Center za raziskovanje in  spodbujanje nadarjenosti na Pedagoški fakulteti   Univerze v Ljubljani Centre for Research  and  Promotion  of Giftedness at the Faculty of Education  of the University  of  Ljubljana 2. MEDNARODNA KONFERENCA 2nd INTERNATIONAL  CONFERENCE Prepoznavanje  nadarjenihindeloznjimina področju  vzgojein  izobraževanja   Identifying  theGiftedandWork  with  Them in   Education Zbornik povzetkov /  Book  of Abstracts 21. in 22. september 2017 / September 21st and 22nd ,2017 Pedagoška  fakulteta  Univerze v Ljubljani / Faculty of Education of the University of Ljubljana Ljubljana, Slovenija Zbornik povzetkov 2. mednarodne strokovno-­-raziskovalne konference Prepoznavanje  nadarjenih in delo z  njimi na  področju vzgoje  in izobraževanja Organizator: Center zaraziskovanje in spodbujanje nadarjenosti na  Pedagoški fakulteti Univerze v Ljubljani Programskiodbor: prof. dr. Mojca  Čepič, izr. prof. dr. Vesna  Ferk Savec, prof. mag. Črtomir Frelih, izr. prof. dr. Mojca  Juriševič, doc. dr. Boštjan Kuzman, izr. prof. dr. Karmen Pižorn, izr. prof. dr. Jurij Selan, prof. dr. Barbara  Siherl Kafol, doc. dr. Darija  Skubic, izr. prof. dr. Gregor Torkar, doc. dr. Maja  Umek, doc. Alenka  Vidrih Uredila:  Mojca  Juriševič Strokovni pregled: Mojca  Čepič, Vesna  Ferk Savec,  Mojca  Juriševič, Boštjan Kuzman, Karmen Pižorn, Darija  Skubic, Gregor Torkar, Maja  Umek Jezikovni pregled: Darija  Skubic Izdala in založila: Pedagoška  fakulteta  Univerze v Ljubljani Za izdajatelja: Janez  Vogrinc, dekan Oblikovanje naslovnice: Jurij Selan Slika na naslovnici: Črtomir Frelih, Šopek, 2017 Priprava in oblikovanje: Urška  Žerak Dosegljivo  na: http://www.pef.uni-­-lj.si/fileadmin/Datoteke/CRSN/konferenca_2017/Zbornik_povzetkov.pdf KAZALO ...........................................................................7 ...............................................................................13 Učnookolje za nadarjene: didaktični pristopiinstrategije .........................................................14 CyberMentor: spletnimentorskiprogram za nadarjena dekleta na področjih naravoslovja, tehnike in tehnologije, inženirstva in matematike .....................................................................17 Heidrun Stoeger Dober začetek:kajto pomenizamlajšenadarjene učence?.......................................................20 Margaret Sutherland Študija  primera  univerzitetnega  programa  za  nadarjene učence: CTY Irska ................................22 Colm O'Reilly Izobraževanje nadarjenihinstruktura ustvarjalnegavedenja ....................................................25 Željko Rački SEKCIJE  /SECTIONS .......................................................................................................................28 Nadarjeni otrocivvrtcu –kakobivatiin delati znjimi? ..............................................................30 Marta Brlan Ourexperiencesin workingwith potentiallygiftedpreschoolchildren in the kindergarten „Mediterranean flower“ ............................................................................................................31 Mirjana Bakotić, Helena Mirić, Jelena Birsa, Ranka Mustić, Nives Urlić, Sandra Spralja and Zeljana Vivodinac Evalvacija  programa  NTC (Nurture oftalented children) učenja  vrtcu ......................................32 Leonora Drgan Early  identification and creatively-­-productive  giftedness:approaches and  methods ..................34 Jasna Cvetković -­-Lay Spodbujanje razvoja  pisalnih spretnosti zmožnejših otrok prvega  razreda  –študija primera ......35 Katarina  Grom Prepoznavanje  in delo znadarjenimi učencivprvem triletju osnovne  šole ................................37 Robert Ogulin Jeindividualizacija dela znadarjenim mladostnikom resnično pravi in edini možni način dela? (Osebno/refleksivnorazmišljanjeučitelja).................................................................................40 Ksenija Bračič Bračko Deloznadarjenimidijakipripredmetnem področju zgodovine.................................................42 Nataša Šekoranja Špiler Nadarjen, nenadarjen – hočem več fizike!.................................................................................44 Tanja  Blažič Delavnica zbiološkimieksperimentiza nadarjene dijake ...........................................................45 Irena  Rutar Kako  zrobotiko  spodbuditi inovativnost in  željo  praziskovanju? .............................................47 Matjaž Furlan in Lea Kosmač What are the best predictors of success in STEM among youth? ................................................49 Valentina Mladinov, Petar Čuček, Sara Findrik, Korado Korlević When peer is the bestappeal: Impacts of the Youth Platform Summit activities of the European Talent Support Network ............................................................................................................50 Petra Anna Fügedi Izziv prepoznavanjanadarjenosti  –prezrte  nadarjenosti...........................................................52 Renata  Kolšek Odnos učiteljev do učencev glede na (ne)prepoznano nadarjenost ............................................54 Ksenija Domiter Protner Nadarjeni učencisprimanjkljaji na posameznih področjaučenja ...............................................55 Suzana Padežanin Lavuger Samoevalvacija  dela  znadarjenimi ............................................................................................56 Mojca Štor in Tinkara Verbuč Rosenstein Oblike dela znadarjenimiučenciin njihova evalvacija na OŠŽiri ...............................................58 Petra Cankar Allrise:raising identification efficacyby raising awarenessto interviewer bias.........................59 Rita  Nadas Učiti se, da bivedeliin znali.......................................................................................................60 Ana Tušek Programi za nadarjene  na OŠFranceta Prešerna Črenšovci ........................................................63 Marija Horvat, Metka Husar Ščernjavič Centriizvrstnosti vVaraždinskižupaniji .....................................................................................64 Miroslav Huđek, Snježana Pejnović Primeridela znadarjenimi pri pouku TIT ....................................................................................66 Primož Trček Raziskovalna dejavnost kotena od možnih oblik dela znadarjenimiučenci ...............................68 Anita Fartek Načrtovanje in izvajanje obogatitvenih dejavnostizanadarjeneučence....................................70 Vesna Jelen Godunc Soba  pobega  (escape room) na  temo fraktalov ..........................................................................72 Polona Fritz Tomšič Sparks -­-Program for gifted children ...........................................................................................75 Tomislav Goldin  andKsenija  Benaković Medvrstniškapomočnadarjenih inrazvijanje njihovih potencialovskoziprojektprostovoljstvo 76 Smiljana Valcl alternativnim programom do socialno uspešnega  mladostnika...............................................77 Vesna Starman Glasba, naša siradost …Izkušnje in pogledina glasbeno olimpijado..........................................78 Branka  Rotar Pance Profesionalnirazvojučitelja za delo znadarjenimiučenci ..........................................................79 Polonca Pangrčič Večjezičnost innadarjenost .......................................................................................................81 Kristina Tomc Odideje do časopisa Nastajanje šolskegačasopisa spodbuja ustvarjalnost ................................82 Sabina Leben, Majda Šubic, Urška Ziherl Ustvarjamo zliterarnim junakom ..............................................................................................84 Patricija Kravanja Deloznadarjenimiučenci vdrugi poloviciosnovne šolena področju slovenščine......................86 Maja Brezovar Skok vznanje .............................................................................................................................88 Petra Cimerman, Barbara Pristovnik Kako  delati znadarjenimiučenci vosnovnišoli? ........................................................................90 Saša Mezek PLAKATI /POSTERS .......................................................................................................................91 petelinčku,kiseje učilkikirikati .............................................................................................92 Katarina Tischer Gregorič Evolucija ....................................................................................................................................94 Laura Ozebek Program za nadarjene  dijake  vXV. gimnazijivZagrebu ..............................................................95 Ines Dukić, Sanja Antoliš, Mihaela Marceljak Ilić, Bernardica Mlinarić, Vesna Smadilo Škornjak, Eva  Špalj Spodbujanje nadarjenih na  področju ustvarjalnostiin naravoslovja  in tehnike ..........................96 Jasmina Velikanje Projects and Programmes of Centerfor Gifted Child Development (An Overview from 1995 to 2015).........................................................................................................................................97 Jasna Cvetković -­-Lay Mavricaustvarjalnosti...............................................................................................................98 Tatjana  Dominić Radivojević, Adelina  Pahor, Mateja  Barbarič, Nevenka  Šergon  Omahen 2yearsofVišnjan  educational programs –past,present and  future ......................................100 Petar Čuček and Korado Korlević OKROGLIMIZI/ROUND TABLES ..................................................................................................101 Raziskovanjeznadarjenimi ......................................................................................................102 Mojca Čepič Nadarjeni oizobraževanju nadarjenih ......................................................................................104 Gregor Torkar PROJEKT »24 NADur«/PROJECT »24NADur« ..............................................................................108 Poročilo omednarodnem tekmovanju nadarjenih srednješolcev iz Točk za nadarjene  Centra za raziskovanje in spodbujanje nadarjenosti................................................................................109 Gregor Torkar PROGRAM /PROGRAMME ..........................................................................................................113 Predstavniki točk za nadarjene  in evropskih centrov za nadarjene  na konferenci /Representatives ofTalentpoints and  European  TalentCentres at the  conference .................................................115 ZAHVALI......................................................................................................................................118 Spoštovane  kolegice, spoštovani kolegi, dobrodošli na Pedagoški fakulteti Univerze v Ljubljani. Vvrtcih, osnovnih in srednjih šolah ste pred kratkim začeli z novim šolskim letom, na fakultetah pa se intenzivno pripravljamo na začetek novega študijskega leta. Prihajajoče študijsko leto je za našo fakulteto še posebej pomembno, saj praznujemo 70-­-letnico svojega delovanja. To  pomeni, da že 70 let širimo  znanje in  z izobraževanjem prihodnjih  pedagoških  delavcev, ki širijo znanje na številne generacije otrok, dajemo znanju  besedo  in  podobo. Včasu priprav na novo študijsko leto najbrž vsi pedagoški delavci, ne glede na to, na kateri ravni izobraževalnega sistema smo zaposleni, pogosto razmišljamo o tem, kakšne otroke, učence, dijake oz. študente bomo  v prihajajočem letu  imeli – kako bomo svoje delo prilagodili njihovim zmožnostim, interesom, kako jih bomo motivirali  za učenje oz.  študij  in se ukvarjamo tudi  z vprašanjem, ali  bomo znali prepoznati njihove zmožnosti in ustvariti učno okolje, ki jim bo omogočilo, da optimalno razvijejo svoje potenciale. Da je organizacija pedagoškega procesa izredno zahtevno delo, najbolje veste vi, ki se vsak dan ukvarjate s tem, kako  organizirati delo  v oddelku, ko  imate v njem nekaj učencev, ki so  nadarjeni in  to  na različnih  področjih, pa nekaj učencev, ki imajo  odločbo  ousmeritvi in  še kakšnega učenca priseljenca, katerega materni jezik ni slovenščina. Individualizacija pedagoškega dela zahteva pedagoške delavce, ki so, ne le izvrstno  izobraženi na didaktičnem področju, ki torej poznajo  različne didaktične pristope in  strategije, ampak ki tudi znajo  prepoznati potrebe posameznika in  so  motivirani za to, da mu prilagodijo način dela. Ja, pedagoški poklic je zahteven poklic. Morda je celo bolje reči, da ni le poklic, ki ga opravljaš 8 ur  na  dan, potem pa ga do  naslednjega dne odmisliš, ampak je za mnoge pedagoške delavce to  način  življenja. Ko tudi v svojem prostem času razmišljajo o tem, kaj bi bilo možno še narediti, da bi bili dosežki otrok, učencev oz. študentov še boljši. Žal pa imajo  mnogi pedagoški delavci v teh svojih razmišljanjih in prizadevanjih pogosto občutek, da so osamljeni. Pogosto ne čutijo prave podpore svojih sodelavk oz. sodelavcev, vodstva, širše družbe, kaj šele tistih, ki so na ravni države odgovorni za celoten vzgojno-­-izobraževalni  sistem.   Anekako  se zdi, kot da smo  vsaj na določenih  področjih, kot je npr. področje dela z nadarjenimi, ugotovili, da je večja moč v povezovanju  kot v osamljenosti. Tudi v povezovanju  različnih  držav. Vkratki zgodovini delovanja CRSN-­-ja,  ki tudi organizira današnjo 2. mednarodno strokovno­raziskovalno konferenco, so aktivnosti tega centra postale ena najbolj prepoznanih aktivnosti naše fakultete širom po svetu. Povezovanju posameznikov in ustanov, ki vas zanima delo z nadarjenimi ter  izmenjava izkušenj, dobrih praks, strokovnih znanj  in raziskovalnih idej  s področja prepoznavanja nadarjenih  in  dela z njimi, je  namenjena  tokratna  konferenca.   Prepričan sem, da  bomo skupaj ustvarili še  boljše  pogoje  za  delo z nadarjenimi, zato se  zahvaljujem  vsem, ki ste organizirali današnjo konferenco, še posebej predstojnici Centra za raziskovanje in spodbujanje nadarjenosti, izr. prof. dr. Mojci Juriševič, in vsem, ki ste prišli na Pedagoško fakulteto in ste pripravljeni deliti svoje znanje in izkušnje. Vsem želim uspešno konferenco in prijetno druženje. izr. prof. dr. Janez  Vogrinc, dekan  Pedagoške fakultete Univerze v Ljubljani Ladies and Genltleman, dear guest! In gifted and talented education networks mean special  provisions equally both  for the gifted and talented students themselves and for those  who provide the different forms of talent support from creating a talent friendly society to mastering the most effective know-­-how in  classrooms. The shared philosophy behind it is  firstly the belief in the value of  human capacities; secondly  the belief that the numerous  actors  of a society  involved in education are together responsible for optimizing these capacities  and thirdly  that this  optimization brings  satisfaction and happiness on  the level of the  individuals as well as on that of societies. The  European Talent Support Network is one of those initiatives which draw attention to these numerous actors and to the fact that  being organized in a complex network and being visible can help strengthening the side by side existing  efforts in talent support. Just  yesterday we had a so called EGIFT meeting where one of  our  colleagues, Margaret  Sutherland told us that  during our  work together  you could feel the sense of  trust, very simply because we know each other well and  thus trust became the strength  of our mutual project. Building trust is a very hard  it takes time and  tremendous invested  efforts. We have to  overcome misunderstandings and we have to believe in the capacity of understanding each other at least to some extent. And this  is  also a shared belief behind network creating. One of the very first ideas of organizing regular networking events for professionals and for administrators in the  field of gifted education in the  Central European region was initiated by the  Austrian  Ministry of Education  13 years ago. In 2007 Slovenia was the responsible country for organising the 4th regular Central  European networking meeting. I also  remember that this was the first time I spoke about – among lots of other issues -­-Talent Points, quite an unsettled idea  at the time. a  that time still quite unsettle idea  of Talent Points. At that time we had 5  Talent Points in Hungary (just to compare now we cc. 1500). 