו העבודה שבה יביא המורה לידי ביטוי את כישוריו ואת ההכנות שעשה‪ ,‬וככול‬
‫שיהיו יצירתיות יותר תהייה גם ההצלחה גדולה יותר‪ .‬לאילו כישורים הוא יזדקק פרט לידע של‬
‫הדיסציפלינה שאותה הוא מלמד‪ .‬הראשון שבהם שליטה בשפה וכושר הבעה בהּ‪ .‬אחר כך הידע כיצד‬
‫להגדיר‪ ,‬ומה הם כללי ההגדרה הטובה‪ .‬לאחר מכן לקבל את כול ההחלטות המאפשרות לפרק סילבוס נתון‬
‫לשיעורים בודדים‪,‬תוך ציות למה שמתבקש בתחום הדעת הנידון ‪,‬וכך שמספרם של השיעורים‪ ,‬יימצא‬
‫בתחום המשאב שניתן לו )מספר שעות ההוראה השנתי( ואז להגדיר לכול שיעור כזה את מטרתו‪ .‬הגדרת‬
‫המטרה לכול שיעור תהייה נגזרת מסולם ערכים מנחים שהם כשלעצמם תלויי זמן ומקום‪ ,‬בין במדעי‬
‫החברה והרוח‪ ,‬ובין במדעי הטבע‪ .‬משעה שהושלם שלב זה ‪,‬יש להכין לכול שיעור בודד כזה את השאלה או‬
‫השאלות הבוחנות האם המטרה שהוגדרה‪ ,‬הושגה‪ .‬הכנת שאלות אלה גם היא דורשת ידע מוקדם בשאילת‬
‫שאלות ובהכרת כול התנאים המוקדמים באשר למרחב ההסכמות בין שואל לנשאל‪ .‬הידע והיכולת לעמוד‬
‫בכול אלה‪ ,‬ולהכין אותם כראוי הם העבודה הנדרשת לפני ההצלחה‪ .‬ומכאן ואילך בא מבחן הכריזמה של‬
‫העומד לפני כיתה יהא גיל התלמידים אשר יהיה‪.‬‬
‫הכשרת מנהיגות בפריפריה החברתית שתוביל שינוי‬
‫למצוינות במדע טכנולגיה וקיימות‬
‫)‪(G.7‬‬
‫אורה חכם‬
‫יו"ר אופק ‪ 2000‬ויו"ר ועדת החינוך "העבודה"‬
‫כשאנו מדברים על מצוינות אנו מתכוונים למצויינות בכל שלב של הפירמידה החברתית ‪ ,‬אין אנו מדברים‬
‫על מצוינות של ראש הפירמידה )האלפיון העליון( אלא בכל שכבה ושכבה בפירמידה‪ .‬אם נדאג שבכל שכבה‬
‫ושכבה של הפירמידה‪ ,‬תהיה מגמה והטמעה של השאיפה למציונות‪ -‬הפירמידה כולה תעלה שלב כמקשה‬
‫אחת‪ -‬וזה השלב הראשון‪ .‬ככל שנעמיק את החינוך למצוינות‪ ,‬תלך הפירמידה ותשתנה כך שהקדקוד‬
‫יצטמק והבסיס שלה יתקצר ותהיה מגמה חיובית ברורה לצמצום פערים‪ .‬כיצד ניתן לעשות זאת? התקופה‬
‫בה רווחה המחשבה שהיזמה החופשית לבדה תהיה הגורם העקרי שיוביל את החינוך ‪ -‬תוך הקטנת‬
‫המעורבות הממשלתית הן במשאבים והן בתוכן‪ -‬אינה רלוונטית יותר‪ .‬שיטה זו הרחיבה פערים התעלמה‬
‫מזכויות לשוויון הזדמנויות של ציבורים שלמים‪ ,‬ואינה עונה על הצרכים הכלכליים המורכבים ועתירי‬
‫הידע של התקופה הנוכחית ועד יותר של העתיד‪ .‬העתיד הצפוי רווי מלחמה על אנרגיה וידע מדע‬
‫וטכנולוגיה הם ראש החנית של המאבק הקיומי‪ ,‬העכשווי והעתידי‪ .‬נחוצה הגברת התערבות לטובת‬
‫אוכלוסיות חלשות ותוך החדרת מוטיב ‪ ":‬מצוינות בכל שלב" וזאת בסיוע הדוק של מנהיגות מקומית‬
‫שתוכשר לכך‪ .‬על הממשל החינוכי‪ ,‬להכשיר "מובילי שינוי "להגברת התהליך המיוחל לקחת אחריות ולא‬
‫לתת לדברים להתנהל מאליהם‪ ,‬לשנס מתנים ולהרחיב באופן יזום את מעורבות ההורים והקהילה‬
‫בפעילות לטובת "למידה תוך הצטיינות"‪ ,‬תוך הכשרה ולווי‪ .‬פיילוט ראשון מסוגו ביוזמת אופק ‪2000‬‬
‫ועירית אור יהודה החל בחודש מאי השנה‪ .‬שלב ראשון‪ :‬החדרת מוטיב הלמידה של מדע ומציונות בכל‬
‫שלב ומקום כסיסמא החוזרת ושונה‪ :‬בבתי כנסת‪ ,‬מתנ"סים ‪,‬ועדי הורים‪ ,‬מועצות תלמידים‪ ,‬ותלמידים‬
‫עצמם‪ ,‬מרכזי ספורט‪ ,‬מסיבות‪ ,‬מועצת העיר ועובדיה‪,‬במקומות העבודה ועוד‪ .‬בשלב שני‪ :‬הכנת תכנית‬
‫עבודה ופרויקט של הקבוצה תוך לווי מתמיד של גורמים מקצועיים‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪83‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫בין מצוינות לקונפורמיות‪ :‬החינוך הקיבוצי כמקרה בוחן‬
‫חן יחזקאלי‬
‫)‪(G.8‬‬
‫טענה שהושמעה רבות כנגד הקיבוץ הייתה כי הוא חינך לקונפורמיות‪ ,‬ולכן לבינוניות‪ ,‬ובכך בגד ביומרתו‬
‫לחנך בני אדם להיות מצוינים‪ .‬טענה דומה מושמעת כנגד החינוך בכלל‪ ,‬אך בקיבוץ ציפינו למשהו אחר‪.‬‬
‫בכך מודגש הקשר שבין קונפורמיות לבינוניות‪ .‬מהו הקשר בין הדיכוטומיה מצוינות‪/‬בינוניות‪ ,‬מזה‪,‬‬
‫לדיכוטומיה קונפורמיות‪/‬נון‪-‬קונפורמיות‪ ,‬מזה? יש המבטאים את הדעה כי רק הקונפורמיסט יכול‬
‫להצטיין‪ ,‬ויש המבטאים את הדעה ההפוכה‪ ,‬כי רק הנון‪-‬קונפורמיסט יכול להצטיין‪ .‬למרבה המזל‪ ,‬אלו‬
‫אינן החלופות היחידות‪ ,‬היות שישנו גם האדם העצמאי אשר אינו קונפורמיסט אך גם אינו נון‪-‬‬
‫קונפורמיסט‪ ,‬אלא הוא אדם שאינו מפחד מפני הספק ומפני הצורך לבחור לו בעצמו את דרכו בחיים‪.‬‬
‫בקיבוץ שאפו לחנך לעצמאות אך פחדו שאנשים עצמאיים יעזבו את הקיבוץ ועל כן גם עודדו עצמאות וגם‬
‫דיכאו אותה בו זמנית‪ .‬זו תופעה כללית‪ :‬אנו רוצים לחנך את תלמידינו להיות עצמאיים‪ ,‬אך אנו רוצים גם‬
‫להבטיח תוצאות מסוימות אחרות‪ ,‬מה שאינו אפשרי עם אנשים עצמאיים‪ .‬על כן אנו מעודדים ומדכאים‬
‫עצמאות בו זמנית‪ .‬נראה כי לאמביוולנטיות זו השלכות מרחיקות לכת‪ .‬על כן נחוץ דיון כן ופתוח בל‬
‫השאלות הכרוכות בעניינים אלה‪ ,‬ובהן שאלות הנוגעות לעצמאות הפרט‪ ,‬לדמוקרטיזציה של החינוך‪,‬‬
‫לשאיפה למצוינות‪ ,‬למחיריהם של ערכים ונוהגים חינוכיים ולאחריות המינימום של המורה והמחנך‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪84‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Gifted Education‬‬
‫מודל תלת‪-‬רכיבי לטיפוח מצוינות בלמידה‬
‫דב אורבך‬
‫בי"ס שבח‪-‬מופת‪ ,‬רשת עמל‬
‫)‪(G.1‬‬
‫בית הספר "שבח‪ -‬מופת" מפתח מודל לימודי חדש‪ ,‬בשילוב עם גף ניסויים וחדשנות במשרד החינוך‪ .‬המודל‬
‫נמצא בשלבי פיתוח מתקדמים‪ .‬היישום נראה מוצלח ומתבקשת הרחבתו לתחומי למידה נוספים‪ .‬המדובר‬
‫במתודה לימודית‪ ,‬אפקטיבית במיוחד‪ ,‬המתמודדת בהצלחה עם הכשלים והמגבלות של ההוראה‬
‫הפרונטאלית‪ .‬המודל פותח על בסיס הגישה הקונסטרוקטיביסטית בחינוך; מודל הוראה מיוחד – "למידה‬
‫מאותגרת בעיות" ) ‪ .(P.B.L– Problem Based Learning‬העיקרון הנגזר מהמודל מכתיב מיפוי של חומר‬
‫הלימוד לשלוש קטגוריות ‪ :‬א‪ .‬החומר אותו נדרש התלמיד ללמוד בעצמו‪ .‬ב‪ .‬חומר אותו לומד התלמיד‬
‫בחברותא )עם עמית או עמיתים(‪ .‬ג‪ .‬חומר אותו לומדים בשיעור פרונטאלי במסגרת כיתתית‪ .‬שיטה זו‬
