Teacher in-service training
Hoogbloeier® offers various topics for teacher in-service training, always with a focus on tailored education for cognitively high-functioning students. If you want to learn more about how to teach these students, how to recognize them, how to motivate underachievers, etc., it is worth asking us for one or more of the following topics. Below, you can request a teacher in-service training. We would then like to invite you for an initial introductory meeting via Teams or Zoom, where we can briefly discuss your request and determine which topic would be best suited for your school.
Screening and identification
It is important to identify cognitively strong functioning in students at an early stage in order to meet their educational needs. By doing so, schools can work preventively to help avoid future issues such as reduced well-being, underachievement, or school dropout.
Compacting and enrichment
By compacting the curriculum—skipping unnecessary repetition and practice material—time is freed up for cognitively strong learners to engage in more challenging enrichment tasks. This allows us to adapt education within the regular classroom to better meet the needs of this group of students.
Differentiating with Bloom’s Taxonomy
Bloom’s Taxonomy offers a way to challenge cognitively strong learners, helping them feel more motivated. Teachers learn to ask more higher-order thinking questions during regular lessons, increasing engagement for all students—including those with strong cognitive abilities.
Acceleration
Cognitively gifted students think and learn at a faster pace than their age peers. Sometimes, their instructional lead is so significant that grade skipping or subject acceleration—one of the most effective educational adjustments for cognitively gifted learners—should be considered.
Underachievement
It’s a myth that all cognitively gifted students perform well in school. Some don’t. Underachievers are often a source of frustration—not only for the student themselves, but also for their teachers. That’s why prevention, early identification, and appropriate support are essential.
Mindset
Some cognitively gifted students strongly dislike enrichment tasks and tend to avoid them by only completing the easy assignments. As soon as real effort is required, they start to feel “stupid” because the answers no longer come effortlessly. These students often operate from a fixed mindset.