5years later the  last Central European meeting in 2012  one  of the  tasks was to try to define  the  criteria of the possible future European Talent Centers  and Talent Points. Our discussion on that topic was one of  those numerous efforts ongoing from 2012 -­-2015  when we  tried exchanging ideas, knowledge, beliefs which finally led us to the  establishment of the  European Talent Support Network. Naturally the fact that Peter Csermely, a network scientist became the President of ECHA helped immensely. In 2014 at the ECHA Conference held in Ljubljana the so-­-called Qualification Committee was elected. After six months of consultations, the Qualification  Committee announced  the first “Call to  Be a European Talent Centre” on the ECHA website in February 2015. The Committee selected the first 14  European Talent Centres in the summer 2015 and the Slovenian Centre was among the first 14 centres. Thanks to the work of the Qualification Committee and the first Talent Centres in 2016  the Network was enriched by around 280 Talent Points from 38 countries and at the moment we have 20 Talent Centres. All European  Talent Centres do  excellent professional work in  several talent support fields, but they are  quite  different in many respects. The  set of activities of individual European Talent Points may also be  different: some  tend  to  focus more on  teacher training, others on  working directly with  young  talents. This diversity  is crucial to the strength of the emerging  European Talent Support Network. Within the Network, the European Talent Centres assume more responsibility for coordination and information supply at regional, national  or all-­-European level. Thus the main tasks of the Centres include, in addition to their own quality work, network-­-building and  the supply of relevant professional information  to  the Network members and creating opportunities for networking. We can say that the European Talent Centre in Ljubljana in the Faculty of Education of the Ljubljana University does a great job in that sense, too. This conference, and your presence here is one of the best proof  of  their  work. Just  in two years this centre led by Ass Prof  Mojca Jurisevic was able to create one of the biggest network  among all the countries  involved in the European Talent Support Network. The Ljubljana Centre is in connection with mor than 30 Talent Points in 5 countries and has organised  already 2 conferences giving networking possibilities to  their contacts. Let me just grab the opportunity  to say  a special thank  for this incredible work  to Mojca Jurisevic. Also  let me greet this conference on  behalf of Professor Albert Ziegler, the President of the European  Talent Support Network and on behalf of Professor Peter Csermely, the President of ECHA. Andlastly, I am here in  2 different roles so  according to  those  roles I wish you a  great conference  as the coordinator  of  the European Talent  Support  Network but  I am also here as an active member  of  a small Croatian Talent Point called SIAC which was  founded by a group of international artist in Splitska  4years ago let  me  have  the  opportunity  to  give  you  the  greetings  of  that  Talent  Point  as  well.       Csilla Fuszek Director of the Talent Centre Budapest & Member of the ETSN  Council Spoštovani izr. prof. dr. Janez Vogrinc, dekan UL PEF, spoštovana gospa Csilla Fuszek, direktorica  Evropskega  centra  za  nadarjene  iz Budimpešte in članica Sveta  evropske  mreže  za  nadarjene,  spoštovani gostje,  udeleženke in udeleženci konference, kolegice in kolegi, študentke in študenti, prav lep pozdrav vsem v  imenu  CRSN-­-ja. Letošnja konferenca je nadaljevanje CRSN-­-jevih strokovnih druženj  v zadnjih letih.  Njena posebnost je,  da je še posebej namenjena medsebojnemu  spoznavanju  in  strokovni izmenjavi med  pedagoškimi strokovnjaki in raziskovalci, med Točkami in Centri za nadarjene znotraj Evropske podporne mreže za nadarjene (ETSN),  obenem pa odprta za vse,  ki se na kakršenkoli način ukvarjajo z vzgojo in izobraževanjem  visoko  sposobnihin  talentiranih  posameznikov.  Program konference  je  pester: vsebuje  pet plenarnih  predavanj, pet sekcij z  individualnimi referati, devet plakatov ter  dve okrogli mizi; prva je namenjena razpravi o raziskovanju z  nadarjenimi,  druga pa glasu nadarjenih,  da bodo mladi lahko povedali,  kako razmišljajo o svojem izobraževanju ter česa si v tem okviru še želijo in kaj potrebujejo. Novost, ki jo prinaša letošnja konferenca, je tekmovanje za nadarjene dijake, ki smo ga poimenovali 24NADur,  saj bo trajalo neprekinjeno štiriindvajset ur. 24NADur je namenjeno dijakom z gimnazij, ki  so naše Točke; osem ekip dijakov se bo  v njem pomerilo  v reševanju  zanimivega,  a kompleksnega problema, povezanega s trajnostnim razvojem, ter svoje ustvarjalne rešitve predstavilo jutri. Vabljeni kspremljanju. Vimenu CRSN-­-ja vam želim prijetno medsebojno spoznavanje  ter strokovno izmenjavo ter  nove povezave. Naj letošnja konferenca zaživi v duhu: POSLUŠAJ – POVEJ – VPRAŠAJ – KOMENTIRAJ. Jezik naj pri tem ne bo  ovira, temveč ključno  orodje za sporazumevanje in  razumevanje med več kot 200 udeleženci letošnjega srečanja. izr. prof. dr. Mojca Juriševič, predstojnica CRSN in  članica  Sveta  ETSN Dear Assoc. prof. dr. Janez Vogrinc, Dean of the UL PEF, Honoured Mrs. Csilla Fuszek, Director of the European Talent Center for talents from Budapest and a  member of the  European  Talent Support Network Council,  distinguished  guests,  participants  of  the  conference,  colleagues,  and  students: Awarm welcome on  behalf of CRSN. This year's conference is a  continuation of CRSN's professional gatherings in recent years.  Its specialty is that  it  is focused especially to mutual understanding and professional exchange between education experts and researchers, between Talent Points and Talent Centres for gifted within the   European talent support network (ETSN), but at the same time it is open to all others who deal with the education and training of  high-­-skilled and talented individuals. The conference has a diverse program: it contains five plenary lectures, five sections  with individual papers, nine posters, two  round  tables, one on  the topic of research  with  gifted students and the   other as a voice of gifted themselves on their education and their wishes and further needs. The novelty of this year conference is a competition  for gifted  students, which we entitled 24NADur. Actually, it will last exactly 24 hours.  It is organised for upper secondary schools called gymnasiums,   who are  CRSN’s Talent Points. Specifically, eight teams of gifted  students will compete in solving an interesting and complex problem related to sustainable development, and present  their  creative solutions  tomorrow. You are welcome to follow. On behalf of CRSN, I wish you a pleasant conference full of interaction,  professional exchange,  and new friendships. Let this year's conference  come  to life  in the  spirit of: HEAR – EXPLAIN – ASK – COMMENT. Language should  not be a barrier, but a key tool for communication  and  understanding among more  than 200  participants of this year conference. Assoc. prof. Mojca Juriševič, Ph.D. Head of  the CRSN &  Member of the ETSN Council Učno  okolje  za nadarjene: didaktični  pristopi  in  strategije Fani Nolimal Zavod Republike  Slovenije za šolstvo Ključne  besede: učno okolje, nadarjeni, didaktični  pristopi, notranja oz. koncentrična diferenciacija, diferenciacijski ukrepi Učno okolje določa dinamiko  in  interakcije med  učencem, učiteljem, učno  vsebino  in  učnimi viri ter tehnologijami (Dumont  in Istance, 2010), kar  se odraža v različnih didaktičnih pristopih (strategijah)  in učnih aktivnostih.  Katero učno okolje, didaktični  pristopi  in učne aktivnosti omogočajo  učinkovito  učenje in  razvoj nadarjenih? Glede na raznolike značilnosti nadarjenih  je odgovor v sproščenem, fleksibilnem, podpornem in dovolj zahtevnem, a ne preobremenjujočem učnem okolju, ki pri nadarjenih  spodbuja razvoj odgovornosti in avtonomije, podpira različne potrebe posameznih učencev in  poudarja njihova močna področja ter gradi vzajemno  odgovornost za razredno  klimo. Z didaktično-­-metodičnega vidika je to učno okolje, ki je strukturirano na način, da omogoča projektno, sodelovalno, raziskovalno  in  samostojno  učenje; zagotavlja na učenca osredotočen  in  s sodobno  tehnologijo podprt  učni proces; je personalizirano – občutljivo  za individualne razlike in  individualno  povratno  informacijo  oučenju; je inkluzivno  in  zagotavlja samostojno učenje v majhni socialni učni skupini (Dumont in Istance, 2010; Tomlinson, 1999). Skladno s sodobnimi trendi vzgoje  in izobraževanja  potencial nadarjenih razvijamo predvsem v naravnih, heterogenih  učnih  skupinah  in  učnih  okoljih  z ustrezno  notranjo  (Strmčnik, 1993, 2001)  oz. koncentrično diferenciacijo (Visser, 1993; O'Brien in Guiney, 2001). Ta poleg  temeljnega znanja in spretnosti za vse oz. večino učencev, omogoča tudi doseganje razširjenega in prilagojenega znanja ter spretnosti za nadarjene učence. Skladno s  tem izvajamo diferenciran pouk  vokviru individualnih izobraževalnih programov, kjer uporabljamo diferenciacijske ukrepe oz.  modifikacije posameznih didaktičnih  elementov kot tudi strategij za organizacijo  in  vodenje diferenciranega pouka. The Learning  Environment for Gifted  Students: Didactical Approaches and Strategies Fani Nolimal National Educational Institute Keywords: learning environment, gifted students, didactical approaches, internal/concentric differentiation, differentiation  measures The learning environment determines the dynamics and interactions between pupils, teachers, learning content and learning resources and technologies (Dumont and Istance, 2010), which is reflected in various didactic approaches (strategies)  and learning activities. Which learning environment, didactic approaches and learning  activities enable  efficient learning  and development of gifted  students? Given  the diverse characteristics of gifted  ones, the answer is in  a relaxed, flexible,  supportive and sufficiently demanding but not overloading learning environment. Environment that promotes the development of responsibility and autonomy among gifted students, supports  the different needs  of individual learners, emphasizing students’ strengths, and builds mutual responsibility for the classroom  climate. From  a didactic-­-methodical point of view, the best learning environment is structured in a way that enables project, collaborative, enquiry and independent learning, learner-­-centred didactical  approaches supported with a modern technology.  It should be personalized – sensitive to individual differences  and based on individual feedback on learning.  Moreover, it should provide independently learning in the small  social  learning group and be inclusive (Dumont and  Istance, 2010; Tomlinson, 1999). In accordance with the modern trends in education, the potential  of gifted students is developed primarily in  natural, heterogeneous learning groups and  learning environments with  appropriate internal  (Strmčnik, 1993, 2001)  or  concentric differentiation (Visser, 1993; O'Brien & Guiney, 2001). All the students begin  with  the basics and  the gifted  ones can  obtain  broader and  adaptive knowledge according  to their abilities. With the method introduced, above  all the  students gain the  most profit. In accordance with this, we perform differentiated lessons in the framework of individual  educational  programs, in  which  we use differentiation  measures and  modifications of individual didactic elements, as well as strategies  for organizing and managing differentiated lessons. dr. Fani Nolimal, Zavod Republike Slovenije za šolstvo Dr. Fani Nolimal je učiteljica razrednega pouka, profesorica in doktorica pedagogike, zaposlena kot vodja Oddelka za osnovno  šolo  na Zavodu RS  za  šolstvo. Doktorirala  je  leta  2005s področja  timskega poučevanja na Oddelku za pedagogiko in andragogiko na Filozofski fakulteti v Ljubljani. Ima bogate izkušnje s poučevanjem v osnovni  šoli  in opravljanjem dela pedagoške svetovalke. Izvedla je  več nacionalnih in mednarodnih analiz ter vodila nekatere pomembne nacionalne razvojne projekte, npr. Fleksibilni predmetnik in Opolnomočenje učencev z izboljšanjem bralne pismenosti in  dostopa do  znanja. Objavljenih ima nad 90 strokovnih in znanstvenih del s področja vodenja in  organizacije dela šol ter splošne in specialne didaktike (kombinirani pouk, učna diferenciacija, timsko poučevanje, bralna pismenost, vzgojno-­-izobraževalno delo z nadarjenimi  učenci).  S svojimi  strokovnimi  prispevki  je sodelovala na številnih  simpozijih, konferencah, posvetih, seminarjih  in  delavnicah  doma in  na tujem. CyberMentor: spletni mentorski program za nadarjena dekleta na področjih  naravoslovja, tehnike in  tehnologije, inženirstva  in  matematike Heidrun Stoeger University of  Regensburg and South German Talent  Centre Ključne  besede: mentorstvo, naravoslovni predmeti, nadarjena  dekleta Učenke se v šolah veliko manj pogosto kot učenci odločajo za predmete s področij STEM (naravoslovje, tehnika in tehnologija, inženirstvo in matematika)  in posledično je verjetnost, da bodo povpisu  na fakulteto  diplomirale s tega področja, manjša – ne glede  na  njihovo nadarjenost ali učni uspeh, tudi kadar je enakovreden  uspehu  njihovih  moških  vrstnikov ali ga celo  prekaša. Poleg tega se zgodnje zanimanje za predmete STEM zmanjša, ko dekleta  postanejo starejša. Šolskim izobraževalnim ukrepom pri  poskusih izboljšanja te situacije pogosto  spodleti. V Nemčiji posledično  vedno več  programov  poskuša najti pravo rešitev. CyberMentor je izvenšolski program, ustvarjen z namenom, da nadarjena dekleta navduši za STEM in  jim omogoči razvijanje njihove nadarjenosti na teh področjih. Vsako leto v programu  CyberMentor sodeluje približno  800 deklet iz visokokakovostnih srednjih šol. Vsaki udeleženki je dodeljena osebna mentorica, s katero ima možnost sodelovati vsaj 12 mesecev. Vse mentorice so ženske, ki imajo diplomo s področja STEM in  trenutno delajo v eni od strok STEM. Mentorice  in dijakinje  komunicirajo o študiju in karieri na  področjih  STEM in sodelujejo na zanimivih projektih STEM.  Sodelujoče v programu prav tako lahko komunicirajo med seboj. Komunikacija in projektne  aktivnosti potekajo na  spletni platformi po elektronski pošti,  na forumu in na spletni klepetalnici,  ki  so  na  voljo  zgolj  članom. Vpredavanju bom najprej na kratko predstavila program in njegov postopni razvoj v preteklem desetletju  z vidika spremljajočih empiričnih raziskav. V prizadevanjih za ocenjevanje in izboljšanje učinkovitosti programa smo  izvedli vzdolžne primerjave med  udeleženkami programa CyberMentor in tremi  kontrolnimi  skupinami:  a) kontrolno skupino deklet s čakalnega seznama, ki  so se prijavile na program, a v njem še niso  sodelovale; b) kontrolno  skupino  deklet s povprečnimi interesi  STEM in c) kontrolno skupino fantov  s povprečnimi interesi  STEM. Predstavitvi raziskovalnih rezultatov bo sledila  diskusija o  uporabi predstavljenih  spoznanj  v  praksi.   CyberMentor: An Online  Mentoring Program for Talented Girls in STEM Heidrun Stoeger University of Regensburg and South German Talent Centre Keywords: mentorship, STEM, talented girls Female  students are  less likely to choose  STEM subjects in school  and less likely to major in STEM when they go to college—regardless of  their  talents, and even when their  scholastic performance equals or surpasses that of their male  peers. Furthermore, early interest in STEM typically decreases as girls get older. In-­-school educational interventions  often fail to improve this  situation. An increasing number of programs are attempting to remediate this problem in Germany.  CyberMentor is an extracurricular program designed to get talented girls excited about STEM and to facilitate  their talent  development  in STEM. Roughly 800 girls in high-­-achiever-­-track secondary education participate in  CyberMentor every year. Each  mentee is matched  with  a personal female mentor and  has the chance to  work with  her for at least 12  months. All mentors are  women who have  adegree  in STEM and are  currently working in a  STEM profession. Mentor and mentee  communicate  about STEM majors and careers and collaborate  on exciting and challenging projects in STEM. Program participants also  communicate with other program  participants beyond their immediate mentoring dyad. Communication  and  project activities take place on  a members-­-only online platform via email, forums, and online chat. Iwill  first briefly describe the program and how it has been  continually developed  over the past decade according to  the results of our ongoing accompanying research. In  an  effort to  gauge and  improve the program’s effectiveness, we carried out longitudinal  comparisons among participants and three  control groups: (a) a waiting-­-list control  group consisting of girls with the same interests and who had registered for the  program, but not yet participated; (b) a  control group of girls with average  interests; and (c) a  control group of boys with average  interests. After  describing some of  my research findings, there will be an opportunity to discuss how these findings can be used in practice. Prof. Heidrun Stoeger,  Ph.D. University of Regensburg and South German Talent Centre Heidrun Stoeger completed her Ph.D. in psychology, on “Social  Performance  Goals in Scholastic Contexts,” at the  University of Munich, in Germany, in 2001. She earned her post-­-doctoral university researcher accreditation  (Habilitation) in  the fields of psychology and  empirical education  research at  the same institution with work on “Giftedness Research and Gifted Education.” After professorships at the universities in  Ulm and  Koblenz, in  Germany, and at the University of British Columbia, she took over the Chair  Professorship of  School Research, School Development, and Evaluation at the  University of Regensburg, in Germany and now she is Full Professor for Education  at Regensburg University, Germany. She  holds the  chair for School Research, School Development, and Evaluation. She  has published books, chapters and  articles in  the fields of talent development, educational psychology and  education. She  was editor-­-in-­-chief of High Ability  Studies  (2007–2014), and is a  member of the  editorial board of the  German-­-language gifted-­-education journal Journal für Begabtenförderung. She  is Vice President of the International  Research Association for Talent Development and Excellence (IRATDE). Her main research interests in the  field of talent development are  underachievement, teacher training, the Actiotope Model of  Giftedness, and learning and motivational training programs. Dober začetek: kaj to  pomeni za mlajše  nadarjene  učence? Margaret Sutherland University of Glasgow Ključne  besede: mlajši nadarjeni učenci, zgodnje  izobraževanje, razvoj Nova mednarodna študija o zgodnjem učenju (ang. International  Early Learning Study – IELS) se usmerja na štiri področja in  je tesno  povezana z diskurzom o  pripravljenosti na šolo. Moč je trditi, da bota študija koristila nadarjenim učencem, saj so  pogosto  zmožni veliko  stvari početi pred  svojimi vrstniki. V predavanju bo zagovarjano stališče, da osredotočanje zgolj na sklop abstraktnih standardov pravzaprav zmanjšuje kakovost učne izkušnje in omejuje učenčeve priložnosti za razvoj radovednosti. V predavanju bodo predstavljeni tudi različni načini, s katerimi lahko najbolje učno podpremo  mlajše nadarjene učence. Na podlagi načel zgodnjega izobraževanja bo  pojasnjeno, zakaj je treba pri  učni  podpori  mlajših nadarjenih učencev poleg njihovega znanja in veščin upoštevati  tudi  njihove občutke in  naravnanosti. Zgodnje izobraževanje nadarjenim mlajšim učencem namreč lahko  ponudi odlične učne priložnosti, vendar to  ni mogoče, če med  izobraževanjem stremimo  k standardizaciji  in zoževanju programa zgodnjega izobraževanja z namenom, da bi  učenci  na preverjanjih  znanja, kot sta Mednarodna študija ozgodnjem učenju  (ang. IELS) ter Program mednarodne primerjave dosežkov učencev (ang. PISA), dosegli dobre  rezultate. Starting  Strong: what does  this  mean  for young  gifted  learners? Margaret Sutherland University of Glasgow Keywords: young gifted learners, early education, development The newly developed International Early Learning Study (IELS)  will test  four  domains and is inextricably  linked  to  the“  readiness  for  school”  discourse.  