‫מזכירה את הדיאלקטיקה של סוקראטס שיטת למידה‪-‬מבוססת‪-‬גילוי ‪Discovery Based Learning‬‬
‫בדומה לעקרונות של דיואי משנות השישים‪ .‬במתודה החדשה התלמיד נמצא במוקד‪ ,‬הוא הפעיל העיקרי‬
‫בתהליך הלמידה ועליו עיקר האחריות להצלחה בלמידה – התלמיד שותף בהבניית הידע‪ .‬המודל מאפשר‬
‫לכל תלמיד מיצוי של הפוטנציאל הגלום בו; זהו‪ ,‬במידה רבה‪ ,‬טיפוח מצוינות‪ .‬המודל משפר את ההישגים‬
‫הלימודיי ם; מטפח סקרנות ומציב אתגר אינטלקטואלי לתלמידים בתהליך הלמידה; משלב טכנולוגיות‬
‫אינטרנט מתקדמות לשיפור הלמידה; גורם לשינוי בתפקוד המורה; מתאים לצרכים המשתנים בכיתת‬
‫הלימוד המודרנית; ומפתח מיומנויות התקשורת הבינאישית של התלמידים‪ .‬מחקר הערכה המלווה את‬
‫פיתוח המו דל ויישומו מלמד כי‪ :‬שביעות רצון התלמידים גבוהה והם מגלים עניין רב במתודת הלימוד‬
‫החדשה‪ .‬המורים מרוצים‪ ,‬מגלים עניין רב במודל ומשתפים פעולה ביישומו‪ .‬אין עדיין ממצאים המלמדים‬
‫על רמת ההישגים הלימודיים בהשוואה ללמידה הרגילה‪.‬‬
‫)‪(G.2‬‬
‫דרכים לטיפוח מצטיינים‬
‫עידית רובין צבי ינאי‬
‫מכון שלום הרטמן‪ ,‬תיכון תורני ניסויי הרטמן ומדרשת הרטמן לבנות‪ ,‬ירושלים‬
‫ההרצאה תעסוק במודל של תכנית מצוינות המשותפת לשני בתי ספר תיכון דתיים )בנים ובנות(‪,‬‬
‫המתקיימת מזה ארבע שנים בירושלים‪ .‬מטרת התכנית‪ :‬לאמוד הצלחות ארוכות טווח ולבנות כח מצוינות‬
‫שמקרין לכלל בית הספר‪ .‬התכנית נבנית מדי שנה בהתאם לצרכי בתי הספר‪ ,‬מתקיימת במהלך יום‬
‫לימודים רגיל בתוככי בית הספר –מעין בועה בית ספרית עצמאית‪ ,‬ומבוססת על עקרונות משותפים‪:‬‬
‫וולנטריות בקבלה לתכנית – הזדמנות להצלחה‪ ,‬קריאה להערכה עצמית מחודשת‪ ,‬פתח למרקם חברתי‬
‫שונה; מבוססי ערכים ושפה בית ספריים – העצמה והעמקה בתכנים לימודיים‪ ,‬בנים ובנות לומדים ביחד‬
‫בחינוך הדתי בירושלים; כח הוראה חיצוני – אנשי מחקר ועשייה הבאים עם קוריקולום עצמאי‪ ,‬נטול‬
‫פיקוח חיצוני‪ ,‬יישום של מיומנויות מתקדמות; הערכה חלופית – ללא ש"ב או מבחנים‪ ,‬העצמה של יכולות‬
‫רטוריות‪ ,‬קריאה למחקר עצמאי‪ ,‬ללא סטנדרטיזציה מוכתבת מלמעלה; ובניה לטווח ארוך – קורס המשך‬
‫נבנה לפי דרישה‪ ,‬מהלך חינוכי מעצים מכתה ט' ועד יב'‪ .‬הבשורה החדשנית‪ :‬תכני לימוד עצמאיים‪ ,‬שילוב‬
‫של תיאוריה ומעשה‪ ,‬יישום ופרקטיקה של הנלמד )מהשתתפות בתחרות התוכנות של גוגל‪ ,‬דרך למידה של‬
‫תכנת סרטי אנימציה ועד פענוח מפות בספריה הלאומית(‪ .‬מדידת הישגים‪ :‬מתבטאת בקרב בוגרי‬
‫התכנית הלומדים בכתות יא'‪-‬יב'‪ .‬בתום ארבע שנות התכנית נרשמה עליה של ‪ 700%‬במספר התלמידים‬
‫הכותבים עבודת גמר בביה"ס ‪ .‬הערך המניע בתכנית ‪ :‬השתתפות פעילה של התלמידים‪ .‬בית ספר ולא‬
‫אקדמיה ‪ -‬התכנית בנויה על שיעורים ולא על קורסים – קיימת בניה של ידע לאורך זמן‪ .‬התכנית מהווה‬
‫מעין מעבדת ניסויים בית ספרית – מגמות חדשות ותפיסות מתקדמות בביה"ס – נוסו קודם כל על‬
‫תלמידי התכנית‪ ,‬ולאחר מכן יושמו בקרב יתר התלמידים או שהוחלט לגנוז אותן‪ .‬חשיבות המודל –‬
‫כמתכון אופציונאלי לשכפול בבתי ספר תיכוניים נוספים‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪85‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫)‪(G.3‬‬
‫הוראת נושא הרובוטיקה‬
‫רמי חדאד‬
‫רובוטיקס‬
‫הוראת הרובוטיקה בישראל החלה לפני כעשרים שנה‪ ,‬ואנו עדים כיום לטווח הגילאים הגדול ביותר של‬
‫תלמידים ולמספר שיא של ניגשים לבגרות בתחום זה‪ .‬הוראת הרובוטיקה ממשיכה אף מעבר לכך וישנה‬
‫צמיחה והתעוררות בתחום גם באקדמיה‪ .‬מדוע דווקא עכשיו? מדוע מקצוע הרובוטיקה מתאים לדור הזה‬
‫יותר ממקצועות אחרים ? ומה הם התהליכים שקורים היום ? התשובה לשאלה זו מורכבת מכמה‬
‫היבטים‪ .1 :‬עלות ערכות הלימוד והציוד הנדרש הצטמצמו בצורה משמעותית בחמש השנים האחרונות‪.2 .‬‬
‫תמיכה של משרד החינוך‪ ,‬השילוב של אנשי חזון‪ ,‬עם משאבים ותקופה יציבה מצליח להרים יוזמות‬
‫חדשות במשרד החינוך‪ ,‬ובמיוחד בתחום הרובוטיקה‪ .3 .‬הכרה בערך האינדבדואליות‪ ,‬פיתוח של בתי ספר‬
‫פרטיים‪ ,‬מגמות רחבות‪ ,‬שאלונים מותאמים‪ ,‬כל זה יוצר עבורנו מערכת חינוך עשירה ומותאמת יותר‪,‬‬
‫מקצוע הרובוטיקה נהנה מתהליך זה שכן אינו נחשב כמקצוע ליבה‪ ,‬ומכאן שכל התפתחות במקצועות‬
‫ההעשרה מקדמת גם אותו‪ .4 .‬חשיבה יצירתית – מיומנות חשובה בפני עצמה‪ ,‬מקצוע זה מחייב חשיבה‬
‫יצירתית‪ ,‬חשיבה שתוכל לגייס כמה שיותר דרכים ופתרונות על מנת לממש את הפתרון הטוב ביותר‪,‬‬
‫בעלות הנמוכה ביותר‪ ,‬ולכן‪ ,‬אנשים יצרתיים פורחים במקצוע זה‪ ,‬ומכאן העצמה הרבה שהוא נותן לבני‬
‫דורנו‪ . 5.‬עבודה על מספר רב של דיסציפלינות שנקבעים ע"פ הפרויקט‪ ,‬לדוגמא‪ :‬רובוט שיוצר קוקטיל‬
‫תרופות‪ ,‬מחייב את יוצרו להבין במקצועות הליבה‪ :‬פיסיקה‪ ,‬אלקטרוניקה ומחשבים‪ ,‬אבל גם בכימיה‪,‬‬
‫רפואה‪ ,‬וכמובן כלכלה‪ ,‬כיצד כל זה מתרחש? בעבודת צוות‪ ,‬על כך נרחיב בהרצאה‪ .6 .‬כמה ילדים בני דורנו‬
‫מוגדרים כבעלי בעיות קשב וריכוז‪ ,‬מה יותר נכון עבורם מלמידה חוויתית‪ ,‬למידה שמתרחשת בכמה‬
‫ערוצים‪ ,‬למידה בה התלמידים אקטיבים ואחראים על התפתחותם! כך החיסרון הופך ליתרון‪ .‬כמו כן‪,‬‬
‫נדבר על התהליכים שקורים היום בעולם הרובוטיקה בישראל? ומדוע דווקא אצלנו?‬
‫קדם עתידים – מצוינות בחינוך בפריפריה‪:‬‬
‫תשתית למימוש יעדים חברתיים‪ ,‬כלכליים וטכנולוגיים לאומיים‬
‫)‪(G.4‬‬
‫זאב חיות משה דקלו אייל ניצני וסמדר בן צבי‬
‫עמותת ידידי עתידים‪ ,‬קדם עתידים ומשרד החינוך‬
‫החל משנת ‪ 2002‬פועלות תכניות קדם עתידים באיתור‪ ,‬תמיכה וליווי התלמידות והתלמידים המצטיינים‬
‫בפריפריה הגיאוגרפית והחברתית בישראל‪ .‬ההישגים מרשימים‪ :‬בעוד שעיירות הפיתוח מהוות ‪%13‬‬
‫מאוכלוסיית המדינה‪ ,‬בוגרי תוכנית קדם עתידים מהווים כ‪ 35% -‬מהמתגייסים לעתודה האקדמית‪ .‬ניהול‬
‫תוכניות "קדם עתידים" משותף למשרד החינוך‪ ,‬למנהלת עתידים בצה"ל ולעמותת ידידי עתידים והתכנית‬
‫נתמכת בברכת משרד האוצר‪ .‬התוכנית מתמקדת בחטיבות העליונות‪ ,‬ב‪ 30%-‬מהתלמידים שלהם‬
