Knowledge modules
Hoogbloeier® embodies inspiration, quality, evidence-based learning, and professionalism. Through these knowledge modules, we offer extensive theoretical background to help you understand the rationale behind your actions and encourage critical inquiry into the material presented. Furthermore, we encourage reflection on the topics discussed so that you can effectively implement them in your own practice or educational setting.
Giftedness models
Every scientist conducting research in the field of giftedness uses a model to describe or explain giftedness. In more recent models, the central cognitive component in the definitions is increasingly shifting towards a more complex understanding of giftedness.
Identification of giftedness
In other knowledge modules, we examine many models of giftedness, but this does not yet explain how we can recognize gifted individuals. What characteristics are typical of gifted individuals, and which characteristics are sometimes present but cannot be unambiguously linked to giftedness?
Educational practices
The typical classroom approach doesn't always cater to the learning requirements of gifted students. By understanding the learning traits and non-cognitive personal characteristics of gifted individuals, we can identify their educational needs and suggest various adaptations in teaching methods.
School policy
Developing a school policy to make education more suitable for cognitively high-functioning students takes time and requires knowledge, experience, and new insights. How can we optimally integrate education for these students into the student guidance policy?
Social and emotional needs
The emotional and personality development, learning to navigate social interactions, and acquiring social skills are intertwined with the cognitive giftedness of individuals. Hence, it's crucial to consider their needs and potentials.
Motivation and underachievement
Based on the models of giftedness, we understand that motivation is a key determinant of whether gifted individuals realize their full potential. It also significantly influences the phenomenon of underachievement among the gifted.