It  could  be  argued  that  this  will  be beneficial for gifted  young learners – hey are often  able to  dothings in  advance of their age peers. However, this presentation  will argue that focussing on  an  abstract set of standards will in  fact diminish  the learning experiences and  opportunities for curiosity. This presentation  will consider how we can best support young gifted learners. Drawing on principles from  early education it will argue that  if  we are to support  young gifted learners appropriately then we must  consider  feelings and dispositions as well as knowledge and  skills and  the cognitive domain. Early education  offers great opportunities for gifted  young learners but not if it pursues standardisation  and  the narrowing of early education in the  pursuit of improved performance  in IELS  and PISA tests. Margaret  Sutherland,  Ph.D. University of Glasgow Margaret Sutherland, Ph.D. lectures in additional  support for learning at the University of Glasgow, Scotland. She is the Director of the Scottish Network for  Able Pupils and Deputy Director  of  the Centre for  Research and Development in Adult and Lifelong Learning. She has more than  30 years teaching experience in schools and higher  education. She  has written in the  field of gifted education and is the  author of a  number of academic papers, chapters and  books on  the subject. Her book, Gifted  and  Talented in the Early Years has been translated into German and Slovene. She  is on the  editorial board of the  Korean Journal of Educational Policy. She  speaks at conferences and has worked across the  UK  and with staff and students in Tanzania; Malawi; Korea; Virginia, USA; Slovenia; The Netherlands; Poland and Denmark. She  is an elected member of the  general committee  of the  European Council for High Ability (ECHA) and a  member of the  World Council for Gifted and Talented Children (WCGTC). Študija  primera  univerzitetnega  programa  zanadarjene  učence: CTYIrska Colm O'Reilly Centre for Talented  Youth  Dublin, Talent Centre Ključne  besede: center za  nadarjene  mladostnike, univerzitetni program, Irska CTY Ireland  (v prevodu: Center za nadarjene mladostnike Irske) je največji univerzitetni program za nadarjene učence v Evropi. Nahaja se na Univerzi Dublin in skrbi  za več kot 5.000 učencev na leto tako, da organizira oz. vodi intenzivne izobraževalne programe za izjemno učno sposobne učence, stare od 6 do 16 let. Učenci imajo priložnost obiskati univerzo in se med vikendi ali poletnimi počitnicami udeležiti seminarjev po  vzoru  univerzitetnih  predmetov. Irska nima zakonodaje, ki bi podpirala nadarjene učence, kar lahko privede  do tega, da  so mnogi izmed njih znotraj šolskega  sistema spregledani. To predavanje bo na podlagi primerov pokazalo, kako je uporaba univerzitetnih prostorov in  sredstev učinkovita strategija, s katero  so  lahko  nadarjenim učencem predstavi nove učne izzive ter ponudi nove priložnosti za srečanja tudi z drugimi učenci, ki imajo  podobne zmožnosti. Poleg organiziranja  zanimivih dejavnosti za  nadarjene  učence  CTY  Ireland sodeluje  tudi pri štvilnih drugih  pobudah. Te vključujejo  program za prikrajšane študente ter  program zgodnjega vpisa na univerzo. CTY Ireland  je sodeloval v številnih  raziskovalnih  študijah  in  je na tem področju  objavil različna poročila in knjige. Nedavno je CTY Ireland pridobil uspešen projekt Erasmus Plus za  oblikovanje spletnega programa za učitelje nadarjenih učencev, ki poučujejo nadarjene učence v šoli. Vtem predavanju bomo govorili o vsem našetetem ter preučili možnosti za kakršnakoli nadaljnja  sodelovanja. Case  Study of a University Based Programme  for Gifted Students: CTYIreland Colm O'Reilly Centre for Talented  Youth  Dublin, Talent Centre Keywords: center for talented youth, university based programme, Ireland CTY Ireland  is the largest university based  programme for gifted  students in  Europe. Located  at Dublin City University CTY Ireland caters for over 5,000 students per annum and runs fast paced courses  for high ability  students  aged 6 to 16. Students  get the chance to come to a university  and study college like subjects  at weekends  or during the summer. Ireland does  not have any specific  legislation for serving gifted students and this can lead to many being neglected in the school  system.  this talk will provide an example of how using a university is an effective strategy for challenging these students academically, and socially giving them opportunities to meet  students of  similar  ability. As well as providing stimulating classes for gifted students CTY  Ireland is also involved in a  number of other initiatives. These include a programme for disadvantaged  students and  an  Early University Entrance programme. CTY Ireland has also been involved in many research studies and has published  reports and  books in  this area. Recently CTY  Ireland led a  successful Erasmus Plus bid to design  an  online programme for teachers of gifted  students in  regular classrooms. All of these projects will be discussed  and  potential for any future cooperation  will be explored  during this talk. Colm O'Reilly,  Ph.D. Centre for Talented  Youth  Dublin, Talent Centre Colm O’Reilly, Ph.D. is the Director of the Irish  Centre for Talented  Youth  (CTYI)  at  Dublin City University. CTYI provides fast  paced classes for  academically talented students aged 6  – 16  years from all over Ireland and overseas. Currently the Centre caters for over 5000 students per annum and  it is the only recognised teaching centre for gifted children in the Republic of Ireland.  CTYI  run  over  120  academic  courses  annually  for gifted students. Colm has worked  in  the area of gifted  and  talented  education  for the last 16 years and has published articles and presented papers at numerous conferences  around the world. He has  experience in teacher training for gifted students around Ireland and is responsible for the implementation of many classes and initiatives for gifted children and teachers in Ireland. Colm is a member of the Academic Advisory Board  at the Center for Gifted  Education  at the College of William and  Mary in  Virginia and the Center for Talented Youth at Johns Hopkins University in Baltimore. Izobraževanje  nadarjenih  in  struktura  ustvarjalnega  vedenja Željko Rački Sveučilište  Josipa Jurja Strossmayera u Osijeku, Talent Point Ključne  besede: izobraževanje  nadarjenih,  ustvarjalno  vedenje,  struktura Namen tega plenarnega predavanja je raziskati povezave med izobraževanjem nadarjenih in strukturo ustvarjalnega vedenja, in sicer na osnovi predstavitve empiričnih rezultatov iz  dveh raziskav, ki jih je izvedel predavatelj. V kontekstu  izobraževanja se prvi sklop  ugotovitev oustvarjalnosti osredotoča na učitelje, drugi pa na učence. Ustvarjalnost je v stroki opredeljena kot opazno, očitno, družbeno  sprejemljivo  vedenje, ki se v določenem družbenem kontekstu  soglasno opisuje kot ustvarjalno, nadalje kot rezultat interakcije med  sposobnosti, znanjem, lastnostmi, predanostjo  nalogam in  družbenimi vplivi ter ne nazadnje kot proces, na koncu  katerega ima učenec priložnost ustvariti opazen  izvirni izdelek. Ustvarjalnost  je eksplicitno opredeljena kot  cilj izobraževanja.  Poleg pomembne vloge v izobraževanju na splošno je ustvarjalnost osrednjega pomena tudi v teorijah  nadarjenosti, saj je njihov osnovni konstrukt ter pri izobraževanju  nadarjenih, kjer je visoko cenjena kot napovednik in  rezultat. Cilj plenarnega predavanja je združiti obe področji znanstvenega raziskovanja ter odgovoriti na naslednja tri vprašanja: a) ali je ustvarjalnost strukturirana, b) je ustvarjalnost dostopna izobraževanju, in če da, c) kako se ustvarjalnost nanaša na izobraževanje nadarjenih? Razprava bo temeljila na spoznanjih iz psihologije ustvarjalnosti, s posebnim poudarkom na vlogi, ki jo  ima izobraževalno  okolje z upoštevanjem strukture ustvarjalnega vedenja pri kultiviranju učenčeve ustvarjalnosti. Gifted Education and the Structure of Creative Behavior Željko Rački Sveučilište  Josipa Jurja Strossmayera u Osijeku, Talent Point Keywords: gifted education, creative  behaviour, structure The aim of this plenary lecture is to explore the relationships between gifted education and the structure of creative behavior by presenting results  from the two lines  of author's  scientific  psychological inquiry. In  the context of education  the first line  of study findings on creativity addresses educators and the  second the  students. Creativity studied as observable, manifest, socially acceptable  behavior consensually described as creative  in a  given social context, the  result of the  interaction of abilities, knowledge, traits, task commitment, and social influences, and the process at  the end of  which a student  can potentially produce an observable original product, proves to have complex  relationships  with education in general, and a highly  important one  with the  field of gifted education. Creativity is explicitly considered an educational objective. Beyond general education, creativity  is  central to giftedness  theories  as  an underlying construct, and to the gifted education as  a highly valued  predictor and outcome. The  plenary lecture  aims to unify these  two lines of scientific inquiry by discussing these three questions:  a) is there a structure to creativity, b) is creativity accessible  to education, and how, and c) if so, how creativity relates to gifted education. The  discussion  is embedded  within  the psychology of creativity with  a special emphasis placed  onthe role that  supportive educational context, in full acknowledgment  of  the structure of  creative behaviors, plays in  nurturing the creativity in students. Željko Rački,  Ph.D. Sveučilište  Josipa  Jurja  Strossmayera  uOsijeku, Talent Point Željko Rački, Ph.D., ECHA Specialist in Gifted Education, is a  licensed educational psychologist with fifteen years of work experience  in the  educational system. His study interests include educational psychology, the psychology of creativity, and  psychology of giftedness. In 2016 he got an ATEE Award – for  Teacher  Education Article "Promoting Teacher Education", which was  under patronage of Routledge. As a psychologist, an  educator, and  a mentor, he is a member of the Croatian  Psychological Chamber, the Croatian  Psychological Society, and the  European Council for High Ability (ECHA). SEKCIJE /  SECTIONS Tema 1: NADARJENI  OTROCI Topic 1: GIFTED CHILDREN Koordinatorica: doc. dr. Darija Skubic Chair: Assist. prof. Darija Skubic,  Ph.D. Nadarjeni otroci v vrtcu – kako bivati in  delati z njimi? Marta Brlan Vrtci Brezovica, Brezovica Ključne  besede: nadarjeni otroci, vrtec, kurikulum Pri prepoznavanju nadarjenih  v predšolski dobi se vzgojitelji srečujemo  z mnogo  težavami. Zakonodaja  nadarjenih v vrtcu ne  omenja  v nobenem od zakonov, niti v nacionalnem programu, Kurikulumu  za vrtce. Vzgojitelji smo  premalo  informirani in  usposobljeni za prepoznavanje in delo z nadarjenimi. Pri našem delu  se s pomočjo  holističnega pristopa trudimo  prepoznati otrokove talente in  mu  omogočiti  čim  boljši  razvoj. Gifted children in kindergarten – how to live and  work  with  them? Marta Brlan Vrtci Brezovica, Brezovica Keywords: gifted children, kindergarten, curriculum In identifying gifted children in kindergarten preschool  teachers encounter many problems. Preschool gifted children are  not mentioned in legislation nor in curriculum, national preschool document. Preschool teachers do not have enough information and competences to identify or work with gifted children, so they try to recognize children's talents through holistic approach and enable progress as good  as possible. Our experiences in working with  potentially  gifted  preschool children  in  the  kindergarten  „Mediterranean  flower“ Mirjana Bakotić,  Helena  Mirić,  Jelena  Birsa,  Ranka  Mustić,  Nives  Urlić,  Sandra  Spralja  and  Zeljana Vivodinac Kindergarten“Mediterranean Flower“, Split Keywords: giftedness, education, raising awareness, identification, individualization Having in mind the importance of early recognition and identification of gifted children and encouraging  the  development of gifted and talented preschool children, the  developmental process  of work with  giftedness in  our institution  has been  accomplished  through  the following stages: • Educational seminars for preschool teachers and a  team of experts • Raising awareness of teachers for recognizing the needs of gifted  children   • Application  ofa  multidimensional  model  of  identification • Team work on planning differential programs • Implementing differentiated and enriched programs within workshops for gifted children and regular  programs • Team tracking and evaluation of potentially gifted children during the implementation of  an enriched program The criteria  for enrolling a  child in the workshops for potentially gifted children are determined by application of amultidimensional model of identification which includes evaluations and recommendations of preschool teachers, parents, pedagogue  and a  psychologist. The  development stage and particularities  of each child are evaluated through the observation of child’s  interests, common behaviors  of gifted children, qualitative analysis  of creative  and different works of the  child, as well as application of standardized psychology aptitude  tests and/ or development tests. Basic principles in  work with  children  are emphasized  with  an  individual approach  and  fulfillment of specific  needs  of every child through different  sorts of  activities that  enhance active learning, higher  levels  of  thinking  processes  and  creative  expression.   Evalvacija  programa  NTC (Nurture  of talented  children) učenja  v vrtcu Leonora Drgan Vrtec Morje Lucija, Portorož Ključne  besede: predšolski otrok, vrtec in vzgojiteljica, nadarjen otrok, spodbudno  okolje, program NTC-­-učenja Otrokov razvoj in učenje je dinamičen proces, ki ga na ravni fizičnega in socialnega razvoja interaktivno soodločata dednost in okolje.  Z učenjem ne gre ne prehitevati  ne zamujati.  Najbolje je »izkoristiti«  tiste prave trenutke za učenje, če želimo, da bo  čim bolj učinkovito  in bo  vodilo  hkakovostnemu znanju. Pomembno je, da odrasli čim bolje (s)poznamo značilnosti in posebnosti otrokovega zgodnjega učenja in  da na osnovi teh  spoznanj spodbujamo  njegov miselni razvoj, da bi razvil svoje biološke danosti oziroma potenciale. Program NTC-­-učenja je eden  izmed  dostopnih  programov za spodbujanje učenja (NTC  = Nurture of Talented  Children). Z empirično raziskavo smo evalvirali uvajanje  in izvajanje  programa  NTC-­-učenja v vrtce ter preučili in  ugotovili učinke programa NTC-­-učenja v pedagoški praksi. V skladu  s pričakovanji je naša raziskava pokazala, da ima program NTC-­-učenja pozitivne učinke in  da se učinek izvajanja in  uvajanja programa izraža pri otrocih  in  starših. Tako otroci znanje, pridobljeno  v vrtcu, nadgrajujejo  z znanjem od  doma in  se tako  vključujejo  vnaravni krogotok  otrokovega učenja ter sodelovanja z vrtcem. Evaluation  of the  deployment of the  NTC  (Nurture  of  talented children) learning Leonora Drgan Kindergarden -­-Vrtec Morje Lucija, Portorož Keywords: pre-­-school child, kindergarten and preschool teacher, gifted child, supportive environment, program NTC learning Child  development and  learning is a dynamic process that is interactive defined on physical  and social  development by heredity and  environment. Learning is not to  be overtaken  or delayed. If we want the most  effective learning, which will lead to quality knowledge, we need to “exploit” those  right moments for learning. It is important that adults (get to) know as much characteristics and peculiarities of the child  early learning. Based  onthese findings we encourage his mental development with  the aim to  develop  their own  biological  resources and potentials.  The program NTC learning is one of the accessible programs which encourages learning (NTC = Nurture of Talented Children). The results of our study have shown that the effect of the implementation and deployment of the NTC learning  reflects with both, children and parents. Children build the  knowledge  acquired in the  kindergarten with knowledge obtained at home and thus they  involve in the natural cycle of the child's  learning and cooperation with kindergarten. Early  identification  and  creatively-­-productive giftedness: approaches and  methods Jasna Cvetković -­-Lay Canter for Gifted  Child  Development »Bistrić«, Zagreb Keywords: early identification, alternative  assessment, creatively-­-productive giftedness, teacher’s assessment Short overview of the  theoretical considerations of some  contradictory points in identification and gifted education, such as what we  measure  and what is important -­-the potential or  achievement, performance or product and  the associated  relationship  between  creativity and  intelligence, is given  in this presentation.  