‫הפוטנציאל להישגים הטובים ביותר בבתי הספר‪ ,‬אשר לומדים מתמטיקה‪ ,‬אנגלית עם עדיפות למקצוע‬
‫מדעי נוסף ברמה מוגברת‪ .‬מטרת התוכנית‪ ,‬הרחבת מעגל בוגרי התיכון מקרב תלמידי הפריפריה‬
‫והאוכלוסיות הייחודיות‪ ,‬שישיגו תעודת בגרות איכותית‪ ,‬בדגש על מקצועות המדעים‪ ,‬ואשר רמת‬
‫ההישגים האישית שלהם בתיכון תאפשר להם להתקבל לפקולטות המבוקשות באוניברסיטאות‪ ,‬ובעיקר‬
‫במקצועות ההנדסה והמדעים המדויקים‪ .‬יעד התוכנית הוא ‪ 24,000‬תלמידים בכיתות ז'‪-‬יב'‪ ,‬בכ‪ 220 -‬בתי‬
‫ספר בפריפריה החברתית והגיאוגרפית‪ ,‬במטרה לצמצם פערים בחברה הישראלית )בתשע"ב – ‪.(17,500‬‬
‫התכנית פועלת במספר מישורים פדגוגיים‪ .1 :‬תגבור לימודי המתמטיקה‪ ,‬האנגלית ומקצועות מדעיים‪,‬‬
‫וחיזוק מיומנויות למידה וכישורי השפה‪ .2 .‬חיזוק תחושת המסוגלות האישית‪ ,‬המוטיבציה וכושר‬
‫ההתמדה‪ ,‬ופיתוח המצוינות‪ .3 .‬הגברת החשיפה והמוטיבציה ללימודים אקדמיים במוסדות להשכלה‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪86‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫גבוהה‪ ,‬חשיפה לעולם התעשייה וההי‪-‬טק‪ ,‬וחיזוק הקשר ליישוב בו גדלו התלמידים‪ .‬כל זאת כדי לתת‬
‫לתלמידים זכות בחירה אמיתית ללימודים אקדמיים במהלך חייהם הבוגרים‪.‬התכנית קמה כצורך צה"לי‬
‫בעתודאים טכנולוגיים מוכשרים‪ .‬לאורך השנים התכנית סייעה ליצירת שכבת תלמידים ובוגרים מצוינת‬
‫בפריפריה‪ ,‬ולא תמיד בהקשר לשרות הצבאי‪ .‬כיום‪ ,‬כאשר עקרונותיה והצלחותיה מוכחים ומוטמעים ניתן‬
‫להכווין את התכנית למשימות לאומיות חדשות ובראשן עליית מחנות צה"ל לנגב ופיתוח המדעים‬
‫והטכנולוגיה בגליל‪ .‬כדי לממש זאת נכון לבנות שכבת מצוינות נוספת סביב נושאים מוכוונים‪ ,‬ממוקדים‬
‫ומלאי אתגר כגון‪ :‬חלל‪ ,‬רפואה‪ ,‬רובוטיקה‪ ,‬ננו טכנולוגיה‪ ,‬סייבר ועוד‪ .‬אנו פותחים בפני התלמידים תחומי‬
‫עניין מאתגרים שאם יבחרו בהם בעתיד הם והמדינה ירוויחו‪.‬‬
‫מר זאב חיות מנכ"ל עמותת ידידי עתידים‬
‫דר' משה דקלו ר' אגף הבחינות ור' תכנית קדם עתידים במשרד החינוך‬
‫מר אייל ניצני‪ ,‬מנהל תכנית קדם עתידים‪ ,‬עמותת ידידי עתידים‬
‫גב' סמדר בן צבי‪ ,‬ממונה על פרויקטים ורכש‪ ,‬האגף הבכיר לארגון הלימודים‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪87‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Integrated Services‬‬
‫מצוינות הורות ומה שביניהם‬
‫לינה בולוס‬
‫נסרין חג' יחיא‬
‫מכללת סכנין להכשרת עובדי הוראה‬
‫)‪(F.9‬‬
‫מחקרים רבים בדקו את מאפייניהם של תלמידים מצטיינים בתחומים שונים‪ ,‬כגון‪ :‬קוגניטיבי‪ ,‬רגשי‬
‫וחברתי‪ .‬אולם מעט הם המחקרים אשר בחרו להתמקד בבחינת ההיבט המשפחתי ותרומתו לטיפוח‬
‫מצוינות‪ .‬בשנים האחרונות חלה התעניינות רבה בחקר סגנונות הורות והשפעתם על טיפוח חברי המשפחה‪.‬‬
‫מחקרים בודדים בחנו את תרומת סגנון וגישת ההורים החינוכית והשלכותיה על טיפוח מצוינות ילדיהם‪.‬‬
‫מחקרים אלה התעניינו באוכלוסיית הילדים בגיל הרך או המתבגרים ולא נבדקו אוכלוסיות בוגרות עד כה‪.‬‬
‫במסגרת ההרצאה נציג ממצאי מחקר חד שני אשר ערכנו והוא מתמקד בבדיקת הקשר בין סגנון ההורות‬
‫לבין טיפוח המצוינות האקדמית בחברה הפלשתינית הישראלית‪ .‬אוכלוסיית המחקר כוללת כ‪50-‬‬
‫סטודנטים מתוכנית "מצוינים להוראה" במכללות להכשרת עובדי הוראה וכן את שני הוריהם‪ .‬כלי המחקר‬
‫כוללים שאלונים אשר מסווגים את סגנון ההורות של שני ההורים על פי דיווחם ודיווח ילדיהם קרי‬
‫הסטודנטים‪ .‬בשלב הראשון נבדק האם קיים פער בין תפיסת ההורה את עצמו לבין תפיסת הסטודנט את‬
‫סגנון הוריו‪ .‬בשלב השני נבחן הקשר בין מצוינות הסטודנטים לבין הסגנון ההורי‪ .‬למחקר השלכות‬
‫תיאורטיות ויישומיות‪ ,‬בר מה התיאורטית הוא יתרום להעמקת הידע אודות ההיבטים השונים של סגנונות‬
‫ההורות וביטוים על טיפוח המצוינות בחברה הערבית‪ .‬ברמה היישומית יהווה מחוון להורים ומחנכים‬
‫אודות גישות יעילות בחינוך ילדים וטיפוח מצוינות‪ .‬כאמור‪ ,‬ההרצאה תציג את ממצאי המחקר העיקריים‬
‫ותדון בהשלכותיהם‪.‬‬
‫‪Learner‬‬
‫)‪(F.8‬‬
‫הקשר בין איכות החיים הבית‪-‬ספרית לבין הכישורים חברתיים של התלמידים בשכבות‬
‫גיל שונות‬
‫ובזרמים חינוכיים שונים‬
‫איריס הכהן‬
‫בית‪-‬ספר לחינוך‪ ,‬אוניברסיטת בר‪-‬אילן‬
‫כישורים חברתיים הכרחיים לכל תחומי החיים והם בסיס לתפקוד עצמאי וגורם מרכזי להצלחה של הפרט‬
‫בסביבה בה הוא חי‪ .‬חוקרים טענו כי העדר כישורים חברתיים מסביר הישגים לימודים נמוכים‪ .‬לאיכות‬
‫החיים הבית‪-‬ספרית השפעה על התפתחותם האישית של התלמידים ולהשתלבותם בחיי בית‪-‬הספר‬
‫והחברה‪ .‬ההרצאה תציג מחקר שערכתי‪ .‬המחקר בדק קשר בין איכות החיים הבית‪-‬ספרית לבין הכישורים‬
‫החברתיים של התלמידים בשכבות גיל שונות ובזרמים חינוכיים שונים‪ .‬ממצאי המחקר הראו כי יחס רגשי‬
‫למורים וללימודים ושביעות‪-‬רצון חברתית הינם בעלי השפעה משמעותית על הכישורים החברתיים של‬
‫התלמידים‪ .‬בנוסף נמצא כי בנות אמפתיות ומעורבות חברתית יותר מבנים והאמפתיה הכרחית וחשובה‬
‫לגילוי התנהגויות חברתיות חיוביות‪ .‬הממצאים מלמדים כי לאיכות החיים הבית ספרית השפעה על‬
‫תהליכים חינוכיים וחברתיים ועל התפתחות הכישורים החברתיים של התלמידים ורווחתם הנפשית‪ .‬מכאן‬
‫המסקנה המעשית המתבקשת היא להעלות את מודעות המורים ביצירת איכות חיים בית‪-‬ספרית‬
‫המתבטאת במתן סביבה תומכת בה המורים מעניקים לתלמיד יחס רגשי ואוהב‪ ,‬ומייחסים חשיבות‬
‫לבעיותיו האישיות‪ ,‬הרגשיות והחברתיות‪ .‬סביבה המאפשרת לתלמיד להרחיב את מגוון יכולותיו‬
‫החברתיות אשר בכוחם לתרום לפיתוח יחסים חברתיים חיוביים‪ ,‬להסתגלותו לבית‪-‬הספר‪ ,‬למסוגלות‬
‫אישית ולפיתוח הפוטנציאל הגלום בו‪ .‬סיפוק תנאים אלו יובילו את התלמיד לצמיחה ולמצוינות בבית‪-‬‬
‫הספר והכנת התלמיד לחיים כאזרח העתיד אשר בכוחו להשפיע על אופי ותדמית המדינה כחברה בריאה‪,‬‬
‫מתוקשרת יותר‪ ,‬מבינה ותומכת בזולת‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪88‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Programs‬‬
‫תלמידים מחוננים ומצטיינים מגלים עולם דרך סיפורים‬
‫שרה ששון‬
‫)‪(H.1‬‬
‫המשל נחשב לספרות חוכמה עכשווית מודרנית פשוטה ונגישה‪" .‬לגלות עולם דרך סיפורים" מנצל חומרים‬
‫נגישים כגון סיפור ילדים פשוט כמשל ליצירת ייחודיות ולתובנות בחיים‪ .‬ילדים מחוננים או מצטיינים‬
‫ניחנו ביכולת להבין את המשאב הגלום בסיפור ילדים שפשטותו הינה פסגת התחכום‪ .‬ילדים אלה הם בעלי‬
‫הנעה פנימית הפתוחים ללמידה מתוך חוויה‪ ,‬הרפתקנות ואתגר‪ ,‬יודעים שבכל חידוש יש סיכוי וסיכון וכל‬
‫שינוי ממוקד בתהליך המבוסס על הנעה פנימית והערך העצמי‪,‬כמה אני שווה בעיני עצמי הינו הליבה של‬
‫אישיותם‪ .‬סדרה חדשנית ויצירתית זו מעניקה תובנה אפקטיבית גבוהה‪ ,‬מטפחת יכולת רגשית‪ ,‬מעצימה‬
‫חוזקות להוצאת ה"מנופים" ומציאת הצליל פרטי במסע בשדות החיים‪ .‬באמצעות סיפור מתאפשר‬
‫לתלמידים המחוננים ומצטיינים לדבר על שינוי ‪ -‬עשיית מעשה‪ ,‬האומץ לקרוע את החבל לצאת מאזור‬
‫הנוחות‪ ,‬לרוץ לאזור אי הודאות בדרך לא נודעת וחזרה עם התובנות וה"קצפת" שלהם‪ .‬חשוב לחשוף אותם‬
‫לנקודת היציאה‪ ,‬לתהליכים ולתוצאות בדרך להגשמת חלומותיהם מתוך חווית סיפוק ואושר בחיים‪.‬‬
‫יוזכרו שלושה מרכיבים חשובים בהתפתחות‪ :‬אומץ‪ ,‬אמונה ואופטימיות‪ .‬ויודגש כי השיפור התמידי‬
‫בתהליך מחזק את הדימוי העצמי המוביל לאיכות חיים‪ .‬תינתן סקירה של כלים לבניית תדמית מתוך‬
‫הבלטת התהליך‪ ,‬הדרך והתנועה לקראת הגשמת היעדים‪ ,‬היוצרים חווית הצלחה ממקור פנימי של שינוי‬
‫מיקום וממקור חיצוני של התייחסות הסביבה‪.‬‬
‫)‪(H.2‬‬
‫מוזיאון המדע בשביל המחקר‬
‫מנון הרן‬
‫מוזיאון המדע ע"ש בלומפילד ירושלים‬
‫מוזיאון המדע מקיים כבר ‪ 15‬שנה תחרות ארצית יוקרתית "תחרות מדענים ומפתחים צעירים בישראל"‪-‬‬
‫מגיעים אליה מיטב הפרויקטים המקוריים‪ ,‬מחקריים והנדסיים‪ ,‬שבוצעו ע"י תלמידי תיכון מצטיינים מכל‬
‫הארץ‪ .‬הזוכים בתחרות מייצגים את ישראל בתחרויות בינלאומיות‪ .‬בשנים האחרונות פועל המוזיאון רבות‬
‫להעלאת המודעות בקרב בתי הספר לחשיבות עידוד תלמידים בהכנת פרויקטים של חקר בתחום המדע‬
‫והטכנולוגיה‪ ,‬ביסודי‪ ,‬בחט"ב ובתיכון‪ .‬זאת‪ ,‬במטרה לאפשר לתלמידים מצטיינים ולהתמודד עם אתגרי‬
‫העשייה במדע וטכנולוגיה וכן להגדיל את היקף העתודות ל'תחרות מדענים ומפתחים צעירים בישראל'‪.‬‬
‫ביסודי וחט"ב‪ :‬המוזיאון משמש כשותף פעיל למשרד החינוך במדיניות ההטמעה של הוראה ולמידת‬
‫תהליך החקר ביסודי ובחט"ב‪ .‬בירושלים‪ ,‬שנבחרה כעיר פיילוט להובלת התהליך‪ ,‬יצר המוזיאון מודל של‬
‫שיתוף פעולה בין גופים בלתי פורמאליים לבין מערכת החינוך העירונית‪ ,‬לתמיכה בתהליך החקר בנושאי‬
‫מו"ט‪ .‬בתיכון‪ :‬מוזיאון המדע בנה תכנית ייחודית ‪' -‬בשביל המחקר' שנועדה להפגיש תלמידים מצטיינים‬
‫בכיתות י' עם עולם החוקר ולעודד אותם לבחור במסלול של עבודת גמר לבגרות בתחומי המחקר המדעי‪.‬‬
‫‪ 110‬תלמידים נבחרים מ‪ 20-‬בתי ספר בירושלים וסביבותיה מגיעים ל‪ 5 -‬ימים מרוכזים כשהם מחולקים‬
‫לצוותים של שלושה‪ .‬כל צוות נחשף למחקר אחר המתנהל בזמן אמת באוניברסיטה העברית‪ .‬בהנחיית‬
‫דוקטורנטים שהוכשרו במיוחד לתכנית זו‪ ,‬התלמידים לומדים ומעמיקם בהיכרותם עם תחום הדעת בו‬
‫עוסק המחקר המדעי הספציפי שלהם‪ .‬אך יותר חשוב מכך הם מטמיעים את עקרונות המתודה המדעית‬
‫ונחשפים למורכבות ולאתגרים המלווים את תהליך החקר‪ .‬במהלך התכנית התלמידים פוגשים את החוקר‬
‫במעבדתו ומאוחר יותר‪ ,‬במעין כנס מדעי‪ ,‬מציגים בפני הציבור הרחב את המחקר אותו למדו‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪89‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫החקר כאסטרטגיה בארגון לטיפוח מיומנויות חשיבה מסדר גבוה‬
‫לקידום הישגים ולטיפוח מצוינות פדגוגית‬
‫)‪(H.3‬‬
‫נוהא עבדללה‬
‫חטיבת ביניים רב תחומית כסרא סמיע‬
‫בית ספר מוביל למצוינות פדגוגית כערך וייעוד בלמידה‪ ,‬בהוראה ובארגון‪ ,‬יוזם ומקיים סביבות לימוד שבהן מורים‬
‫ותלמידים מיצרים תוצרי לימוד פדגוגיים ברמת איכות גבוהה ומותאמת לצורכיהם של הלומדים‪ .‬מטרות ‪ :‬פיתוח‬
‫לומד עצמאי; פיתוח מיומנויות חשיבה בצורה מודעת ומכוונת; שימוש בחקר כדרך הוראה להגברת מוטיבציה‬
‫ולפיתוח החשיבה וההבנה‪ .‬תיאור התהליך בבית הספר‪ :‬צוות מוביל של כ‪ 24 -‬מורים מביה"ס‪ ,‬עבר השתלמות בית‬
‫ספרית ש ל למידה בדרך החקר‪ ,‬במהלכה קיבלו המורים כלים לתכנון והנחיה של תהליכי חקר בכתות‪ .‬כל המורים‬
‫שהשתתפו בהשתלמות תכננו והעבירו תהליכי חקר קצרי טווח בתחומי דעת שונים בכל השכבות‪ :‬תהליך חקר‬
‫בהיסטוריה; במדעים ואנגלית במשולב; בשפה העברית ובמחשבים במשולב; במדעים; באיכות המים ואיכות‬
‫הסביבה; בעברית; במורשת ותהליך חשיבה במתמטיקה פרויקטים פדגוגיים לקידום למידה דרך חקר המתקיימים‬
‫בביה"ס‪ :‬חקר החיסכון באנרגיה; החוקר הצעיר;חקר ברובוטיקה לפתרון בעיות המוצרים – מוכנית חכמה ‪ -‬בית‬
‫חכם; ניצני רפואה – חקר במדעי רפואה; חקר בפיסיקה; אקדמאים צעירים‪ -‬חקר בביוטכנולוגיה; חקר המים ‪-‬‬
‫לשמור על הסביבה‪ .‬תוצרים ברמת צוות המורים‪ :‬בנייה והנחייה של תהליכי חקר‪ .‬ברמת התלמיד‪ :‬עבודות כתובות‪,‬‬
‫תוצרים יצירתיים והצגתם‪ .‬תובנות מהתהליך‪:‬למידה דרך חקר טפחה את היחס אישי‪ ,‬ולקבל את השונות בכל‬
‫תלמיד‪ ,‬חזקה את הביטחון‪ ,,‬והחזירה לתלמיד את האמונה בעצמו‪ -‬שכל תלמיד יכול!‬
‫)‪(H.4‬‬
‫הגישה המערכתית להוראה מכוונת מצוינות כאמצעי לפיתוח מסלולי לימוד מואצים‬
‫בטכנולוגיה‬
‫ירון דופלט‬
‫משרד החינוך‪ ,‬המינהל למדע וטכנולוגיה‬
‫נדיר כי מורה יכריז‪" :‬התוצאה האידיאלית היא‪ ,‬שכל תלמידי ישיגו את הציון המרבי שאפשר להשיגו‬
‫במבחן הישגים נתון"‪ .‬במציאות המערכת מייצרת מעט מצוינות‪ ,‬הרבה בינוניות ולא מעט כשלונות מציאות‬
‫המזכירה התפלגות נורמלית‪ .‬מעט תופעות מתפלגות נורמלית והתנאי הראשון לקיומה הוא תהליך אקראי‬
‫כלשהו ומה לחינוך ולתהליכים אקראיים‪ .‬מערכת החינוך משדרת לעיתים לתלמידים נבואה שלילית בדבר‬
‫סיכוייהם להצליח שמונעת מהם להצליח בהמשך לימודיהם‪ .‬במקום לסווג תלמידים למסלולי לימוד לא‬