Outmoded approach to gifted identification and alternative, non-­-traditional methods and techniques (such as product assessment) are confronted. The importance of early identification  and  ongoing assessment viewed  from a developmental prospective, as well as creatively  productive behaviour is  emphasized. The necessity  of variety  subjective and objective techniques in identification of  specific gifts especially in the creative domain is  stressed. Attention is  drawn  to  new trends aimed  at discovering the highest level of domain-­-specific  abilities  among those who are extremely talented in domain and the role of accurate teacher’s assessment in the process of early identification. Spodbujanje  razvoja  pisalnih  spretnosti  zmožnejših  otrok  prvega razreda – študija primera Katarina  Grom Osnovna šola Vižmarje-­-Brod, Ljubljana Ključne  besede: pismenost, začetno pisanje, zmožnejši pisci besedil, prvi razred osnovne  šole Prispevek uvodoma  opredeli pismenost, ki jo  različni avtorji definirajo  glede na svoje strokovno  videnje, skupno izhodišče definicij pa nakazuje pomen šolskega in vsakdanjega družbenega življenja. Vnadaljevanju so opredeljena nevroedukacijska spoznanja, ki vplivajo na pismenost, temu pa sledi opis teoretskih  okvirov nadarjenosti. Čeprav nadarjenost obravnavamo  šele v četrtem razredu  osnovne šole, pa v luči višjih  pričakovanj učitelja in  njegovih  prizadevanj za dvig bralne pismenosti v okviru  kakovostnega poučevanja v prvem vzgojno-­-izobraževalnem obdobju ne gre prezreti  otrok z višjimi zmožnostmi na področju branja in pisanja, ki jim je potrebno nuditi priložnosti, da razvijajo svoje potenciale. Kvalitativna raziskava študije primera je osredotočena na stimulativno in spodbudno učno okolje z  visokimi pričakovanji učitelja, ki nudi zmožnejšemu učencu priložnosti za usvajanje velikih  in  malih  tiskanih  črk v prvem razredu  osnovne šole, kar imenujemo  integrativna metoda opismenjevanja. Primer, ki predstavlja zmožnejšo učenko, je osvetljen z vidika učiteljevega poučevanja, otrokovega odziva na metodo  opismenjevanja in  pogleda  staršev na napredek otroka. Namen prispevka je odgovoriti na vprašanje, ali je šestletni otrok v prvem razredu  zmožen  usvojiti velike in male tiskane črke in v  kolikšni  meri  je po končanem procesu usvajanja črk zmožen pridobljeno  znanje uporabiti v samostojnih  zapisih. V zaključnem delu  raziskava pojasnjuje pomen  pisanja otrok v zgodnejšem obdobju  opismenjevanja in  vpliv tega na otrokov bralni napredek. Encouraging  the Development of Writing  Skills of Gifted  Children   First Class of Primary  School -­-A  Case Study Katarina  Grom Osnovna šola Vižmarje-­-Brod, Ljubljana Keywords: literacy, initial writing, more  capable  writers of text, first class of primary school. The present article specifies literacy, which was identified according to their professional views, common idea of definitions  identifies  significance of school and everyday  social life. In the continuation neuron-­-educational findings that influence  literacy  are defined, followed by  description of theoretical frameworks of talents. Though  the talent is considered  in  the fourth  class of primary school, in the light higher expectations  of a teacher and his  efforts  to elevate literacy in the framework of  quality education in the first educational  period, children with higher capabilities in the area of  writing and reading should not  be overlooked and should be given an opportunity to develop  own  potentials. Qualitative investigation  of case study is focused  to  stimulative learning environment with high expectations from the  teacher who offers an opportunity to more  capable  pupils to  adopt capital and  lower case letters in  the first class, which  is referred  as integral literacy. Anexample of more capable pupil has been  investigated  from the perspective of a teacher, child’s response to the literacy method and parent's view on the child's progress. The objective of  the present paper is to  answer the question  if the six years old  child  in  the first class is capable adopting capital and lower case letters  and to what extent is  capable of utilizing the adopted knowledge in independent writing.  In the conclusion the present research clarifies importance of writing in early literacy  and  its  influence  on  the  child's’  reading  development. Prepoznavanje  in  delo z nadarjenimi učenci v  prvem triletju  osnovne šole Robert Ogulin Osnovna šola Vavta vas, Straža Ključne  besede: nadarjeni otroci, inteligentnost, ustvarjalnost, prizadevnost Nadarjeni in talentirani otroci imajo sposobnosti, včasih izjemne, s katerimi bi lahko nekaj dali družbi. Dolžnost učitelja je, da neguje in razvija njihove sposobnosti. Nadpovprečno sposobni otroci so največje naravno  bogastvo  sveta, ki ga ne smemo  zapraviti. Sodeloval sem pri razvijanju devetletke. Študij sem končal ravno  takrat in  se zaposlil na začetku  uvedbe devetletne osnovne šole. Pišem o  značilnostih  nadarjenih  otrok. V dvajsetletnem delu  z učenci sem razvijal in  še vedno  razvijam njihove potenciale. Pri delu  mi je v veliko  pomoč znanje, pridobljeno  na fakulteti, ter  lastna praksa. Izpostavljam in pišem o treh dejavnikih, ki vplivajo na razvoj nadarjenosti – inteligentnost, ustvarjalnost in prizadevnost.  Razvijam ustvarjalno mišljenje in domišljijo učencev ter  skupaj znjimi rešujem probleme. Pišem o primerih dobre prakse in predstavljam učenčeve izdelke. Recognising and working with gifted pupils in the  first triennial of primary  school Robert Ogulin Osnovna šola Vavta vas, Straža Keywords: gifted children; intelligence; creativity; diligence Gifted and talented children have abilities, sometimes exceptional, that could enable them to give something back to the society. Every teacher's  duty is  to nurse and develop these abilities. Children with above-­-average  abilities are one of the largest natural assets of the world  that we must not squander. Icooperated at the developing of the nine-­-year primary  school. I graduated and got my  first job at the same time as the nine-­-year primary  school was introduced. I concentrated on gifted children’s qualities. Throughout my twenty-­-year career of working  with pupils, I have constantly  been developing their potentials. I base my teaching on  the knowledge that I got at the faculty as well as onmy personal experience. I put a lot of emphasis on the  three  factors that, in my opinion, influence  the development  of  a child’s talent  the most  -­-intelligence, creativity and diligence.  Iencourage pupils’ creative thinking, develop  their imagination  and  teach  them how to  solve problems. I introduced examples  of good practice from my  classroom and some of the materials  made by  my  pupils. Tema 2: SREDNJA ŠOLA Topic 2: SECONDARY SCHOOL Koordinator: doc. dr. Boštjan  Kuzman Chair: Assist. prof. Boštjan Kuzman,  Ph.D. Je  individualizacija  dela  z nadarjenim mladostnikom resnično pravi in  edini  možni  način  dela?  (Osebno/refleksivno  razmišljanje učitelja) Ksenija  Bračič Bračko Prva gimnazija Maribor, Maribor Ključne  besede: inidividualiziran program, sodelovalno učenje, socialne  veščine Nadarjeni so  otroci in  mladostniki, ki na predšolski stopnji, v osnovni ali srednji šoli pokažejo  visoke dosežke na intelektualnem, ustvarjalnem, specifično  akademskem, vodstvenem ali umetniškem področju  in  obrednem šolskem programu  potrebujejo  še dodatne prilagojene  programe  in aktivnosti. Iz te  definicije  izhaja, da  nadarjeni niso homogena  skupina, ki bi ji delo prilagajali po »kuharskem receptu«, zato se  za  nadarjene  otroke  in mladostnike  pripravljajo individualizirani programi. Koncept dela tako  temelji na individualizaciji.  Toda ali  je individualizacija dela z nadarjenim mladostnikom  resnično pravi in edini možni način dela? Izkušnje, pridobljene vletih dela z nadarjenimi, kažejo, da je na mojem področju (informatika) dobrodošlo delo v  skupini, ki ne vključuje le nadarjenih dijakov.  Delo v skupini  je organizirano kot sodelovalno učenje, kjer pri  učenju in iskanju rešitev dijaki sodelujejo med seboj. Nadarjeni dijaki pri tem pogosto prevzamejo vodilno vlogo oziroma vlogo  tutorja, ki nudi pomoč ostalim članom skupine. Še posebej je to pomembno, ko ima nadarjeni dijak slabe učne dosežke in  se tudi slabše socialno  prilagaja okolici. Pogosto  ne zmore poiskati dovolj izkušenj in  energije za vključitev v razredno  skupnost. Če pa lahko  nudi pomoč sošolcem na področju, ki ga zanima in  na katerem je dober, pa zmore razviti tudi svoje socialne veščine. Isindividualisation  of  work  witha  gifted  adolescent  indeed  the one and only possible way? (Personal thoughts/reflection of a teacher) Ksenija  Bračič Bračko Prva gimnazija  Maribor, Maribor Keywords: individualised programme, collaborative  learning, social skills As gifted  are defined  those children  and  adolescents who, at preschool stage, in  primary school, or in  secondary school, show high achievements  in different fields, e.g. intellectual, creative, specific  academic, leadership or artistic, and who, in addition  to  the regular school programme, need  tailored  programmes and  activities. From this definition  stems a fact that gifted  students are not a homogenous group  for which  work could  be adjusted  according to  a “recipe”. For this reason, we are preparing individualised  programmes, thus the concept of work is based  onindividualisation. Nonetheless, is in this case individualisation of work indeed the one and only possible method? Several year’s experiences of working with gifted students show that the  field of informatics welcomes teamwork that is not limited to the gifted only. Team work is organized as collaborative learning, where students work together while studying or looking for solutions.  Frequently gifted students  assume the role of a group leader or a tutor who  helps other members of the group. This is especially important when a  gifted student has lower academic performance  as well as difficulties in social adaptation to the environment. Often they do not have enough experience and energy to integrate into  the class community. However, if they are able to  offer help  to  a classmate who  struggles  in their field of interest and expertise, they are able to develop their social skills  as  well. Delo  z nadarjenimi dijaki pri predmetnem področju zgodovine Nataša Šekoranja Špiler Gimnazija Brežice, Brežice Ključne  besede: nadarjeni dijaki, zgodovina, inovativne  aktivnosti Nadarjeni dijaki so izjemno heterogena skupina. Vsak nadarjen posameznik je poseben po svoje. Učenci se najprej razlikujejo glede na talentiranost, imajo različne  potrebe, sposobnosti, čustvena  dojemanja, notranjo  in  zunanjo  motivacijo  idr. Naloga posameznega učitelja je, da bi pri svojem predmetnem področju  skušal odkriti, prepoznati dijake ter njihova močna področja in  jim ponuditi nove  priložnosti in nove  izzive, ki niso neposredno povezani s predpisanim učnim načrtom, zato bi moral učitelj delo precej individualizirati, kar pomeni, da mora za takšnega dijaka postaviti nove višje učne, procesne in  odnosne cilje ter ponuditi nove inovativne  aktivnosti, učne  strategije, nove  metode in tehnike dela. Poudarila bi, da mora učitelj pri takšnem  delu dijaku stati ob strani, ga usmerjati, po  potrebi dodatno  motivirati. Namen  predstavitve je orisati konkretne primere dobre prakse pri delu  z nadarjenimi dijaki v okviru  predmetnega področja zgodovine. Prikazani so  primeri priprav na tekmovanja iz znanja, vključenost dijakov v aktivno  delo  na ekskurzijah, terensko  zgodovinsko delo, timsko delo in medpredmetne povezave, zgodovinske raziskovalne naloge ter sodelovanje nadarjenih v Unescovem projektu. Na koncu pa so podani še nekateri primeri dela z  nadarjenimi, ki jih  predavateljica načrtuje v naslednjem šolskem letu. Working with talented students in the field of history Nataša Šekoranja Špiler Gimnazija Brežice, Brežice Key words: talented students, history, inovative  activities Talented students form an extremely heterogeneous group. Each individual is special in his/her own way. Their talents differ, they also have different needs, abilities, emotional perception, internal and external motivation, etc. It is the  task of the  teacher to try to recognize  such students and their strengths  and to provide them with new opportunities  and challenges, which are not directly connected to the school curriculum. The teacher, therefore, has to  adjust his/her work to  an  individual  student, which means setting new, higher learning and process goals as well  as goals concerning each individual’s  emotional and social growth. The teacher has  to introduce new, innovative activities, learning strategies, working methods and techniques.  Iwould like to stress that the teacher  has to support  the student, lead and motivate him/her, if  needed. The purpose of this presentation is to show some good examples of working with talented students in the field of history, such as preparation for the academic competitions, students’ active work on excursions, fieldwork, teamwork and collaboration with other school subjects, research projects and students’ participation in the UNESCO project. Finally, I will present some examples of working with talented students planned by the lecturer  for  the following school year. Nadarjen,  nenadarjen – hočem več  fizike! Tanja  Blažič Šolski center Nova Gorica, Elektrotehniška in računalniška šola,  Nova  Gorica Ključne  besede: nadarjen dijak, diferenciacija, eksperiment, tablica, močna  področja   Pravica  vsakega  dijaka  je, da  mu šolski sistem omogoči optimalni razvoj v skladu z njegovimi potenciali in  zanimanji. V razredu  vsak dan  srečujem dijake, ki niso  prepoznani kot nadarjeni, kažejo  pa velik interes za dodatno  delo  in  sodelovanje pri pouku  fizike. Tem dijakom sem s pomočjo  profesorjev, ki so  sodelovali v šolskem razvojnem projektu  Delo z nadarjenimi dijaki, omogočila, da nadgradijo  in  razširijo  svoje znanje. Diferenciacija je potekala pri učnih  urah, kjer smo  na začetku  postavili hipotezo, ki so dijaki preverjali zizvajanjem eksperimentov in uporabo tablic. V izvenšolskem času smo organizirali strokovne ekskurzije v institucije, kjer so znanje in izkušnje nabirali s pomočjo  zunanjih  sodelavcev. Dijaki so  tak način  usvajanja novih  znanj ocenili kot zanimiv in koristen.  Z zgoraj  opisanimi  metodami  sem dijakom omogočila, da so krepili svoja močna področja in  optimalno  izkoristili  svoje  potenciale. Talented, non-­-talented -­-I  want  more  physics!   Tanja  Blažič Šolski center Nova Gorica, Elektrotehniška in računalniška šola, Nova Gorica Keywords: talented pupil, differentiation, experiment, tablet, potentials Every pupil has the right for the school system to enable him with an optimal development which is in line with his potential  and interest.  Every day in class I  meet students who are not recognized as talented but  show tremendous interest in  additional activities in  physics class. With  the help  of professors that have been  a part of a school development project Working with  talented  pupils, I gave  an opportunity  to previously  mentioned pupils to upgrade  and expand their knowledge. We  performed  the differentiation  during class with  testing of hypothesis that we set at the beginning with the use of experiments and tablets. Furthermore, outside of class we organized excursions to institutions, where pupils were able to gain new knowledge and  experience with  the help  of outside personnel. Pupils assessed  this way of acquisition  of new knowledge as interesting and  useful. With  the use of  above mentioned methods, I have given pupils the opportunity for  strengthening the areas where they excel and  for using their potentials in  the most optimal way. Delavnica z biološkimi eksperimenti za nadarjene  dijake Irena  Rutar Šolski center Nova Gorica, Gimnazija in zdravstvena šola, Nova Gorica Ključne  besede: biologija, nadarjeni, dijaki, učenje  z raziskovanje, eksperiment Na tehniški gimnaziji v Novi Gorici je bila organizirana 5-­-urna delavnica z biološkimi eksperimenti za nadarjene dijake. Razdeljeni so  bili v pet skupin  po3 do  4 dijake. Izvedli so  enega od  naslednjih  eksperimentov: metabolizem žuželk, delovanje  encimov (vpliv temperature), delovanje encimov (vpliv količine vodikovega peroksida), dihanje vodnih organizmov ali dihanje semen in kvasa. Uvodoma so dijaki dobili osnovna pisna navodila za izvedbo eksperimenta s seznamom potrebščin, z  raziskovalnim vprašanjem in s  kratkim opisom naloge. Naloga dijakov  je bila, da čim bolj samostojno pripravijo  in  izvedejo  eksperiment ter ga v nadaljevanju  nadgradijo  z lastno  idejo  za raziskovanje. Dobljene podatke so tabelarično in grafično predstavili v pisnih poročilih, ki so bila ob koncu delavnice predstavljena v obliki kratkih  predavanj s projekcijo  rezultatov. Dijaki so  v pisni evalvaciji delavnice izpostavili, da jim je bil potek delavnice všeč in  bi si ga želeli pri rednem pouku. Kot posebej pozitivno  so  izpostavili skupinsko delo in samostojnost pri izvajanju eksperimentov ter možnost strokovne pomoči raziskovalca, ki je prisostvoval delavnici. Všeč  jim je bilo, da so lahko raziskavo »prilagodili po  svoje«  (samostojno  načrtovanje hipotez in  izvajanje raziskave). V odgovorih  so  izpostavili  tudi  delo z merilnimi  napravami  (merjenje z uporabo računalniškega sistema Vernier).  Izpostavljeno je bilo tudi, da je potrebna pri  izvajanju meritev potrpežljivost. Nekaterim določene vaje niso bile všeč  – izpostavljeni  sta bili  vaji, kjer  so uporabljali jetra. Sklenemo lahko, da je izvedena delavnica nadarjenim omogočala praktično  spoznavanje s temeljnimi znanstveno-­-raziskovalnimi znanji in postopki ter pridobivanje novega biološkega znanja. Workshop on biology experiments for gifted students Irena  Rutar Šolski center Nova Gorica, Gimnazija in zdravstvena šola, Nova Gorica Keywords: biology, talented students, learning by research, experiment At Technical General Secondary School in  Nova Gorica a five-­-lesson workshop on biology experiments for gifted students was held.  