‫בגרותיים יש לחשוף את התלמידים לסביבת לימודים עשירת גירויים ומאתגרת‪ .‬באמצעות שינוי מערכתי‬
‫כזה ניתן להוציא תלמידים ממעגל הקסם של כישלונות אליו נכנסו‪ .‬תיאורית האינטלגציה הטריארכית‬
‫מציינת את החשיבות של סביבת לימוד המאפשרת ללומד להביא לידי ביטוי את כישוריו בתחומים‬
‫מגוונים‪ .‬מצוינות משמעה קידום כל תלמיד למקסימום הישג בכל תחום אפשרי ופיתוח כישורי הלומד‬
‫בתחומים אלו ככלל ובתחום הבחירה ש ל התלמיד בפרט‪ .‬לחינוך הטכנולוגי ההנדסי יש פוטנציאל להשיג‬
‫יעדים אלו כפי שנמצא במספר מחקרי שדה‪ .‬במחקר הראשון אדגים כיצד גישה מערכתית הנדסית ללימודי‬
‫מדעים שיפרה את הישגי התלמידים במדעים‪ .‬ובמחקר השני אציג תכנית למצוינות הכוללת לימודי‬
‫פיסיקה ורובוטיקה ברמה מוגברת שהניעה תלמידים מכל הרמות למצוינות‪ .‬המסקנות ממחקרים אלו‬
‫מציעות שינוי מעמיק בהכשרת מורים‪ ,‬בפיתוח מקצועי של מורים‪ ,‬בתכנון תכניות לימודים וסביבות לימוד‬
‫וכוללות השלכות למתכנני המדיניות של מערכות חינוך‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪90‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫מרכז מדעים ייחודי במגזר הערבי‬
‫סחר מסאלחה‬
‫מרכז המדעים דבוריה‬
‫)‪(H.5‬‬
‫הרעיון להקמת מרכז לימוד מדעי פרטי ולא שגרתי נולד בשנת ‪ ,2008‬בכפר דבוריה שבצפון הארץ‪ .‬הרעיון‬
‫הבסיסי בהקמתו של מרכז המדעים מתבטא בכך כי הכישרון של תלמידים בגיל צעיר הוא אוצר גולמי‪,‬‬
‫הטעון עיבוד וטיפוח‪ ,‬ולכן זוהי השקעה "רווחית" גם לטווח הקרוב וגם לרחוק‪ .‬המרכז משרת כיום כ ‪-‬‬
‫‪ 300‬תלמידים מבית הספר היסודי וחטיבת הביניים‪ .‬במרכז לומדים מתמטיקה בשני מסלולים‪ :‬מסלול‬
‫בית‪-‬ספרי‪ ,‬ומסלול למחוננים ומצטיינים‪ .‬בין המקצועות או התחומים הנוספים הנלמדים במרכז ע"י‬
‫תלמידים מחוננים ומצטיינים‪ :‬אסטרונומיה‪ ,‬אומנות‪ ,‬פרחי רפואה‪ ,‬שחמט‪ ,‬שפות )ערבית עברית ואנגלית(‪,‬‬
‫פיזיקה‪ ,‬כימיה וביולוגיה‪ ,‬כשהעיקר הוא הבנת העולם סביבנו‪ ,‬שותפות בהגנתו טיפוחו ופיתוח תוכניות‬
‫לאיכות חיים גבוהה בעתיד‪ .‬הדגש בהעברת השיעורים הינו על שימוש בשיטות מוחשיות כאשר התלמיד‬
‫הוא שותף בתהליך זה‪ .‬היעד הוא הבנה ולא זכירה ושינון‪ .‬כל מורה משלב בשיעוריו בניסויים המתאימים‬
‫להמחשת הנושא הנלמד ומתקשר באופן כלשהו לחוויותיו הלא נשכחות של התלמיד‪ .‬ניכרת חשיבות ליחס‬
‫החם כלפי התלמידים באורח אינדיבידואלי‪ ,‬ולכן ההקפדה על קבוצות קטנות ויחס אישי‪ ,‬תוך שמירה על‬
‫ערוץ תקשורת מתמיד עם ההורים והמשפחות‪ .‬בין התוכניות לעתיד שיכלול המרכז לקליטת תלמידים‬
‫מכל השכבות‪ ,‬הצטיידות בכל הציוד המעבדתי הדרוש למקצועות המדעיים‪ ,‬ופעולה בתוך מבנה עצמאי של‬
‫המרכז‪.‬‬
‫חוויה פיננסית‬
‫נועם נדב‬
‫מרכז מחוננים יש"י‬
‫)‪(H.6‬‬
‫תוכנית "חוויה פיננסית" הינה תוכנית ייחודית המיועדת לילדים ובני נוער )ד'‪ -‬יב'( מחוננים ומצטיינים‪,‬‬
‫באמצעותה אנו מקנים כלים פיננסים שימושיים לחיי היום יום וכן פיתוח כישורי יזמות ומנהיגות אישית‪.‬‬
‫החוויה הפיננסית הינה תוכנית ייחודית המיועדת להעצמה אישית ופיתוח יכולת גבוהה יותר להתמודדות‬
‫עם אתגרים כלכליים ואישיים‪ .‬תוכנית החינוך הפיננסית מושתתת על תכנים וכלים לימודיים באמצעות‬
‫חוויה והדמייה מעשית‪ .‬התוכנית משלבת משחקי עסקים‪ ,‬הפעלות דינמיות‪ ,‬סיפורים מעוררי השראה‬
‫ודוגמאות מהחיים‪ ,‬דינמיקה קבוצתית ועוד‪ .‬ההדרכה מועברת באופן מהנה וסוחף תוך יצירת מוטיבציה‬
‫ועידוד יזמו ת בקרב בני הנוער המשתתפים‪ .‬מעודדת לערכים חברתיים ותפיסת מציאות רחבה לטווח ארוך‬
‫המאפשרת יצירת שינוי ומוטיבציה לכך‪ .‬במהלך המפגשים התלמידים נחשפים למשחקים ייחודים מארץ‬
‫ומהעלום‪ ,‬חשיבה כלכלית בינלאומית‪ ,‬עבודה בקבוצות‪ ,‬חשיבה מחוץ למסגרת‪ ,‬אתגרים אינטלקטואלים‪,‬‬
‫הסת כלות לטווח הרחוק ומאפשרת הנעה פנימית להגשמה עצמית‪ .‬הגדרת חזון‪ ,‬מטרות ויעדים‪ .‬כל‬
‫התלמידים לוקחים חלק בפעילות ותוך כך נדרשים לתת ביטוי לתכנים ע"י הפעילות בקבוצות‪ .‬התוכנית‬
‫משלבת היבטים של כלכלה התנהגותית ושוויונית הכוללת התבוננות על מסחר הוגן‪ ,‬שוויוני‪ ,‬צודק וחכם‬
‫בשילוב כדאיות כלכלית ברמה האישית והחברתית מתוך הבנה שכך כולם יוצאים נשכרים‪ .‬מיומנויות‬
‫המפותחות בקורס זה ‪ :‬ביצוע עבודת חקר כגון בניית משחקים כלכליים ברוח הפעילות בקורס המשלבים‬
‫ידע ותחומים חדשים ושילוב עם מקצועות נוספים הנלמדים במרכז;התפתחות אישית באמצעות‬
‫אינטרקציה קבוצתית וחשיפה לתכנים מאתגרי חשיבה והתבוננות; התנסות מעשית לבד ובקבוצה; הנעה‬
‫פנימית ע"י התעסקות בנושאים המתקשרים לתוכניות החיים שלהם; חשיבה בין‪-‬תחומית; פיתוח ראיה‬
‫רחבה וכוללת; רגש אחריות‪ ,‬הן אישי והן חברתי; היכולת לקבלת החלטות ערכיות; תקשורת וכושר‬
‫מנהיגות; היכולת לעבודת צוות; העלאת הדימוי העצמי כאינדיבידואל וכחבר בקבוצה; ופיתוח האחריות‬
‫האישית ושיקול הדעת ברמה האישית והכלכלית‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪91‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Teacher‬‬
‫תפיסת המושג "מעורבות חברתית"‬
‫בקרב סטודנטיות הלומדות בתכנית אילה במכללה ירושלים‬
‫)‪(I.1‬‬
‫מרים מרצבך‪ ,‬חוה גרינספלד ויצחק איזק‬
‫מכללה ירושלים‬
‫פרויקט מעורבות חברתית לסטודנטים הלומדים בתכנית מצוינים להוראה‪ ,‬החל על פי הנחיות משרד‬
‫החינוך בשנת תש"ס‪ .‬במכללה ירושלים נוסו מודלים אחדים של מעורבות חברתית‪ .‬בהרצאה נתמקד‬
‫במחקר שנערך בשנת הלימודים תשע"א‪ ,‬שעקב אחר תפיסת המושג מעורבות חברתית על ידי סטודנטיות‬
‫שנה א'‪ ,‬מתכנית אילה )‪ ,( N=22‬תכנית המצוינים במכללה‪ .‬כמו כן נבדקו השפעות הפרויקט על ההתפתחות‬
‫המקצועית של הסטודנטיות‪ .‬המחקר‪ ,‬בגישה המשלבת‪ ,‬התחקה אחר פעילויות מסוגים שונים של חונכות‬
‫וארגון פעילות חברתית לעולות חדשות‪ .‬כלי המחקר היו‪ :‬שאלון מקדים לבדיקת תפיסת המושג "מעורבות‬
‫חברתית"‪ ,‬יומן חשיבה שבועי לתיעוד הפעילות והחשיבה המטה‪-‬קוגניטיבית שבעקבותיה‪ ,‬שאלון לסיכום‬