The students were divided in five groups of three or four.  They could choose among one of the following experiments: insect metabolism, enzyme activity (affected by temperature), enzyme activity (affected by large amounts of hydrogen  peroxide), aquatic respiration or cellular respiration in seeds and yeast. In the  introduction the  students were  provided  with  written  instructions on  how to  conduct the experiment with  a list of facilities needed  for  it, a research question  and  a short description  of the task. Their task was to  prepare the experiment, to successfully carry it out and later upgrade  it with their own research strategies. The  so obtained results  were collected in tabular and graphic  written reports  which were, at the  end of the workshop, presented in the form of  short  lectures and results projection. In the evaluation form, completed at the end of the workshop, most students  agreed on enjoying the workshop and would be interested  in  working similarly during the regular  lessons as well. They positively exposed the team work in particular, as well as the autonomy they had when working and the opportunity of  being helped  by a professional researcher who  attended  the workshop. They liked  the fact that they could 'adjust' the research to their own way.  (autonomous hypothesis planning and carrying out the research). In the questionnaire they also exposed the work with measuring devices (measuring with the computer  system Vernier). They emphasised the patience necessary at performing measurements. Some of them  disliked some exercises – as example  they mentioned the  two exercises researching  liver. We can conclude that the workshop carried out enabled the gifted students to gain practical knowledge through basic  scientific  research  techniques  and  procedures  for  new  biology  knowledge. Kako  z robotiko  spodbuditi inovativnost in željo  po  raziskovanju? Matjaž Furlan in Lea Kosmač Mladinski center Nova Gorica (e-­-Hiša, novogoriška hiša poskusov) Ključne  besede: robotika; izkustveno učenje; naravoslovje; tehnologija Ve-­-Hiši, novogoriški hiši poskusov, ki deluje pod okriljem Mladinskega centra Nova Gorica, že vrsto let s povezovanjem znanja, izkušenj  in idej  izvajamo in pripravljamo dejavnosti, s katerimi  si  prizadevamo  izboljšati priložnosti in  ponudboaktivnosti za kakovostnejše preživljanje časa nadarjenih. Pri dejavnostih  smo  osredotočeni predvsem na pripravo  delavnic in  programov, pri katerih lahko nadarjeni  učenci  razširjajo svoja učna znanja naravoslovja, z izkustvenim  učenjem  ob naravoslovnih  poskusih  in  na delavnicah  pa bogatijo  svoje znanje in  dobijo  navdih  za samostojno  učenje in  raziskovanje. Mlade nadarjene navdušujemo  s tečaji robotike, ki jim ponujajo  nepozabno  izkustvo spajanja znanosti, tehnologije, uporabnosti in ustvarjalnosti, pri čemer  se rodi navdušenje za raziskovanje in učenje reševanja problemov. Spodbujamo inovativnost, sodelovanje, radovednost  in ustvarjalnost. Vse to  so  veščine, ki jih  posameznik potrebuje tako  na poklicni poti kot v življenju. Mladi  na privlačen, zanimiv in interaktiven način spoznavajo STEM (Science, Tehnology, Engineering, and Math) ter sodelujejo tudi na  mednarodnem multidisciplinarnem raziskovalnem programu FLL, ki omogoča edinstveno  izkušnjo  sistemskega doživljanja celostnega inovacijskega procesa. Howrobotics encourages innovation and the desire to  explore? Matjaž Furlan in Lea Kosmač Mladinski center Nova Gorica (e-­-Hiša, novogoriška hiša poskusov) Keywords: robotics, experience  learning, science, tehnology e-­-Hiša, the Nova Gorica house of experiments, which operates under the management of the Youth Center of Nova Gorica, has several years experience of implementing knowledge and  ideas into  activities which contribute  to a  better quality of life  for talented children. Our activities  are focused primarily on  the preparation  of workshops and  programs through  which  children  can  further develop  their  knowledge of  science. With the help of  experience learning and experimentation they also get  to expand their  knowledge  and nurture  independent learning  and exploration. With attractive  LEGO robotics workshops we want  to inspire talented children to explore and learn problem solving and find ways to overcome obstacles. We encourage innovation, learning cooperation, curiosity and creativity. These are all tools  that children will require in their everyday  lives  and careers. With the help  of an  efficient and  attractive concept students learn  STEM (Science, Technology, Engineering, and Math), which is unlike  the  regular classes. They can also participate  in the  international multi­disciplinary research  program FLL (First Lego  League competition) that we mentor. Through  learning how to  doresearch, build  and  experiment children  live the entire process of creating ideas, solving problems, and  overcoming obstacles, while gaining confidence in  their abilities to  positively use technology. What are the best predictors of success in STEM  among youth? Valentina Mladinov, Petar Čuček, Sara Findrik, Korado Korlević Parsek j. o. o., Višnjan; Science  and education center Višnjan, Višnjan, Elementary   school Rivarela, Novigrad, Višnjan Observatory, Višnjan Keywords: Gifted education, VEP  (Višnjan educational programs), process evaluation, predictors of STEM success Višnjan educational  programs (VEP) are residential, extracurricular programs for academically gifted and highly motivated youth, aged 9-­-19. During the  admission process, students are  evaluated on the  basis of their motivation, assertiveness, interest, previous work and  recommendation letters from their  teachers. Because of  limited capacity, we are faced with the challenge to invite participants who will benefit most from their participation, enabling them to transform their potentials to competencies  and create real scientific research  in  STEM areas. The main goal of this research is to define predictors for the quality of student's scientific results. Predictors taken into an account are  variables from pools of demographic parameters, cognitive  abilities, personality traits,  motivation  and  learning  strategies.   The quality of student's scientific results was estimated by both student's self-­-assessment and objective assessment by mentors. The sample consisted of 140  students, VEP  participants in educational period 2017, aged 9-­-19. In order to  follow the predictors, a longitudinal study should  be conducted. When peer is the best appeal: Impacts  of  the  Youth  Platform  Summit  activities  of  the  European Talent Support Network Petra  Anna  Fügedi MATEHETSZ, European Talent Centre – Budapest, Budapest Keywords: European Talent Support Network, Youth Platform, talent care, self-­-concept, peer relations Background: The 2nd Youth Summit of the European Talent Support Network organised in Budapest, with 64  participants representing 20 nationalities from the age of 14-­-26, gave  the  possibility to gifted young individuals to meet like-­-minded peers from  different countries. An impact assessment investigated the reason for  coming to the Summit, the change in the participants’ expectations, the importance and the  impact of such programs on talent development, with the  future  aim to make  youth meetings as effective as possible. According to research, long-­-term benefits of  participating in a short, summer gifted program include an increase  in self-­-confidence, motivation and autonomous  learning (Moon et al., 1994,) and increase in self-­-esteem and ability to get along  with peers (Thomas, 1989). Method: Questionnaire before and after the Summit. Conclusion: Peer groups are  essential for the  psychological and intellectual development of young  talented individuals.   Understanding how programs affect social self-­-concept of gifted students  may  provide evidence of the necessity of  out-­-of-­-school provisions. Tema 3: PEDAGOŠKI IN PSIHOLOŠKI VIDIKI Topic 3: EDUCATIONAL  & PSYCHOLOGICAL ISSUES Koordinatorica: izr. prof. dr. Mojca Juriševič Chair:  Assoc. prof. Mojca Juriševič,  Ph.D. Izziv  prepoznavanja  nadarjenosti – prezrte nadarjenosti Renata Kolšek OŠ Primoža Trubarja Laško; PŠ Šentrupert, Laško Ključne  besede: nadarjen učenec, prezrta  nadarjenost, vpliv okolja, učiteljeva  občutljivost Prepoznavanje  nadarjenih učencev pomeni za  učitelja  velik izziv, odgovornost in hkrati privilegij. Vsi se zavedamo izjemnega pomena zgodnjega odkrivanja nadarjenosti, ki nadarjenemu omogoči, da mu nudimo spodbudno okolje in dejavnosti, s katerimi razvija svoj potencial. Strokovnjaki so razvili različne definicije o nadarjenosti, vsi pa opredeljujejo nadarjene kot  otroke z nadpovprečno razvitimi sposobnostmi. Žal kljub  vsem teoretičnim in  praktičnim izsledkom ni zanesljive metode za prepoznavanje nadarjenosti, saj je vsak otrok unikat – skupek genskega zapisa in vplivov iz  okolja, ki ga obdajajo. Vprispevku želim izpostaviti, da so lahko nadarjeni tudi tisti učenci, ki jim tega na“prvi pogled” ne bi pripisali, ter  da je nadarjenost  lahko tudi zakrita ali prezrta oziroma zaradi ovir  prihaja do blokade nadarjenosti. Poudariti želim pomen  učiteljeve občutljivosti pri prepoznavanju  nadarjenosti in  sposobnost za prestop  iz poznanih, ponujenih  okvirov obravnave nadarjenosti. Pri tem so  učitelju  lahkov  veliko  pomoč  raznoliki,  sveži  in  sodobni  pristopi  pri  šolskem  delu. Učitelj pri prepoznavanju nadarjenosti nosi veliko mero odgovornosti, saj lahko s svojim prefinjenim čutom tudi učencu s  prezrto nadarjenostjo pomaga pri preboju iz  prvotnega primanjkljaja v  potencial in  ga  popelje  na  povsem  novo  pot. The  challenge  of identifying the  talent -­-neglected  talents Renata Kolšek Primož Trubar Primary School of Laško, Šentrupert subsidiary school, Laško Keywords: a  talented child, neglected talent, influences from the  surrounding, teacher's sense Identifying the gifted children may be regarded as a huge challenge, responsibility and privilege at the same time to every single  primary school teacher. Early identification of a  talent is of a  significant importance to all of us as well as to a  talented person since, based on the fact of being talented; he/she is  then supported by an encouraging surrounding and activities, which yet  make a great  contribution to development  of  such potential. The variety of  definitions on  talent has been  produced  by experts, while they all regard  talented  children  as the children of above-­-average  abilities developed. Despite  numerous theoretical and practical proofs, no reliable talent-­-identifying method has been put on disposal  for the fact of each child being a unique person  – a  set of a  genetic trait and environmental influences. My article is pointing out the aptitude of those children by who the  “first sight” overview would hardly trace any evidences about being talented, since their talent might be ignored  or neglected, or from some non-­-defined  obstructions possibly blocked. At this point, it is the teacher's sense of identifying a talent  and abilities that  counts most, and shall enable a decline away from general and proposed  frames of treating the talents, supported  by a diversity of the latest and  contemporary approaches to pedagogic work at school. Agreat sense of teacher's responsibility shall be incorporated  in  identifying the talent, since it being most sophisticated, may help a student of neglected talent make a transition from  the former lack of potential to  a completely newly guided  course of life. Odnos učiteljev do učencev  glede na  (ne)prepoznano nadarjenost Ksenija  Domiter Protner Prva gimnazija Maribor, Maribor Ključne  besede: (ne)prepoznana  nadarjenosti, stigma, učenci, odnos, učitelji Veliko število prepoznanih nadarjenih v slovenskih šolah (več kot četrtina v osnovnih  šolah) lahko  posledično  povzroča težave tudi tistim učencem, ki niso  bili prepoznani kot nadarjeni. V šolah  se tako  srečujemo z  dvema skupinama učencev, ki sta lahko stigmatizirani kot drugačni. Nimamo pa pripravljenih  in  vzpostavljenih  ustreznih  mehanizmov, ki bi to  preprečevali. Ob  problemu  obremenjenosti in  usposobljenosti učiteljev ta problematika zahteva posebno  pozornost. Prispevek prikazuje ključne ugotovitve raziskave o  razlikah  v odnosu  učiteljev do  učencev, ki so  bili prepoznani kot nadarjeni, in  tistih,  ki  niso  bili.   The  relationship of teachers to  pupils, depending on the  (un)recognized  giftedness Ksenija  Domiter Protner Prva gimnazija Maribor, Maribor Keywords:(un)recognized giftedness, pupils, stigma, relationship, teachers Alarge  number of identified gifted in the  Slovenian schools (more  than a  quarter in the  elementary schools) can, in turn, causes  problems  to those pupils  who were not identified as  gifted. So the schools  are faced with two groups  of pupils, both of which may  be stigmatized as different. We don't have the relevant mechanisms, which  this would  prevent. Taking the problem of congestion, and  the competence of teachers, this  issue requires  special attention. The article presents  the key  findings  from the research on  the differences in  the relationship  of teachers to  pupils who  have been  identified  as  gifted  and  those  who  were  not. Nadarjeni učenci s primanjkljaji na posameznih področja učenja Suzana  Padežanin Lavuger Svetovalni center za otroke, mladostnike  in starše, Maribor Ključne  besede: nadarjeni otroci, primanjkljaji na  posameznih področjih učenja, dvojno izjemni Vprispevku so predstavljena nekatera teoretična izhodišča o primanjkljajih na posameznih področjih učenja in  nadarjenih  otrocih  v osnovni šoli. Izraz  primanjkljaji na posameznih področjih učenja (PPPU) označuje zelo  raznoliko  skupino  primanjkljajev, zato se bomo v prispevku osredotočili na primanjkljaje na področju  bralne pismenosti in  matematične pismenosti. Vpraksi ugotavljamo, da je veliko otrok s PPPU identificiranih tudi za nadarjene učence. Pot do identifikacije pa je običajno drugačna kot pri  ostalih učencih.  Na Svetovalni  center Maribor se praviloma obrnejo  starši po  napotilu  šole zaradi otrokovih  učnih  težav in  učne manjuspešnosti. V  svetovalnem in diagnostičnem procesu specialnega pedagoga in psihologa ugotovimo, da ima otrok specifične učne težave, obenem pa tudi sodi v skupino otrok, ki so izjemno nadarjeni. Otrokom, ki so prepoznani na enem področju  ali več področjih izjemnosti  in so hkrati  učenci  s posebnimi  potrebami, kamor sodijo tudi PPPU, rečemo dvojno izjemni. Predstavljene bodo značilnosti nadarjenih učencev  vosnovni šoli, ki imajo  PPPU. Izkušnje nakazujejo, da otroci s to  obliko  dvojne izjemnosti potrebujejo  veliko čustvene  podpore. Potrebno je  tudi delo s starši. Gifted children with specific learning disabilities Suzana  Padežanin Lavuger Svetovalni center za otroke, mladostnike  in starše, Maribor Keywords: gifted children, specific learning disabilities, twice  exceptional  children Some  specific learning disabilities theoretical backgrounds at gifted children in primary school will be  presented  in  this article. Specific learning disabilities (SpLD) determine very bright group  of disabilities. Therefore, we will be focused  ondisabilities in  field  of reading and  math  functionality. Our experiences show, that high number of children with SpLD are also recognized as gifted students. But the identification  path  usually difers from other children’s. Generally, on  school professional’s recommendation, children’s parents come to Consulting centre Maribor  as result  of  their  children’s learning problems and lower learning success.  During consultancies and diagnostic process of psychologist and  special educational teaches, children with SpLD are  identified, but often we  can also identify them as extraordinary gifted children.  Those children are called twice exceptional  children.  In the article, we will present  common features of  gifted children with SpLD in primary school. Experiences show, that twice exceptional children  need  great emotional support. Therefore, working with parents is also necessary. Therefore, working with parents is crucial for child’s development and learning  process. Samoevalvacija  dela  znadarjenimi Mojca Štor in mag. Tinkara  Verbuč Rosenstein Osnovna šola Mozirje, Mozirje Ključne  besede: nadarjeni učenci, samoevalvacija, spletna  anketa Na OŠ Mozirje smo si kot eno od prednostnih nalog zadali delo z nadarjenimi učenci. V šolskem letu 2016/17  smo izvedli samoevalvacijo, ki je  imela  dva  namena: pregled  izvedenih  dejavnosti na področju  dela z nadarjenimi učenci in pridobitev informacij o mnenju o  izvajanju  koncepta nadarjeni učenci, njihovi starši in  učitelji. Odločili smo se, da mnenja učencev, staršev in učiteljev zberemo  z anonimnim spletnim vprašalnikom. Iz odgovorov učencev lahko sklepamo, da jim je status nadarjenega učenca pomemben. Za  delo v šoli učence  najbolj motivirajo ocene, pohvala  in možnost pridobitve  štipendije. Starši menijo, da  na  šoli dobro poskrbimo za nadarjene učence in da so otroci občasno s šolskim delom preobremenjeni, precej staršev pa ocenjuje, da otroci niso  preobremenjeni z delom za šolo. Učitelji ocenjujejo, da je skrb za nadarjene učence tako na področju odkrivanja nadarjenih kot tudi dela z njim dobra. Menijo, da je delo z nadarjenimi učenci časovno in vsebinsko zahtevno, več kot polovici pa predstavljajo  nadarjeni dodaten  strokovni in  osebnostni izziv. Self-­-evaluation of the  work programme  for the  gifted pupils Mojca Štor in mag. Tinkara  Verbuč Rosenstein Osnovna šola Mozirje, Mozirje Keywords: self-­-evaluation, gifted pupils, on line  questionnaire At Primary School Mozirje one of the priority tasks for the teachers was how to  work with  the gifted  pupils. In  the  school year 2016  /17  aself–evaluation was made  which had two purposes: • to examine the executed activities for  the gifted pupils • to get  feedback from pupils, their  parents as well as teachers. Their opinions were obtained on line by an anonymous questionnaire. It can be deducted from pupils' answers that the status of a gifted pupil  is important to them. They are  mostly motivated for school work by grades, teacher's approval and a  possibility to obtain a  scholarship. Parents think that gifted pupils are well  taken care of.  Some parents think that pupils are occasionally given  too  much  school work, but on  the other hand  many parents think this is not the case. Teachers think that identification of the gifted pupils and work programme for them is good. They  find the work with the gifted pupils demanding regarding timing and contents, but  more than half  of  them consider  working with gifted pupils as a professional and personal challenge. Oblike dela z nadarjenimi učenci in njihova evalvacija na OŠ  Žiri Petra  Cankar Osnovna šola Žiri, Žiri Ključne  besede: nadarjeni učenci, prilagoditve, sodelovanje, dejavnosti, evalvacija Vprispevku bom na kratko predstavila osnovne načine dela z nadarjenimi učenci na Osnovni šoli Žiri. Delo z nadarjenimi poteka  v treh oblikah – prilagoditve pri pouku, skupne urice in  dodatne dejavnosti. Za konkretne prilagoditve in  področja dela se dogovorimo  vsako  leto  obzačetku  šolskega leta skupaj  s posameznim učencem in njegovimi  starši, vključno z načrtom tekmovanj  in ostalih aktivnosti. V prispevku se  bom bolj podrobno osredotočila  na  skupne  urice  in dodatne  dejavnosti za  nadarjene, ki jih  vodim oz. organiziram sama kot koordinatorica za delo  z nadarjenimi učenci na naši šoli. Poleg predstavitve posameznih oblik dela se bom osredotočila na analizo  ankete, ki sem jo  opravila med  identificiranimi nadarjenimi učenci in  njihovimi starši. Pri analizi sem se usmerila predvsem na evalvacijo  različnih  dejavnosti za nadarjene učence, iskanje predlogov za izboljšavo  dela ter  tudi njihov  lasten  odnos  do  nadarjenosti. Activities for gifted children and its evaluation in Primary school Žiri Petra  Cankar Osnovna šola Žiri, Žiri Keywords: gifted children, adaptations, cooperation, activities, evaluation Presentation will briefly introduce basic methods of work with gifted children in Primary School  Žiri.  Work is performed through three different forms – adaptations during lessons, lessons specific for gifted children and additional activities. We  agree  on specific adaptations and areas of interest every year at the beginning  of the term together with every  child and his parents, including  plan of competitions  and additional activities. Presentation will give more emphasis  on specific  lessons  and additional activities for gifted children, since I  (the author) am coordinator for work with gifted children in our school. Besides  presenting those activities  I will focus  on analysis  of the questionnaire given to gifted children and their parents in which I mostly  gather data on evaluation of different activities for gifted children, suggestions for improvement and also their attitude  to giftedness. All rise: raising identification efficacy by raising awareness to   interviewer  bias Rita Nadas Milestone Institute, Budapest Keywords: talent programme, identification, interview, bias, admissions. Milestone Institute is a European Talent Point of advanced education with the aim of inspiring gifted students  in their quest for academic  excellence. Its  community of over 300 high-­-school students  spreads  across  our four-­-year academic  programme, with entry  points open into each year. Identification includes a range of methods, among them personal  interviews conducted by a pair of tutors, examining various aspects of  the students’ match with the programme. Interviewers’ recommendations are then either  approved or  changed by an Admission Board. Recently, a number  of changes have been  implemented  to  the interview process in  order to  raise identification  efficacy, among them raising interviewers' awareness to  bias. Following improvements, the ratio  of changes in  recommendations by the Board has dropped from 11.7% in 2016 to 6.7% in 2017. Učiti se, da bi vedeli in znali mag. Ana Tušek Osnovna šola Poljane, Poljane nad Škofjo Loko Ključne  besede: nadarjeni učenci, učne strategije, učenje učenja Nadarjeni učenci predstavljajo skupino navidezno podobnih učencev, ki jih učitelji pogosto skušamo spraviti v isti okvir, vendar pa skupina nikakor ni homogena. Prav vsak med njimi je človek zase; številni imajo  kljub  lepim ocenam in  splošni uspešnosti težave z organizacijo svojih dejavnosti in samega učenja, drugi pa za snov, ki je del učnega načrta, niso zainteresirani, pač  pa jih zanimajo druge vsebine, kar se lahko  kaže v široki splošni razgledanosti ob  hkratnih povprečnih ali celo podpovprečnih  ocenah. V vsakem primeru  naloga učitelja ni enostavna: učence mora znati motivirati za delo ter jih naučiti uspešno učiti se, tako da bo njihovo znanje trajno in uporabno. Priložnosti za oboje je sicer že pri urah  rednega pouka veliko, še več pa jih  omogočajo  ure, namenjene individualnemu delu z nadarjenimi  učenci  in pripravam na  tekmovanja, ter razne  obogatitvene  šolske  dejavnosti. V članku  so  predstavljene predvsem dejavnosti, ki sem jih  z učenci izvajala v preteklem letu v okviru Unescove šole ter priprav za tekmovanje Prvaki znanja, katerih namen je bilo trajnostno naravnano  učenje in  ustvarjanje sodelovalnega okolja. Nadarjenim učencem omogočajo  napredek na področju  splošne razgledanosti, medosebnih  odnosov in  javnega  nastopanja  ter jim pomagajo pri odkrivanju  lastnih  učinkovitih  učnih  stilov. Learning  to know and  to do mag. Ana Tušek Osnovna šola Poljane, Poljane nad Škofjo Loko Key words: gifted students, learning strategies, learning how to learn Gifted students are a group of seemingly similar children that teachers often try to fit into the same frame. The group, however, is by no means homogeneous, and each of  them is a person with their  own  characteristics. Despite good  marks and  overall performance many of them  have problems with organizing their activities and  school work. On  the other hand, some students do  not show any interest for topics from the curriculum but are interested in other themes instead which often reflects in their  broad general knowledge  and average  or even marks below average  at the  same  time. In any case, the role of  a teacher  is not  an easy one: they have to motivate students for  schoolwork and teach them how to learn things  successfully so that their knowledge will be sustainable  and useful. There  are  many opportunities for both during regular school classes and even more during extra classes, intended for individual work with talented children, competition preparations and  other additional activities. The article presents the activities, conducted with pupils in the past year within the program of UNESCO School  and preparations for competition Prvaki  znanja. Their main aims  are sustainable learning and creating a collaborative environment. They also enable  gifted pupils to improve their skills of general  thinking, interpersonal  relationships and public speaking, and help them discover their own effective learning styles. Tema 4: OSNOVNA ŠOLA Topic 4: PRIMARY SCHOOL Koordinatorica: izr. prof. dr. Vesna Ferk  Savec Chair:  Assoc. prof. Vesna Ferk Savec,  Ph.D. Programi za  nadarjene  naOŠ Franceta  Prešerna  Črenšovci mag. Marija Horvat, mag. Metka Husar Ščernjavič OŠ Franceta Prešerna Črenšovci, Črenšovci Ključne  besede: nadarjeni, programi, festival, razvoj, talent točka Na OŠ Franceta Prešerna Črenšovci delu z nadarjenimi učenci posvečamo veliko pozornosti že vrsto let.  Vsako leto pripravimo zanimiv program, kjer poleg identificiranih nadarjenih učencev vključimo tudi ostale učence, ki jih obravnavano področje dela zanima. Tako smo v šol. letu 2016/17 poleg rednega dela v razredu za učence pripravili pester  obogatitveni program, v  katerega smo vključili delo na področju  osebnostnega in  socialnega razvoja nadarjenih, vključevali in  razvijali smo  prostovoljstvo, organizirali  Festival  odličnega učenja v tednu možganov, ponudili  smo ogled večernih kulturnih prireditev, športnih  predstav, delavnic na srednjih  šolah  … Organizirali smo  že 9. mednarodni Festival talentov, kjer  mlade talente na mednarodni ravni povabimo k predstavitvi. Festival je namenjen  predstavitvi posameznih  talentiranih  učencev ali skupin  z osnovne in  srednje šole iz domovine in  tujine. Učenci se lahko predstavijo z različnimi umetniškimi dejavnostmi, s  športom, s  kulturnimi in z  drugimi področji, kjer dosegajo  uspehe oziroma izkazujejo  svoje talente. Programs for talented  pupils at Primary  School of France  Prešeren  Črenšovci mag. Marija Horvat, mag. Metka Husar Ščernjavič OŠ Franceta Prešerna Črenšovci, Črenšovci Keywords: talented pupils, programs,  festival,  development,  talent  point At France Prešeren  Primary School Črenšovci we have been  paying a lot of attention  to  the work with  gifted students for many  years. Every  year we  prepare  an interesting  program, which in addition to the identified gifted students includes also other  students who are interested in the present  field of  work. So in school year 2016/2017 we have prepared an interesting enrichment program for pupils in addition to regular classroom syllabus, in which we  have  included work in  the field  of personal and  social development of talented, we have included and developed volunteering, organized a great festival of  learning in the brain week, we have offered a tour  of  the evening cultural events, sports performances, workshops in  secondary schools ... we have organized  the 9th  international Festival talent, where young talents on the international level are invited to present  themselves. The festival is dedicated to the talented individual  pupils or groups of primary and secondary schools from home and abroad. Students can present themselves with a  variety of artistic activities, sports, cultural and other areas, where they achieve success and  show their talents. Centri izvrstnosti v Varaždinski županiji dr. Miroslav Huđek, Snježana Pejnović Varaždinska županija, Varaždin, Osnovna škola Novi Marof, Novi Marof Ključne  besede: centri odličnosti, programi, obogatitev Varaždinska županija je ena izmed 20 županij na Hrvaškem. Strategija razvoja Varaždinske županije med ostalim  vključuje tudi  razvoj  znanja.  Ker se zavedamo, da tega strateškega cilja ne moremo doseči brez tistih  najboljših, smo  začeli izvajati projekt Centrov izvrstnosti. Gre za enoten projekt v Republiki Hrvaški, s katerim smo začeli leta 2007 ter ga vsako leto še naprej razvijamo. V projekt  so vključeni posebej nadarjeni in uspešni učenci, ki si želijo dobiti nova znanja zunaj svojih matičnih šol. Zadelo v centrih je  potrebna  dobra  logistična  organizacija, izvaja  pa  se  na  način, da  učenci vsako soboto prihajajo v sedež  županije v Varaždinu in med veliko konkurenco ter s  pomočjo vrhunskih mentorjev opravljajo naloge po programu za izvrstne in najboljše.  Do sedaj  so bili ustanovljeni centri izvrstnosti  na področju matematike, fizike, informatike, podjetništva, hrvaškega jezika, komunikacij, biologije, kemije in  novih  tehnologij, v katere je vse skupaj vključeno  900 učencev in  120 mentorjev. Centers of  Excellence  of  the  Varazdin  County Miroslav Huđek, Ph.D., Snježana  Pejnović Varaždinska županija, Varaždin, Osnovna škola Novi Marof, Novi Marof Keywords: Centers of Excellence; programs: enrichment Varaždin County, as one of the twenty counties in Croatia, has put its focus on  becoming a county of knowledge. Since the realization of that strategic  goal required finding  and including  the best students  and mentors, the county decided to start the project of developing different Centers  of Excellence. The project, which started in 2007, is unique in the Republic of Croatia, and has been developing ever since. Students  who participate in the project excel in their schools, stand out with their talent and success, and are ready to learn new skills  and knowledge in  their field  of interest. Every Saturday, students arrive in Varazdin, where they get a  chance to work on different enrichment programs with  highly qualified  mentors, in  a competitive environment, with  good  logistic organization. So far, the  areas that  the Centers of  Excellence cover  are mathematics, physics, information sciences (ICT), entrepreneurship, the Croatian language, biology, chemistry, new technologies and communication skills. Every  year 900 students  work  there with 120 mentors. Primeri dela  z nadarjenimi pri pouku  TIT Primož Trček Osnovna šola Ivana Cankarja, Vrhnika Ključne  besede: avtentične  naloge, inženirske  naloge, 3D modeliranje, nadarjeni Aktivne metode dela, pri katerih  avtentične naloge omogočajo  uporabo  znanja pri reševanju problema razvoja učenčeve zamisli, so  naloge, v  katere učenci vložijo vse svoje znanje, zamisli in jim za dokončanje teh ni težko poiskati manjkajočih podatkov ter  jih organizirati v celoto, ki jim pomaga dokončati izdelek. Primeri: 1. Učenje izometrične  projekcije  z uporabo programske  opreme  Google  SketchUp. Spoznavanje  orodji programa popestrimo  z modeliranjem realnih  predmetov, kot npr. pralni stroj, digitalni aparat, mobilni telefon in podobno. Nadarjeni začnejo  pri teh  predmetih  dodajati svoje detajle in  iskati podatke, kako  bi naredili predmet izviren  (avtentičen) in razmišljati tudi o dimenzijah predmetov. 2. Modeliranje obeska za ključe, v  katerega vpišejo svoja imena, nadarjene spodbudi  k razmišljanju o možnosti uporabe tega obeska še za druge namene, kot npr. švicarski nož. 3. Pri nalogi modeliranje  podstavka  za  mobitel nadarjeni razmišljajo o dimenzioniranju izdelka, o stabilnosti podstavka, kako bodo napajali mobitel in kam bodo dali slušalke. 4. Individualne projektne naloge, ki  imajo osnove inženirske naloge, pri kateri učencem podamo  omejitve, kot npr. vrste in  količine materialov, število  sestavnih  delov in  delovne operacije, ki jih  imajo  možnost  uporabiti,  so  naloge,  ki  spodbujajo  učenčevo  domišlijo. 5. Nadarjeni začnejo  konstruirati izvirne predmete, ki imajo osebno noto. Učenci naredijo idejno skico in model, iz katerega prepoznajo težave pri  izdelavi.  Iščejo rešitve, ki  jim bodo omogočile izdelavo, in  popravijo  svoj  izdelek  tako,  da  ga  lahko  izdelajo. Examples of working  with  the  gifted  at the  lessons of Design  and Technology Primož Trček Osnovna šola Ivana Cankarja, Vrhnika Keywords: authentic exercises; engineering exercises; 3Dmodeling; gifted Active work methods, which  enable students to  use their knowledge when  solving a problem, and  to  develop  their ideas, are represented  by the tasks where students can  make us of all their knowledge and ideas. Students are  keen on finding the  missing data and organizing it  into a whole, which helps them finish their  product. Examples: Isometric  projection  learning  by  using  Google  SketchUp  software. To make the process of familiarization with the tools more amusing, we model real-­-life objects, such as a washing machine, a digital camera, a mobile phone, etc. When the gifted students work with those objects, they start adding details and look for information that  would help them make their  objects unique (authentic). They also start  to think about  the dimensions, When they model a keyring into which they carve their names, they are stimulated to think about other possibilities of its use, like for example, a Swiss army knife. During the task of modelling a mobile-­-phone stand  they think about the dimensions, about the stand's  stability and also about how they are going to charge the phone or where they will place the headphones. The individual projects that are based on an engineering task stimulate students' imagination. That is achieved through limitations  imposed on a specific  task, such as  the type and the quantity of materials used, the number of basic parts and working operations. The gifted students begin constructing original objects with a  personal touch. They start with a  draft, which helps them see potential issues. They seek solutions  that will enable them to create the product and  they fix it in  such  a way that they can  then  build  it. Raziskovalna dejavnost kot ena od možnih oblik dela z nadarjenimi učenci Anita Fartek Osnovna šola Sveti Jurij, Rogašovci Ključne  besede: delo z nadarjenimi učenci, raziskovalna  dejavnost, mentorska  oblika  dela Koncept dela  z nadarjenimi učenci v devetletni OŠ  (1999) med oblikami dela  in dejavnostmi za  nadarjene učence določa tudi raziskovalne naloge oz. raziskovalno dejavnost.  S pomočjo raziskovalne dejavnosti uresničujemo  temeljna načela dela z nadarjenimi učenci, predvsem širitev in  poglabljanje temeljnega znanja, spodbujanje ustvarjalnosti in uporabo višjih spoznavnih procesov ter  razvijanje mentorskih odnosov. Na naši šoli nadarjenim učencem omogočamo  raziskovalno  dejavnost tako  v rednem vzgojno-­-izobraževalnem procesu kot tudi  v sklopu raziskovalnega krožka.  