‫הפעילות וראיונות עומק עם סטודנטיות נבחרות‪ .‬ניתוח הגדרות הסטודנטיות למושג "מעורבות חברתית"‬
‫חשף שלושה דפוסי הנעה של מתנדבים בהקשר של הכשרה להוראה‪) :‬א( הדפוס האימהי‪ ,‬המדגיש את‬
‫תחושת הערבות כלפי הזולת והאחריות; )ב( הדפוס השליחותי‪ ,‬הניזון ממניעים של רצון לתרום לחברה‬
‫ולהשפיע עליה; )ג( הדפוס החברתי‪ ,‬המונע מהרצון להכיר את האחר וליצור עמו קשר‪ .‬דפוסים אלה‬
‫שנמצאו בהקשר של הכשרה להוראה תואמים את מסקנותיהם של סטרנברג ולוין ) ‪Sterenberg & Levin,‬‬
‫‪ .( 1990‬ניתוח תשובות הסטודנטיות לשאלון הסיכום העלה כי ניתן לזהות תחומים אחדים של התפתחות‬
‫מקצועית שמיוחסת לפרויקט מעורבות חברתית‪ ,‬כגון‪) :‬א( אינטראקציה חונך‪-‬חניך‪) ,‬ב( פיתוח מודעות‬
‫ורגישות לזולת‪) ,‬ג( שיפור דרכי הוראה ויכולת הסבר‪) ,‬ד( העמקת הידע הדיסציפלינרי‪ .‬ממצאים אלה עולים‬
‫בקנה אחד עם מסקנות מחקריהם של פנזל והמילטון )‪ ,(Fenzel & Hamilton, 1988‬סדן )סדן‪ (1977 ,‬ופלג‬
‫)פלג‪ .(2000 ,‬ממצאי המחקר עשויים לתרום לידע חדש על דפוסי ההנעה של סטודנטים המעורבים‬
‫בפרויקטים התנדבות יים ולהאיר תהליכים של הפעלת סטודנטים מתנדבים לאורך זמן בהקשר של הכשרה‬
‫להוראה‪.‬‬
‫מנהיגות חינוכית בעידן רב‪-‬תרבותי‬
‫נילי ונציה‬
‫מכון ונציה לשונות ורב תרבותיות‬
‫)‪(I.2‬‬
‫התוכנית כללה ‪ 11‬גננות וסייעות‪ ,‬כולן מגנים בדרום תל אביב והופעלה במהלך ‪ 14‬מפגשים חד שבועיים‪.‬‬
‫הה שתלמות התקיימה כסדנא‪ ,‬והיא כללה מפגשים עיוניים ודינמיקה קבוצתית‪ .‬במהלך המפגשים שולבו‬
‫מעת לעת קטעי תיאטרון‪ .‬בנוסף הודגם במהלך ההשתלמות השימוש בשני כלים שפותחו על ידי "מכון‬
‫ונציה"‪ :‬ספר "הסיפור שלי" שהופק על‪-‬ידי מובילי התוכנית במיוחד לצורך התוכנית ובשיתוף עם מכון אנה‬
‫פרנק בהולנד‪ .‬והצגה ‪" -‬זה זו" שהופקה במיוחד לצורך התוכנית‪ .‬כלים אלה הוצגו בפני המשתלמות‬
‫במהלך המפגשים והופעלו בגני הילדים של הגננות המשתתפות בהשתלמות‪ .‬מטרות ההשתלמות היו‪ :‬א‪.‬‬
‫לאפשר העצמה של הגננות; ב‪ .‬לאפשר שינוי אצל הגננות‪ :‬כשינוי ייתפס מצב בו גננות מבטאות עמדות‬
‫פנימיות שקודם לכן לא יכלו לבוא לידי ביטוי‪ ,‬ומצב בו מתעוררת הבנה לפער בין הרמה ההצהרתית‬
‫המעידה על קבלה שוויונית של כולם לבין הפרקטיקה היומיומית; ג‪ .‬ללמד הקשבה‪ :‬המנחים ראו הקשבה‬
‫כאפשרות לא להיות מאוימים מביטוי עצמי של הזולת; ד‪ .‬להפוך את הגישה הרב תרבותית לפרקטיקה‬
‫יומיומית בסביבת הגן‪ .‬ככלי ההערכה שימשו‪ .1:‬פרוטוקולים של עשרה מפגשים מתוך ‪ .2 ;14‬ראיונות‬
‫עומק עם אנשי הצוות לאורך כל המחצית הראשונה של ההשתלמות; ‪ .3‬ראיונות עומק עם גננות באמצע‬
‫ההשתלמות וכמה חודשים לאחר סיומה; ‪ .4‬שאלונים שחולקו במפגש האחרון של ההשתלמות‪ .‬שיטת‬
‫ההערכה התבצעה על פי המתודה של ‪ discourse analysis‬העושה שימוש בחומר הטקסטואלי שנאסף‬
‫ומנתחת אותו בכלים ספרותיים‪ .‬הממצאים הראו כי רוב הגננות הביעו שביעות רצון מהלמידה על רב‬
‫תרבותיות כפרקטיקה יומיומית‪ ,‬בין אם הן דיווחו על חידוד של ידע שהיה בבעלותן‪ ,‬ובין אם דיווחו על‬
‫למידה חדשה‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪92‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫מודל ייחודי לטיפוח מחוננות ומצוינות במכללת סכנין להכשרת עובדי הוראה‬
‫מחמוד חליל ולינא בולוס‬
‫מכללת סכנין להכשרת עובדי הוראה‬
‫)‪(I.3‬‬
‫בעולם בכלל ובמדינת ישראל בפרט קיימות תכניות שונות לטיפוח מצוינות‪ .‬ברם‪ ,‬מעט מאד תכניות‪ ,‬אם‬
‫בכלל‪ ,‬משלבות יחד תלמידי תיכון בעלי יכולות גבוהות עם סטודנטים מצוינים במוסדות אקדמיים במטרה‬
‫לטפח את המשותף שביניהם ‪ .‬מכללת סכנין להכשרת עו"ה מציעה מודל אקדמיזציה ייחודי לטיפוח צמדים‬
‫של תלמידים וסטודנטים מצוינים‪ .‬במודל זה‪ ,‬ובשונה ממודלים אחרים‪ ,‬כל צמד תלמיד‪-‬סטודנט עובר‬
‫תהליך איתור והצמדה אשר נמשך תקופה ארוכה ומתבסס על תחום ההתעניינות של כל זוג‪ ,‬היכולות‬
‫שלהם ולימודי ההתמחות )בתיכון ובמכללה(‪ .‬מודל זה משתרע על שלוש שנות לימוד‪ .‬תלמיד התיכון‬
‫משתלב במודל החל מכתה י' ומסיים בכתה י"ב‪ .‬באופן דומה‪ ,‬הסטודנט מתכנית המצוינים משתלב בשנה‬
‫א' של לימודיו ומסיים בסוף שנה ג'‪ .‬לאורך התהליך כל זוג מודרך על ידי מנטור חוקר מאותו תחום דעת‬
‫במכללה‪ .‬יחד הם קובעים את מטרות התהליך‪ ,‬בונים תכנית לימוד תלת שנתית‪ .‬בהתאם לתכנית‪ ,‬הצמד‬
‫משתתף בקורסים אקדמיים במכללה‪ ,‬עובר תהליכי הערכה מעצבת ומסכמת‪ ,‬ומגיש פרויקט סופי שמייצג‬
‫את תוצר הלמידה לאורך שלוש שנות הלימוד‪ .‬כיום לומדים במכללה כעשרה צמדים )תלמיד‪-‬סטודנט(‬
‫בתחומי דעת שונים ‪ .‬יוצגו נתוני מבחני הקדם אשר נאספו בעזרת שאלונים וראיונות‪.‬‬
‫המדיניות בתכנית להכשרת סטודנטים מצוינים להוראה‪:‬‬
‫מחקר מחולל שינוי מחולל מחקר‬
‫)‪(2‬‬
‫רמה קלויר )‪ ,(1‬ג'ודי גולדנברג‬
‫)‪(C.12‬‬
‫מאז שנת תשנ"ט פועלת תכנית "המצוינים להוראה" במכללות להוראה בכל רחבי הארץ‪ .‬התכנית נועדה‬
‫למשוך למכללות סטודנטים בעלי יכולות אקדמיות גבוהות‪ ,‬ולהכשירם כ"אנשי חינוך מצוינים" שיהיו‬
‫מנהיגים במסגרות החינוכיות‪ ,‬ובכך לתרום להעלאת רמת ההוראה והחינוך בארץ‪ .‬התכנית מלווה‬
‫במחקרים בכל מכללה‪ ,‬המשמשים כאמצעי להערכה פנימית ולשיפור תמידי‪ .‬בנוסף‪ ,‬בשנים ‪9-2007‬‬
‫התפרסמו ממצאים שהתקבלו משני מחקרים ארציים גדולים שנערכו על התכנית כולה‪ (1) :‬מחקרים‬
‫שנערכו וסוכמו בספר )קלויר וחב'‪ (2009 ,‬הכולל סקירות‪ ,‬מחקרים ומחקרי הערכה של חוקרים‬
‫מהמכללות להכשרת מורים בעניין תכנית המצוינים בעשר שנותיה הראשונות ‪ (2) .‬בשנת ‪ 2005‬הוחל‬
‫במחקר הערכה מקיף על התוכנית ובוגריה במטרה לחקור את השתלבות הבוגרים בשדה ההוראה‪ .‬המחקר‬
‫כלל קבוצה של בוגרי התכנית מ‪ 20-‬מכללות ומחמישה מחזורי לימוד‪ ,‬וכן קבוצת ביקורת שלמדו בתכנית‬
‫הרגילה‪ .‬בשלב הראשון התבצע מחקר כמותי להערכת השתלבות בוגרי התכנית בשדה ההוראה‪ .‬בשלב‬
‫השני התבצע מחקר איכותני‪ ,‬שכלל ראיונות עומק עם בוגרים וגורמים נוספים הקשורים להשתלבותם‬