V raziskovalnem krožku učenci pridobijo osnovno znanje o raziskovanju, raziskovalnem procesu in raziskovalnih nalogah  ter se preizkusijo  v samostojnem raziskovanju  konkretnega problema, ki si ga izberejo  sami. Učenci izbirajo zanimive in aktualne teme, ki se jim zdijo pomembne in zaradi česar so bolj motivirani pri delu. Na podlagi desetletnih  izkušenj,  ki jih imam kot mentorica raziskovalnih nalog,  ugotavljam,  da se nadarjeni učenci radi odločajo  za raziskovalni krožek, saj imajo  veselje do  raziskovanja in  radi spoznavajo nove stvari, kar jim koristi v njihovem nadaljnjem izobraževanju. Research activity  as one of possible ways to work  with  gifted  pupils Anita Fartek Primary School Sveti Jurij, Rogašovci Keywords: work with gifted pupils, research activity, mentor work form The concept of working with gifted pupils in the nine-­-year elementary  school (1999) determines also  the research papers as one of  the work forms and activities for  talented students. With the help of  research activities, we realize the basic principles of  working with talented students, in particular  the expansion and deepening  of basic knowledge, the  promotion of creativity  and the  use  of higher cognitive processes, as  well as  the promotion of mentoring relationships. In our school, we provide research activity for the gifted pupils in addition to the regular educational  process  and at the research club. At the research club, pupils  acquire basic  knowledge about the field of  research,  research  process  in  research  tasks  and  test  themselves  in  their  own  research  ofa  specific problem that they choose for themselves. Pupils usually  choose interesting  and current topics that are  important to them and motivate  them at work. On the basis of my ten-­-year experience as a mentor of research papers, I see that gifted pupils like to attend the  research club, because  they have  the  joy of exploring in order to learn new things.  At the research club they gain a lot  of  new knowledge and experience the field of  research. They make great benefits for their further education. Načrtovanje in izvajanje obogatitvenih dejavnosti za nadarjene učence Vesna Jelen Godunc Osnovna šola Miklavž na Dravskem polju, Miklavž na Dravskem polju Ključne  besede: nadarjeni, obogatitveni program, tabor za  nadarjene, socialne  spretnosti, samostojnost Delo z nadarjenimi učenci v Sloveniji temelji na skrbi šole, da bi vsak  učenec  vokviru vzgojno­izobraževalnega procesa optimalno razvil  svoje potenciale.  Nadarjeni  učenci  pa nikakor niso homogena skupina otrok. Izhajajo  iz različnih  družbenih, socialnih  in  kulturnih  okolij. Med  njimi pa so  tudi razlike na intelektualnem, emocionalnem  in osebnostnem  področju. Na OŠ Miklavž na Dravskem polju že vrsto let pripravljamo obogatitvene programe za nadarjene učence v obliki taborov za nadarjene učence. Prepričani smo, da posebni vzgojno-­-izobraževalni  programi za nadarjene pripomorejo k višji motiviranosti in odgovornosti nadarjenih učencev za šolsko delo  in  učenje. Tabor je načrtovan  kot priložnost za učenje različnih  socialnih  spretnosti, za krepitev zaupanja v lastne sposobnosti, za pridobivanje pozitivnih doživetij in izkušenj.  Cilj  tabora je, da nadarjeni učenci dobijo  nove intelektualne izzive v sproščenem in  sodelovalnem vzdušju, priložnost za neformalno vključevanje, pripadanje in sprejemanje v skupino, hkrati pa se učijo odgovornosti, samostojnosti in upoštevanja pravil sobivanja. Organization of different activities for gifted children Vesna Jelen Godunc Primary school Miklavž na Dravskem polju, Miklavž na Dravskem Polju Keywords: gifted children, enrichment programme, camp for gifted children, social skills, independence Work  with  gifted  students  in  Slovenia  is  based  on  the  concern  that  each  student  should  develop  their potential optimally within  the educational process.  Gifted children are by no means a homogeneous group of children. They  arise  from different social and cultural backgrounds. There  are  also differences in  intellectual, emotional and  personal field  among them. At Miklavž na Dravskem polju  Primary School, we have organized and prepared enrichment program for  gifted students in the form of  camps. Special attention is given to gifted pupils arising from socially less  stimulating environment, since we think that they do not often achieve the expected results. The camp is designed as an opportunity to learn various social skills, to build confidence in their  own ability, to generate positive experiences and expertise. The aim of  the camp is for  the students  to get the opportunity for informal inclusion and acceptance into  the group  while they learn  about responsibility, independence  and compliance  with the  rules of coexistence. Soba  pobega  (escape room) na  temo fraktalov   Polona  Fritz Tomšič Osnovna šola Elvire Vatovec Prade, Koper Ključne  besede: fraktali, nadarjeni učenci, matematični izziv Sobe  pobega  (Escape  room) so nastale  po navdihu videoigric "Escape  The  Room". V njih je  igralec zaklenjen v sobi, iz  katere mora pobegniti. Pri tem mora uporabiti sposobnost povezovanja, logičnega sklepanja in raziskovanja. Vpravi  Sobi  pobega  je  cilj  enak.Vdoločenem  času  mora  skupina  igralcev  pobegniti  iz  sobe.  Pobeg  jim omogoča pravilna rešitev matematičnih  ugank, rebusov, križank, dešifriranje šifer, reševanje izzivov, odkrivanje skritih  predmetov in  namigov. Pomembna je tudi natančnost opazovanja in  sodelovanje vseh članov  ekipe. Vprispevku je opisana Soba pobega z matematičnimi izzivi, ki je bila izvedena na taboru za nadarjene učence 8. in  9. razreda. Učenci so  reševali naloge na temo  fraktalov. Na tak način  so spoznali Mengerjevo spužvo, Cantorjev prah in Cochovo krivuljo. Seznanili so se z življenjem in delom poljskega matematika Waclawa Sierpinskega, po  katerem se imenujejo  trije znani fraktali: trikotnik Sierpinskega, preproga  Sierpinskega  in krivulja  Sierpinskega.   Escape  room on  fractals Polona  Fritz Tomšič Osnovna šola Elvire Vatovec Prade, Koper Keywords: fractals, gifted pupils, mathematical challenge Escape rooms are inspired by video game "Escape The Room", where the player is locked in a  room from which it  has to escape. The player  should use the ability to research, integrate and use logical reasoning to succeed. Real Escape rooms with  mathematical challenges follow the same goal. In  a limited  time, a group  of players must escape from the room by finding correct solutions to  mathematical puzzles, rebuses and crossword puzzles; by decrypting codes, solving various mathematical challenges and discover hidden  objects and  hints. Observation  accuracy and  participation  of all team members is also  very  important. This paper describes the Escape room based on solving mathematical challenges, which has been carried out at the camp for gifted pupils  in 8th and 9th grade (secondary  school). In this  case pupils  had  to  solve various tasks on  fractals which  helped them learn about Menger’s sponge, Cantor’s powder and  Cochov’s curve. They also  learned  about the life and  work of the Polish  mathematician  Waclaw Sierpinski, whose name is used for three well-­-known fractals: Sierpinski Triangle, Sierpinski Carpet and  Sierpinski Curve. Tema 5: OSNOVNA ŠOLA Topic 5:  PRIMARY SCHOOL Koordinatorica: doc. dr. Maja Umek Chair: Assist. prof.  Maja Umek,  Ph.D. Sparks  -­-Program for gifted  children Tomislav Goldin and Ksenija  Benaković NGO, Wind at the back and European Talent Point Keywords: gifted children, STEM field, creativity, emotional inteligence Sparks programme  for gifted children was created ten years ago. It has been approved by Ministry of Education and Education. Programme is carried out through workshops in NGO „Wind at the back“, organized  for children  from 4 to  14 years that have been  estimated  as potentially gifted. We provide gifted children with the  activities that satisfy  their needs and interests (specially  STEM field), develop their  potential, encourage creativity, (self)presentation skills and develop emotional intelligence, and learning skills.  The presentation will  give a short summary of some activities we use to support divergent and  creative thinking, lateral and  logical reasoning, teamwork, emotional and social competences. We will demonstrate how we use associative cards, “creative movement” and some other techniques to  support creativity. We will show a few worksheets we created  to  satisfy the children's  needs  to solve math, verbal and spatial brain teasers and riddles. It will be  seen how our children work  with Edward de Bono's  “thinking tools” and “ six  thinking hats”. We will present how we are using experiments to develop scientific thinking and children projects to develop presentation skills  and team work. At the end it will be shown the way we work on emotional and social skills. Our new project is enganing older participants to  lead  experiments to  younger ones. Medvrstniška pomoč nadarjenih in razvijanje njihovih potencialov skozi projekt  prostovoljstvo mag. Smiljana Valcl Osnovna šola Sladki Vrh, Sladki Vrh Ključne  besede: nadarjenost, učni material, osebnostna  rast, razvijanje  samopodobe, projekt prostovoljstvo Vključevanje nadarjenih učencev v različne aktivnosti s pomočjo izvajanja različnih dejavnosti in delavnic je izjemnega pomena za njihovo  osebnostno  rast in  samopodobo. Potenciale in  znanje ter moč njihove nadarjenosti lahko uporabimo pri delu z ostalimi, učno šibkejšimi učenci, ki potrebujejo pomoč (učna, socialna itn.) ali  pri  delu z odraslimi  (medgeneracijsko druženje).  Na naši  šoli  je ena izmed oblik dela z nadarjenimi  vključevanje učencev v projekt Prostovoljstvo.  V njem nekateri  učenci  nudijo  učno  pomoč tistim sovrstnikom, ki imajo  težave pri branju  in  opismenjevanju, drugi pa  sodelujejo pri delu z  odraslimi, predvsem z uporabniki medgeneracijskega  centra. Nadarjeni učenci se  vključujejo tudi v  izkustvene delavnice English Club, ki jih vodijo prostovoljci iz Amerike. V teh delavnicah  se urijo  v sposobnosti uporabe in  znanja angleškega jezika. Peer to peer assistance  of talented  students and  the  development of their potencial through volunteer project mag. Smiljana Valcl Osnovna šola Sladki Vrh, Sladki Vrh Key words: gift, learning material, personal growth, building up  aself-­-image,  volunteer  project Getting gifted students involved into different activities through implementing them into school curriculum has  exceptional meaning to their personal growth and self-­-image.  Their potentials and skills  as  well as their gift can be  easily used with the  work with the  ones who are  weaker at learning and need extra  help (learning, social, etc.) or with the  work with the  elder (intergenerational socialising). At our school, voluntariness, is  one of the activities, where gifted  students are actively involved.  As a part of that some students offer help to students with reading and writing problems while the others take part in the work with grownups especially with the ones who are a part of Intergenerational  centre. The gifted  students take also  part in  workshops such  as English  club, which  is led by the volunteers from the States.  Such activity offers them a possibility to communicate with the native speakers and so improve their  fluency in foreign language. Z alternativnim programom do socialno uspešnega  mladostnika mag. Vesna Starman OŠ Šmarje pri Kopru, Šmarje pri Kopru Ključne  besede: nadarjeni učenec, adolescenca, komunikacijske  sposobnosti, socialne  veščine, vrstniška skupina, prosti čas Vprispevku bom  predstavila alternativni program  vzgoja za medije, ki že nekaj let deluje na naši šoli; osredotočila se bom na pomen, razlago  in  praktično  izvajanje. Ključna vloga tega programa se je izkazala v socialni  opremljenosti  in ustvarjalnem razmišljanju, ki  sta pomembni prvini pri doseganju  bolj kakovostnega življenja in  vsestranske konkurenčnosti. Del prispevka bo tudi prikaz izdelka letošnje skupine. Izdelek ima veliko vrednost, da so učenci samoiniciativno in samostojno peljali delo od začetka do konca. To pa ne pomeni, da je bila vloga mentorja nična. The  alternative  program to  successful social adolescents mag. Vesna Starman OŠ Šmarje pri Kopru, Šmarje pri Kopru Keywords: gifted pupil, adolescence, communication skills, social skills, peer group, free  time In this article I  will  present an alternative education program for media;  Iwill  focus on the meaning, explanation and practical implementation. The  key role  of this program has proven to social facilities and creative  thinking, which are  important elements in achieving a higher quality of life and comprehensive competitiveness. With two students who were discovered as gifted and were an important link in this program, I conducted a structured interview, from which I highlighted points  that are an important  part  of  the evaluation of the  program. It shows what the  program contributed to and where  they see  the  role  of mentor. Glasba, naša  si radost … Izkušnje in  pogledi na  glasbeno olimpijado Branka Rotar Pance Univerza v Ljubljani, Akademija za glasbo,  Ljubljana Ključne  besede: glasbeno nadarjeni učenci, glasbena  olimpijada, tekmovanje Glasba, naša si radost …Začetna misel himne glasbene olimpijade izraža glavni motiv, ki vodi osnovnošolce in  njihove učitelje glasbene umetnosti k prijavi na vsakoletno tekmovanje na ljubljanski Akademiji za glasbo. V ustanovi, katere osrednje poslanstvo  je izobraževanje glasbenih  umetnikov in  bodočih  glasbenih  pedagogov, se v povezavi z Zvezo  glasbene mladine Slovenije posvečamo  tudi delu  zglasbeno nadarjenimi  in za glasbo zainteresiranimi  učenci.  V prispevku predstavljamo izkušnje in spoznanja, pridobljena pri izvedbi šestih Slovenskih glasbenih olimpijad, ter sodelovanje na mednarodnih glasbenih olimpijadah. Struktura  tekmovanja  je  kompleksna  in vključuje  vsa  področja, opredeljena v učnem načrtu  za glasbeno  umetnost v osnovni šoli. Velik poudarek je namenjen  ustvarjanju  lastnih  skladb, ki so  na glasbeni olimpijadi javno  izvedene. Tekmovanje pomeni odlično  možnost, da se na naši Točki za nadarjene srečajo sovrstniki, ki jim ukvarjanje z  glasbo in njeno raziskovanje pomeni vrednoto. Music is our joy ... Experiences and Views on Music Olympiad Branka Rotar Pance University of Ljubljana, Academy of Music, Ljubljana Keywords: musically gifted children, Music Olympiad,  competition Music is our joy... The initial phrase of the Music Olympiad anthem expresses the main motive that leads primary school  students and their music educators to participate at the annual  competition at the Academy of  Music in Ljubljana. The main mission of our institution is educating musical artists and future  music teachers but we  are  also working with musically gifted children in cooperation with the Jeunesses Musicales Slovenia (Zveza glasbene mladine Slovenije). The paper  presents the  experiences and knowledge  we  gained from organising  six Slovene  Music Olympiads and participating at the International Music Olympiads. The structure of the competition  is complex and  includes all  the areas covered in the curriculum in general  music education. Great emphasis is placed oncreating original musical pieces which  are then  publicly performed  at the Music Olympiad. The meetings at our Talent Point are an excellent opportunity for gifted peers to meet and share their valuable musical experiences and knowledge. Profesionalni razvoj učitelja  za  delo z nadarjenimi učenci Polonca  Pangrčič OŠ Cerkvenjak -­-Vitomarci, Cerkvenjak Ključne  besede: profesionalni razvoj učiteljev, nadaljnje in  dodatno  izobraževanje učiteljev, izobraževanje  nadarjenih Vprispevku bomo opisali, da na profesionalni razvoj učiteljev vplivajo zunanji in notranji dejavniki ter jih opisali.  Ker je v praksi  zaznati  določeno problematiko pri  nadaljnjem izobraževanju in usposabljanju  učiteljev s področja poučevanja nadarjenih  učencev, smo naredili pregled ponudbe  takih programov in jih povezali z izsledki raziskave, ki smo jo opravili med učitelji slovenskih osnovnih šol. Postavili smo raziskovalno vprašanje, ali se med učitelji z  različno stopnjo pridobljene izobrazbe pojavljajo razlike v samooceni lastne usposobljenosti za delo z nadarjenimi učenci. Odgovor smo iskali  s pomočjo hi-­-kvadrat analize vprašalnikov, ki smo jih dobili od učiteljev. Poleg  drugih ugotovitev, ki jih  bomo  predstavili v prispevku, smo  ugotovili, da imajo  največjo potrebo po dodatnem izobraževanju  s področja poučevanja nadarjenih  tisti učitelji, ki imajo  najvišjo  pridobljeno  stopnjo formalne izobrazbe. Professional development of teachers for work  with  gifted  students Polonca  Pangrčič OŠ Cerkvenjak -­-Vitomarci, Cerkvenjak Keywords: teachers's professional development; teachers's further training; gifted education In this paper we will  describe that teachers are affected by external  and internal  factors on the level  of professional development. In  practice are detected certain problems  of the further education and training of  teachers in the field of  teaching gifted students. Further  in paper, we made an overview of these programs and  link them with  the results of the research, which  was conducted  among teachers in Slovenian primary schools. We set  up a research question which is: are teachers with different levels of obtained  education  different in  their own  self-­-assessment skills for work with gifted students? The  answer was acquired by  using  the  chi-­-square analysis  of the questionnaires  were received from teachers. Among other findings which will be presented in this paper, we found that  the teachers who have obtained the highest  level of  formal education, has the greatest  need for  additional education  in  the field  of gifted  and  talented  education. Tema 6: OSNOVNA ŠOLA Topic 6:  PRIMARY SCHOOL Koordinatorica: izr. prof. dr. Karmen Pižorn Chair: Assoc.  prof. Karmen Pižorn,  Ph.D. Večjezičnost in nadarjenost Kristina  Tomc Škofja Loka Ključne besede: večjezičnost, nadarjenost, mešanje jezikov, jezikovni  razvoj, prednosti večjezičnosti Zadnja  tri leta  sem spremljala  jezikovni razvoj večjezičnih otrok v Bruslju, starih od treh do  dvanajstih let.  Večina od njih poleg slovenščine redno uporablja še dva jezika. Za otroke sem pripravila več  gledaliških in pravljičnih uric z ustvarjalnimi delavnicami, z nekaterimi pa smo imeli tudi individualne  učne ure slovenskega jezika in  književnosti. V prispevku  bom predstavila svoje izkušnje in  opažanja pri delu  z otroki in  intenzivno sodelovanje z  njihovimi starši. Dejstvo je, da je večjezičnost za večino otrok zelo naporna in mnogim povzroča dosti težav, kot je npr. mešanje besed  in  jezikovnih  zakonitosti različnih  jezikov, napačna izgovarjava določenih glasov, jecljanje, zavračanje enega od jezikov ...  