‫בעבודה‪ .‬להערכת השתלבותם במערכת החינוך ביתר עומק‪ .‬בנוסף‪ ,‬המחקר בדק את עמדות הבוגרים כלפי‬
‫התכנית והעלה הצעות לשיפורה‪ .‬ממצאי המחקר פורסמו בשני דוח'ות מחקר‪ .‬מטרת ההרצאה המוצעת‬
‫להציג כיצד המסקנות האמפיריות המבוססות על מחקרים אלה שימשו ועודן משמשות לחולל שינוי‬
‫ושיפור בתכנית המצוינים‪ .‬יותר מכך‪ ,‬ההרצאה תציע כיצד הן השפיעו על שינוי המדיניות של האגף‬
‫להכשרת עובדי הוראה ביחס לתכנית‪ .‬בנוסף‪ ,‬על סמך המחקר והשינוי במדיניות‪ ,‬הוחלט על מחקר המשך‪,‬‬
‫במימונו של האגף להכשרת עובדי הוראה ובשיתוף מכון מופ"ת‪ .‬כיוון המחקר החדש נובע מצרכיה של‬
‫המדיניות החדשה והמתחדשת של התכנית‪.‬‬
‫)‪ (1‬ד"ר רמה קלויר‪ ,‬מרצה בכירה במכללה האקדמית לחינוך ע"ש קיי והמרכזת הארצית של התכנית להכשרת‬
‫סטודנטים מצוינים להוראה במכללות האקדמיות לחינוך‪.‬‬
‫)‪ (2‬ד"ר ג'ודי גולדנברג ‪ ,‬מרצה בכירה במכללה האקדמית 'תלפיות'‪ .‬במשך שנים היתה ראש יחידת המחקר‬
‫המכללתית ולאחר מכן ראש הועדה הבין מכללתית למחקר במכון מופ"ת‪ ,‬חוקרת את תכנית המצוינים‬
‫להוראה מאז תשס"ה‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪93‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫)‪(G.9‬‬
‫פיתוח מנהיגות חינוכית באמצעות סיפורי חיים‬
‫כנדבך בסיסי בתוכנית להכשרת סטודנטים מצטיינים להוראה‪ ,‬והתאמתה להכשרת מורי‬
‫מצוינים ומחוננים‬
‫דינה שקולניק נעמי מגיד‬
‫תוכנית המצוינות‪ ,‬תלפיות מכללה אקדמית לחינוך‬
‫"תלפיות"‪-‬המכללה אקדמית לחינוך‪ ,‬מייעדת את בוגרי התכנית להכשרת סטודנטים מצטיינים להוראה‬
‫להיות דמויות מנהיגות בתהליכי התפתחות והובלת שינוי במערכת החינוך‪ .‬תפיסת היסוד שלנו היא‬
‫שטיפוח מנהיגות חינוכית ראשיתה במנהיגות פנימית‪ .‬התוכנית הייחודית שאנו מציעים מתבססת על‬
‫סיפורי חיים )נראטיבים המשמשים כטקסט בו צפונים הקודים ללמידה על העצמי‪ ,‬כבסיס להתפתחות‬
‫אישית ומקצועית לקראת מנהיגות‪ .‬העבודה על סיפורי החיים יוצרת מפגש עם עולמו הפנימי של המספר‪,‬‬
‫ועם בחינת אופני השפעתה על רגשותיו‪ ,‬התנהגותו ובעיקר על הבחירות שערך בחייו‪ ,‬ובכך מהווה בסיס‬
‫לבחינת ההווה וליצירת תסריט חיים עתידי‪ .‬תהליך זה מאפשר ללומדים לבצע את תפקידם החינוכי מתוך‬
‫תחושות של אושר‪ ,‬סיפוק‪ ,‬ומוטיבציה פנימית להתפתחות והעצמה של העצמי ושל המונהגים כאחד‬
‫)קונלי‪.1991,‬שקולניק ‪ .(2002,2012‬לאור האמור לעיל‪ ,‬הצבנו קורס זה‪ ,‬המבוסס על שילוב בין ידע‬
‫תיאורטי לבין התנסות מעשית‪ ,‬כיחידת פתיחה של התוכנית‪ ,‬וכמרכיב יסוד להמשך תהליך הלמידה‪ .‬מתוך‬
‫התנסויותינו במשך מספר מחזורים‪ ,‬מתכונת זו מתאימה ביותר להכשרת מורי ומנחי תלמידים מחוננים‬
‫ומצוינים המתמודדים עם אתגרים ייחודיים‪ .‬המחקר מתבסס על ניתוח תוכן איכותני של פורטפוליו אישי‪,‬‬
‫המתאר את תהליך הלמידה וההתפתחות לאור המפגש עם החומר התיאורטי וההפעלות בהן התנסו‬
‫הלומדות‪.‬‬
‫הכשרת מורים למחוננים ומצטיינים כמסלול להתפתחות אישית בקבוצה‬
‫איוה עתיר‪ ,‬יעל ערן‪-‬צורן‬
‫בית הספר לחינוך‪ ,‬אוניברסיטת תל‪-‬אביב‬
‫)‪(H.8‬‬
‫מה דמותו של המורה למחוננים ומצטיינים‪ ,‬אילו תכונות חייבות להיות לו‪ ,‬ועד כמה ניתן להניח כי ילמד‬
‫תוך כדי התנסות בהוראה? שאלה זו העסיקה ומעסיקה מוסדות חינוך המחפשים צוות מורים לאוכלוסייה‬
‫ייחודית זו ‪,‬מוסדות להכשרת צוותי הוראה וגורמים בחברה המעוניינים לבנות מודל תרבותי למורה‬
‫לחיים‪ .‬בספרות החינוכית מקצועית נמצא ניסיונות לענות על השאלה בכמה דרכים‪ :‬ניתוח ביוגרפי של‬
‫דמויות מופת בחינוך‪ ,‬תחקור אנשי חינוך ורוח להתווית דמות אידאלית למורה מצוין והגישה ההפוכה –‬
‫אפיון התלמיד המצטיין וגזירה מכך לתכונותיו של המורה הרצוי והמתאים להם‪ .‬הממצא המקיף ביותר‬
‫שעלה מכל הדרכים הוא כי יש צורך בהכשרה ייחודית כדי לקבל עתודה של מורים המתאימים לצרכי‬
‫המחוננים ומצטיינים‪ .‬בארץ הוקמו במסגרת משרד החינוך שתי ועדות שעסקו בשאלת טיפוח המחוננים‬
‫והמצטיינים והכשרת המורים עבור תלמידים אלו‪ :‬ועדת נבו ‪ ,2004‬ותת הועדה לענייני הכשרת מורים‬
‫‪ .2007‬העקרונות שגובשו באותן ועדות קבעו את תכני הלימוד בתוכניות להכשרת מורים למחוננים‬
‫ומצטיינים בארבע אקדמיות בארץ‪ ,‬ותל אביב בכללן‪ .‬הועדות לא נתנו מענה לדרך שבה ניתן להביא לשינוי‬
‫באופן ההוראה של המורים בפועל‪ ,‬כך שתתאים לאוכלוסיית המחוננים ומצטיינים‪ .‬באוניברסיטת תל‬
‫אביב נלמדת התוכנית מזה שש שנים‪ .‬שתי הרכזות יצרו עם השנים מודל הוראה שעיקרו התפתחות של‬
‫היחיד בתוך הקבוצה‪ .‬הניסיון הזה‪ ,‬לפתח מורים "אחרים" יוצג בהרצאה‪ .‬נספר על הפעילויות‬
‫המשמ עותיות בתוכנית‪ ,‬ונביא ראיות מדברי המורים המצביעות על השינויים שעברו המורים המשתתפים‬
‫בתוכנית‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪94‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫)‪(H.9‬‬
‫איכות ומצוינות בהוראה בעידן הטכנולוגי‪ :‬המדריך הפדגוגי במרכז העשייה וההשפעה‬
‫בהכנת דור העתיד‬
‫הדס‪-‬מלכה הכהן‬
‫המכללה האקדמית לחינוך "אחוה"‬
‫והמכללה האקדמית לחינוך "גבעת ושינגטון"‬
‫בעידן שבו הטכנולוגיות מתפתחות בקצב מסחרר שאלת ה"כן" או "לא" שילוב טכנולוגיות בחינוך‬
‫ובהוראה כבר אנינה רלוונטית ובמקומה תופסת שאלת המה? והאיך? ממצאי המחקר מגלים כי מבין‬
‫שלושת המדדים בשאלון הבודק את מידת ההטמעה של האסטרטגיות הפדגוגיות בסביבה הוירטואלית‪,‬‬
‫מדד "המרכיבים האישיותיים‪ ,‬הידע והניסיון של המנחה המקוון"‪ ,‬הוא החשוב ביותר ובעל השפעה גדולה‬
‫יותר על הישגים ושביעות רצון של הלומדים‪ .‬ממצא זה מלמד כי המפתח לאיכות ומצוינות בהוראה‬
‫משלבת טכנולוגיות או הוראה בסביבה וירטואלית הוא בראש ובראשונה המרכיבים האישיותיים הידע‬
‫והניסיון של המורה‪/‬המרצה ולכן יש לראות בו כאסטרטגיית‪-‬על בבואנו ליישם סוג הוראה זה‪ .‬התאמת‬
‫מערכת החינוך למאה העשרים ואחת מעמידה את המדריך הפדגוגי במרכז העשייה וההשפעה בהכנת דור‬
‫העתיד להוראה בעידן של טכנולוגיות‪ .‬ההרצאה תציג את השינוי בתפקיד המדריך הפדגוגי‪ ,‬הכרת‬
‫הפוטנציאל הגלום בטכנולוגיות המידע והתקשורת )‪ (ICT‬ומגוון האפשרויות הקיימות ברשת להשבחת‬
‫ההוראה‪ ,‬שימוש מושכל בטכנולוגיות אלה ויישומו בשיעורי הפדגוגיה‪ ,‬ההדרכה והעבודה מעשית של פרחי‬
‫ההוראה‪ .‬יוצגו דוגמאות ורעיונות לפעילויות משולבות טכנולוגיות מתוך אתר הקורס שלי כמו למשל‬
‫שימוש בפורומים‪ ,‬וויקי‪ ,‬מפות חשיבה שאלת סקר וכו'‪ .‬בנוסף יוצגו תוצאות סקר עמדות שבצעתי בתום‬
‫סמסטר הראשון בשנה הנוכחית בקרב סטודנטים‪ ,‬מתכשרים להוראה ביחס לשילוב טכנולוגיות בשיעורי‬
‫הפדגוגיה במכללה ולאימוץ טכנולוגיות לשירות ההוראה‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪95‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Workshops‬‬
‫)‪Workshop (5‬‬
‫ללמוד ולחנך בשיעור אחד )סדנה(‬
‫עם כלי החשיבה של תורת האילוצים )‪(TOC, Theory Of Constraints‬‬
‫גילה גלטר ושושנה רייטר‬
‫עמותת תורת האילוצים לחינוך ‪-‬ישראל‬
‫כיצד ניתן לעודד וללמד את התלמיד‪ ,‬להתמודד עם בעיות אותנטיות בצורה עצמאית‪ ,‬שיטתית ויצירתית‪,‬‬
‫תוך מיקוד באסטרטגית חשיבה של ‪ ,win- win‬מבלי להתפשר‪ ,‬מבלי לוותר ומבלי לכפות פתרון חד‬
‫צדדי? כיצד ניתן לגשר בין טקסט לימודי לבין חיי התלמיד‪ ,‬ולהפוך את העיון התיאורטי‪ ,‬למשמעותי עבור‬
‫הלומדים? באמצעות כלי החשיבה של תורת האילוצים ניתן לשפר את ההבנה והניתוח של טקסטים‬
‫לימודיים המעשירים את עולם הידע של התלמידים‪ ,‬בד בבד עם ביצוע הכללה של התוכן הספציפי‬
‫והעברתו לחיי היום יום‪ ,‬וזאת בצורה פשוטה‪ ,‬בהירה‪ ,‬שיטתית וברת שיכפול‪ .‬בתהליך מובנה של שאילת‬
‫שאלות הלומדים משלבים אינטואיציה‪,‬רגשות והגיון‪,‬ומגלים בצורה עצמאית חווייתית‪,‬קשרים‪ ,‬טענות‪,‬‬
‫נימוקים‪,‬תקפות הנחות‪ ,‬ורעיונות חדשים המדגישים חשיבה סיבתית ופתרונות יצירתיים של ‪Win- Win‬‬
‫את תורת האילוצים פיתח הפיסיקאי ד"ר אליהו גולדרט‪ ,‬בעל שם עולמי בתחומי ניהול וארגונים‪ .‬תורתו‬
‫נלמדת באוניברסיטאות רבות לתארים מתקדמים‪ .‬הידע ניתן למערכות חינוך בעולם‪,‬והאפליקציות‬
‫החינוכיות היישומיות מרתקות‪ ,‬מבטיחות ומקדמות חשיבה מדעית וערכית ‪ .‬כיום פועלות‪ ,‬בהצלחה רבה‪,‬‬
‫סדנאות במרכזי מחוננים‪ ,‬בגנים ובבתי ספר בכל הגילאים‪ ,‬ב ‪ 22‬מדינות בעולם ‪ ,‬תוך שיתוף בידע ובפיתוח‪.‬‬
‫אנו מציעים‪ :‬סדנת התנסות בניתוח טקסט לימודי בעזרת כלי החשיבה הנקרא "ענן"‪ -‬מארגן מידע‬
‫אלסטי המאתגר לזיהוי בעיה או דילמה גלויה או סמויה‪,‬תוך בירור מהותו של פתרון שנבחר בטקסט‪ .‬נטפל‬
‫בטקסט ב שלושה שלבים שיטתיים‪ .1 :‬ניתוח התוכן‪ .2 ,‬הכללתו ‪ .3‬העברתו לחי היום יום‪ .‬נעמוד על‬
‫התהליכים שעברו המשתתפים והערכת כלי החשיבה‪ .‬נסקור בקצרה עקרונות של תורת האילוצים ‪,‬נציין‬
‫שני כלי חשיבה נוספים "ענף לוגי" ו"עץ מטרה" ונציג דוגמאות מעבודות של תלמידים במרכזי מחוננים‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪96‬‬
‫‪ICIE - ICEE Conference‬‬
‫‪Excellence in Education 2012:‬‬
‫‪Theory-Research-Practice‬‬
‫)‪(Jerusalem, July 9-12, 2012‬‬
‫‪Symposium‬‬
‫‪Symposium (5):‬‬
‫‪Social Involvement as Generating Excellence in the Special Program for Excellent‬‬
‫‪Teachers in College‬‬
‫מעורבות חברתית כמחוללת מצוינות‪ :‬אישית‪ ,‬אקדמית ומקצועית ‪ -‬תכנית המצוינים‬
‫במכללות לחינוך והתאמתה למסגרות חינוך רחבות‬
‫רמה קלויר )‪ ,(1‬אילנה רונן )‪ ,(2‬עאליה אבו ריש )‪ , (3‬נעמי מגיד )‪ , (4‬ארנת טורין‬
‫)‬
‫התכנית להכשרת סטודנטים מצוינים להוראה במכללות האקדמיות לחינוך מתקיימת מזה ארבע עשרה‬
‫שנה במכללות האקדמיות להכשרת מורים בישראל‪ .‬התוכנית מגייסת סטודנטים בעלי יכולות אקדמיות‬
‫גבוהות‪ ,‬ובעלי מאפיינים אישיותיים‪ ,‬ערכיים והתנהגותיים הבוחרים לעסוק בחינוך ובהוראה‪ .‬מטרתה‬
‫העיקרית של התוכנית היא להכשיר מורים מצוינים‪ ,‬מחנכים מובילים‪ ,‬מנהיגים חינוכיים‪ .‬הבחירה‬
‫בסטודנטים איכותיים לתכנית ושמירה על רמתם הגבוהה במישורים האקדמיים‪ ,‬המקצועיים והאישיים‬
‫הינה אחד האמצעים לכך‪ .‬האמצעי השני הוא תכנית ההכשרה המיוחדת המכוונת להבכיר מורים‬
‫מצוינים‪ .‬ההנחה העומדת מאחורי הצבתו של יעד זה הינה שיש בכוחה של התכנית להשפיע על הסטודנטים‬
‫במידה רבה עד להשגת המטרה של מצוינות בהוראה‪ .‬זאת באמצעות תכנית החותרת לכך באופן פורמאלי‬
‫ובלתי פורמאלי‪ ,‬בלימודים כמו גם בעשייה‪ ,‬בתכניה הגלויים והסמויים )קלויר‪ .(2010 ,‬אחד המרכיבים‬
‫הייחודיים בתכנית המצוינים הינה מעורבות חברתית ואחריות קהילתית או כפי שהיא מכונה בספרות‬
‫המקצועית‪ .(SL) Service Learning :‬כך‪ ,‬כל סטודנט בתכנית המצוינים נדרש להקדיש במהלך הכשרתו‬
‫ארבע שעות שבועיות ‪ -‬לפעילות חינוכית ו‪/‬או חברתית אשר מטרתה לסייע ליחיד‪/‬קבוצה‪/‬קהילה של‬
‫תלמידים‪/‬מבוגרים ולהשתתף בסדנא רפלקטיבית שבה הוא מעבד ביחד עם חבריו בתכנית ובהדרכת מנחה‬
‫מקצועי את החוויות מההתנסות‪ .‬מטרת הסדנא היא לחבר בין המעשה לתיאוריה ובינם לבין ה"אני" של‬
‫הסטודנטים‪ .‬המטרה‪ :‬העצמתו של הסטודנט ברמה האישית‪ ,‬החברתית והמקצועית וקידום מצוינותו‪.‬‬
‫בפאנל נציג דוגמאות לדילמות ממכללות שונות ונעלה את השאלות‪ :‬האם‪ ,‬באיזו מידה וכיצד ניתן להעתיק‬
‫מהמודל במכללות לחינוך ‪ -‬אל בתי הספר‪ ,‬כאמצעי לטיפוח המצוינות של תלמידים מחוננים ומצטיינים?‬
‫)‪ (1‬ד"ר רמה קלויר ‪ -‬המרכזת הארצית של תכנית המצוינים במכללות האקדמיות לחינוך‪ .‬משרד‬
‫החינוך והמכללה האקדמית לחינוך ע"ש קיי‪ ,‬באר שבע‪.‬‬
‫)‪ (2‬ד"ר אילנה רונן ‪ -‬מרכזת פורום המרכזים הבינמכללתי בתכנית המצוינים והמכללה האקדמית‬
‫לחינוך סמינר הקיבוצים‪ ,‬תל אביב‪-‬יפו‪.‬‬
‫)‪ (3‬ד"ר עאליה אבו ריש – מרכזת תכנית המצוינים במכללה האקדמית לחינוך הערבית‪ ,‬חיפה‪.‬‬
‫)‪ (4‬ד"ר נעמי מגיד – מרכזת פורום הסטודנטים הבינמכללתי בתכנית המצוינים והמכללה האקדמית‬
‫לחינוך "תלפיות"‪ ,‬חולון‪.‬‬
‫)‪ (5‬ד"ר ארנת טורין – מרכזת תכנית המצוינים ב"גורדון" המכללה האקדמית לחינוך גורדון‪.‬‬
‫‪Jerusalem, July 9-12, 2012‬‬
‫‪97‬‬
‫‪ICIE - ICEE Conference‬‬