Za nadarjene otroke pa je večjezičnost dobrodošel  izziv, ki  zelo obogati njihovo znanje in dojemanje sveta, pridobljene sposobnosti in veščine pa jim koristijo tudi na drugih področjih. Multilingualism  and Giftedness Kristina  Tomc Škofja Loka Keywords: multilingualism, giftedness, language  mixing, language  development, advantages of multilingualism In the last three years, I  have been following the language development of three-­-to twelve-­-year-­-old  multilingual children in Brussels. Most of them regularly speak two languages in addition to Slovenian. The  children have  attended several of my puppet shows and fairytale  hours with creative  workshops. Some children were also offered individual lessons of the Slovenian  language and  literature.  This paper presents my experience and observations acquired through my work with the children and the intense cooperation with their parents. For most children, multilingualism is difficult and leads to various problems, such as language  mixing, mispronunciation of some sounds, stuttering, avoiding the use of a certain language, etc. However, for  the gifted, multilingualism is a welcome challenge, since it  broadens their  knowledge and understanding of the world  around  them, while at the same time helping them develop competencies  and skills  that can also be used in other fields. Od ideje do časopisa Nastajanje šolskega časopisa spodbuja ustvarjalnost Sabina  Leben, Majda Šubic, Urška Ziherl OŠ Ivana Groharja Škofja Loka, Škofja  Loka Ključne  besede: šolski časopis, nadarjeni učenci, grafična  podoba  šolskega  časopisa Od šolskega leta 2012/13 do šolskega leta 2016/17 smo z nadarjenimi, vedoželjnimi in aktivnimi učenci ustvarjali šolski časopis Macesni. Vsako  leto  smo  mentorji skupaj z učenci izbrali rdečo  nit šolskega časopisa. Ob rdeči niti smo pripravili razpis, s  katerim smo povabili k sodelovanju še  druge  učence šole. V nadaljevanju  smo  zrazličnimi metodami dela zbirali ideje za prispevke, ki so  jih  učenci predlagali z družboslovnih  in  naravoslovnih  področij, na primer nasveti in  bonton  za ustrezno  oblačenje ob  različnih priložnostih, stili  oblačenja, časovni  trak pomembnih dogodkov, križanke, rebusi, uganke, primeri izdelkov NTC-­-učenja, tematski likovni izdelki v različnih  tehnikah  ... Učenci so  se preizkusili v oblikovanju in pisanju različnih literarnih in poustvarjalnih besedil, s pripravo in izvedbo intervjujev ter anket.  Velik poudarek smo dali  tudi  likovni  podobi  časopisa.  Mladi  novinarji  smo se povezali z  učenci, nadarjenimi za računalništvo, ki so pod mentorstvom učiteljice oblikovno uredili časopis. Prispevke  smo zbrali v Office  365, učenci so z omogočeno skupno rabo prispevke  oblikovali v končno  podobočasopisa. Učenci so  dobili s področja grafičnega oblikovanja likovno  nalogo, s katero  so  iskali idejne rešitve in  predloge za končno  likovno  podobonaslovnice časopisa. Rešitve učencev za naslovnico  so  pregledali novinarji in  izbrali najboljšo. Vsako  leto  je imel časopis novo  podoboodčasopisne oblike do  zbornika, tako  da so  se učenci naučili veliko  različnih  pristopov urejanja besedil in  sestavljanja vseh  prispevkovv  smiselnoin  privlačno  končno  podobo. From idea  to newspaper Designing school newspaper encorage  creativity Sabina  Leben, Majda  Šubic, Urška  Ziherl OŠ Ivana Groharja Škofja Loka, Škofja Loka Keywords: school newspaper, gifted pupils, school newspaper graphical image Gifted, curious and active pupils have created a school newspaper Macesni since the school year 2012/2013  to the  school year 2016/2017. Every year we  chose  one  theme  for the  school newspaper. We invited other pupils to take part with different  articles and texts. We used different  working methods to collect ideas for posts from  social and natural science areas, suggested by the pupils, for example  tips and dress code  for different occasions, important events timeline, crosswords, picture puzzles, enigmas, NTC  learning examples, art products of various techniques. Pupils wrote various literary texts, prepared and interviewed some interesting people and carried out the surveys.  We placed  great emphasis also  onthe visual elements of the newspaper. Young journalists teamed  upwith pupils gifted in ICT (information computer technology), who edited the visual design of the newspaper under the supervision  of their mentor. We collected  posts in  Office 365, pupils finished  final image of  school newspaper using shared  Microsoft cloud. Pupils got task to  design  headline graphically  using  different solutions and templates. Journalists examined their results and selected the best  one. Every year  the newspaper  had a new image, from a newspaper  format to a journal, so that  the pupils learned many different  approaches to editing and composing all the articles in a sensible and attractive final look. Ustvarjamo  z literarnim junakom Patricija  Kravanja OŠ Antona Ukmarja Koper, Koper Ključne  besede: ustvarjalnost, kritičnost, samoiniciativnost Živimo v času, ko se  naša  družba  neizmerno hitro spreminja  in postaja  visoko tehnološka. Najbolj vneti sledilci tehnoloških novosti so seveda mladi. Med njimi je veliko zelo sposobnih, nadarjenih posameznikov, ki jih okosteneli šolski sistem s preživetimi učnimi oblikami naredi apatične, nemotivirane deležnike učnega procesa, zato potrebujejo aktivnosti, ki spodbujajo učenčevo ustvarjalnost, kritičnost, samoiniciativnost, s katerimi krepijo  samozavest, in tako  postavljajo  trdne temelje svoji prihodnosti. Kot učiteljica  slovenščine  že  več let opažam, da  se  učenci vse  manj zavedajo bogatega  slovstvenega  izročila Slovencev, enega od virov narodove zgodovine.  Opravičevati  nezanimanje s trditvijo, da učenci potrebujejo  drugačne vsebine, je zmotno. Učenci v poplavi medijskih  vsebin, računalniških  igric in trivialne literature potrebujejo tudi  zavedanje o jeziku in narodovi  kulturi, identiteti.  Temeljno vprašanje je, kako jim približati določeno snov  in jih zanjo navdušiti. Vpreteklem šolskem letu smo na šoli začeli z inovacijskim projektom Ustvarjamo z literarnim junakom.  Učenci  so lani  spoznali  ljudski  lik lepe Vide, letos pa je bil  naš literarni  junak Levstikov Martin Krpan. Dejavnosti so potekale celo leto pri pouku, izbirnih  predmetih, interesnih  dejavnostih  in na dnevih s posebno vsebino.  V množici  aktivnih otrok smo prepoznali  skupino nadarjenih učencev, ki bodo  prihodnje leto  skušali sodelovalno  načrtovati delo  in  bodotako  sooblikovali inovacijski  projekt.   Creating with the  literate  character Patricija  Kravanja OŠ Antona Ukmarja Koper, Koper Key words: creativity, critical thinking, self-­-initiative Nowadays, the society is changing immensely fast becoming a super high-­-tech one. The young generations are  its ardent followers. Among  these  youngsters there  are  many  very  talented and gifted individuals who are  becoming  demotivated and inactive  participants of  the obsolete education system with its  out-­-of-­-date methods and  style. Therefore, engaging projects aim to  stimulate students’ creativity, critical thinking, self-­-initiative, with intent to straighten self-­-esteem and sets the  bases of their own  future.   As a language teacher I have noticed  students have become less and  less aware of the importance of the Slovene literature heritage and its historical impact  on the nation’s history. The concept the students need new and modern topics is rather an excuse  for less interest students have and  it is erroneous. Young people are overwhelmed  with  digital media, computer games and  trivial literature but  indeed in need of  language awareness, national culture and identity. The main question  is how to  approach  with  the topic and  motivate the students. Last school year we started a project “Creating  with the Literate Character”. Student learned about the folks character  beautiful Vida, this year  a character  from epic work by Levstik Martin Krpan. It  was a cross-­-curricular, multi-­-level  and vertical-­-teaming project. Among many we have recognised a group of talented students, who will experience  team-­-work planning and will be engaged in co­working on an innovative project. Delo  z nadarjenimi učenci v drugi polovici  osnovne  šole  na področju  slovenščine Maja Brezovar Osnovna šola Žiri, Žiri Ključne  besede: nadarjeni učenci, slovenščina, aktivnosti Nadarjeni učenci v slovenski osnovni šoli ne predstavljajo homogene skupine, saj gre, ob nekaterih dodatnih  oblikah dela z nadarjenimi učenci, za skupno  šolanje teh  z drugimi učenci. VOsnovni šoli Žiri potekajo različne oblike dela z nadarjenimi. Na začetku šolskega leta (predmetni) učitelji s posamičnih  strokovnih  področij pripravijo  v sodelovanju  s svetovalno  službo  tudi individualiziran načrt za posamičnega učenca, med šolskim letom pa potekajo razne aktivnosti, v okviru  katerih  se da za nadarjene učence pripraviti različne programe oziroma naloge. Tekmovanja so  eden od načinov spodbude  in izkazovanja  uspešnosti nadarjenega učenca, v referatu  pa je bil glavni namen  raziskati način  spodbujanja močnega področja predvsem pri predmetu  slovenščina. Pri opismenjevanju  nadarjenih  otrok zagotovo  ni potrebno  ločiti nadarjenega učenca od  ostalih, le zahtevnost oz. težavnost nalog namreč zlahka  vključimo v običajno šolsko uro, delo. Vrsta  umetnostnih  in  neumetnostnih  besedil, ki so  osnova za poučevanje slovenščine, je namreč neomejeni vir informacij, ki se jih da pridobiti, vrednotiti, selekcionirati in uporabiti in prav  nadarjeni otrok je  tisti, ki bi lažje prišel do faze uporabe koristnih informacij. Pri sestavi nalog stremimo k temu, da so oblike  dela  in  aktivnosti  za  nadarjene  učence  raznovrstne,  zato  ustrezajo  tako  splošno  nadarjenim  kot tudi tistim, ki so nadarjeni na posebnem področju. Working with gifted pupils in the second half of the primary school in  the  field  of  Slovenian  language Maja Brezovar Žiri Primary  school, Žiri Keywords: gifted pupils, subject of Slovenian language, activities Teachers in the Žiri Primary school work with gifted pupils in various ways. At the beginning of a  school year, teachers  with different areas  of expertise in cooperation with advisory counsellors  prepare an  individual plan  with  a variety of activities, tasks and programs for each individual gifted student. Competitions  are one of the ways  of demonstrating performance and encouragement of a gifted pupil, but in this article, the  main purpose  has been to explore  ways of encouraging  a strong  field in particular  on the subject  of  Slovenian language. In literacy of  gifted child, it  is certainly not  necessary to  separate the gifted  students from others, but it demands complexity or the difficulty of tasks that  are easily incorporated into the mainstreaming lessons,  work. The type of literary and non­literary (practical) texts, which are the basis for teaching the subject of Slovenian language, is in fact an unlimited source  of information that can be  acquired, evaluated and can be  used. And the  gifted pupil is the one who  could  easily acquire the skills to  use useful information. When  preparing the tasks for  the gifted students, our  aim is to prepare various forms of  work and various activities for  gifted students; therefore, they  meet generally  gifted as well as those who  are gifted  in  a specific area. Skok  vznanje Petra  Cimerman, Barbara  Pristovnik OŠ Sveta Ana, Sveta Ana v Slovenskih goricah Ključne  besede: akceleracija, nadarjen  učenec, sodelovanje s  starši, timsko delo, dolgčas Spremljanje  otroka, ki se  všoli dolgočasi in daje občutek, da zna vse, kar mora znati, je prebudilo idejo o preskoku razreda.  Ta v zadnjih dvajsetih letih v slovenski  osnovni  šoli  ni  bil  pogost, na kar je vplival skupek  dejavnikov, med njimi slabe izkušnje in številni stereotipi. V  naši skupini se je kot temelj sodelovanja za delo z nadarjenimi učenci izkazal pogum, soočiti se z  globoko zakoreninjenimi pomisleki, ki bi utegnili zavirati učenčev napredek. Seveda pa je izhodišče za delo  zakonodaja, ki hkrati vodi in  omejuje, strokovna  znanja  s področja  pedagogike  in psihologije  ter pripravljenost otroka na preskok. Vnašem primeru gre za preskok razreda med letom. V  prispevku je poudarjen celosten pristop k akceleraciji – odkrivanje otrokovih  potencialov, sodelovanje s starši in  sodelovanje  strokovne  skupine. Predstavljeno je tudi delo pri pouku angleščine, s  katero se je učenec  zaradi uvajanja tujega jezika v prvo vzgojno-­-izobraževalno obdobje srečal  eno leto pred novimi  sošolci, ter začetni  koraki  zgoščevanja učnega načrta po ugotovitvi, da v  znanju še zmeraj občutno prednjači. Aleap into  knowledge Petra  Cimerman, Barbara  Pristovnik OŠ Sveta Ana, Sveta Ana v Slovenskih goricah Keywords: acceleration; gifted student; cooperation with parents; team work; boredom Working with a  student who is constantly bored and gives the  impression of knowing everything already sparks the  idea  of class acceleration. This concept has not been put into practice  in Slovenian schools  too often for the last twenty years  due to various  experiences  and stereotypes. The  core  of cooperation and work  with gifted students  in our team proved to be the courage to face doubts  which might influence or decelerate the student's progress. Of course the basis for our work are the legislation, the knowledge and skills in the field of pedagogy  and psychology, and the student's readiness for  acceleration. This is a  case of accelerating to a  higher grade mid-­-year.  Our  article  emphasizes  the  integral  approach to acceleration – detecting the student's potentials, working with  parents, and  the cooperation  inside the team. It  also deals with the issue of  learning English as a subject  that  the student  learned a year  earlier than his new schoolmates due  to the  changes in the  curriculum, and the  steps that are  being  taken after  the realization that  in English, he is still far  ahead of  his peers. Kako  delati z nadarjenimi učenci v osnovni šoli? Saša  Mezek OŠ Vide Pregarc, Ljubljana Ključne  besede: primer prakse, program dela, zanimivost programa Predstavila  vam bom primer prakse dela z nadarjenimi učenci 5.–9. razreda, ki sem ga  izvajala  v šolskem letu 2016/17 na OŠ Vide Pregarc. Kot učiteljica razrednega pouka se zavedam, kako pomembni sta širina in  kakovost pridobljenega znanja, zato  je bilo  pri oblikovanju  programa za nadarjene  učence  moje  vodilo ponuditi učencem raznolike  in zanimive  dejavnosti na  različnih področjih.  Pred  začetkom  šolskega  leta  sem  si  zamislila  okviren  program  dejavnosti  gledena  področja nadarjenosti učencev naše šole. Dogodki so  potekali v celotnem šolskem letu. Udeležba je bila prostovoljna. Pri delu  sem naletela na različne težave oz. vprašanja. Na koncu  šolskega leta sem med  učenci izvedla anketni vprašalnik, s katerim sem jih  povprašala, kaj so  pridobili z obiskovanjem ur za nadarjene učence, katere vsebine so se jim zdele najzanimivejše, kako po njihovem mnenju šola skrbi za nadarjene učence, katere vsebine oz. dejavnosti si želijo še imeti in razlog morebitnega neobiskovanja teh  ur za nadarjene učence. Naredila sem kvalitativno  analizo  odprtih  vprašanj. Howto  work with gifted students in primary school? Saša  Mezek Vida Pregarc Primary School, Ljubljana Keywords: case  study, work programme; interesting programme Iwill  present an example of the practice of working with gifted pupils in grades five to nine, which I  carried out in the school year 2016/17 at Vida Pregarc  Primary  School. As  a primary  teacher I know how important the width  and  quality of acquired  knowledge  are. That is why, when designing  aprogramme for gifted  students, I wanted  to  offer the students diverse and  interesting activities in  various fields. Before the start of the school year, I envisioned a framework  of activities based on areas of talent of the pupils in  our school. Events were held  throughout the school year. Participation  was voluntary. During the implementation of the programme, I encountered various difficulties or questions. At the end  of the school year, I conducted  a questionnaire among the  students. I asked them what  they gained by attending classes for  gifted children, which contents they deemed most  interesting, how they thought the school  cared for gifted children, which contents or activities they wanted to continue with, and a reason for  possible absence from these classes for  gifted children. I conducted a qualitative analysis  of open-­-ended responses. PLAKATI /  POSTERS Opetelinčku, ki se je učil kikirikati Katarina  Tischer Gregorič OŠ Ivana Roba Šempeter pri Gorici,  Šempeter  pri  Gorici Ključne  besede: glasbena  pravljica, estetika  glasbe, glasbena  spremljava Učiteljice v 1. razredu vsako šolsko leto skupaj z  učenci pripravimo kulturni program za sprejem prvošolcev. Letos smo  izbrale pravljico  O petelinčku, ki se je učil kikirikati, saj opažamo, da v šolo  vsako leto vstopa veliko otrok  z govorno-­-jezikovno motnjo.  Z vztrajnostjo in rednimi  vajami, kot jih je delal petelinček v pravljici, smo  želele poudariti, da lahko  pridemo  doželenega cilja. Pravljico sem glasbeno opremila skupaj z nekaterimi otroki iz obeh  prvih  razredov. Otroke sem izbrala glede na njihovo  glasbeno  nadarjenost in  ustvarjalnost, ki sem jo  zaznala med šolskim letom.  Tako sem izmed 52otrok izbrala  10takih, kot izziv pa  sem izbrala  še  dva  otroka  s posebnimi potrebami (hidrocefalus, govorno-­-jezikovna motnja). V  glasbeni učilnici so vsi otroci preizkusili vse inštrumente, ki so jim bili na razpolago (Orffovi inštrumenti), ter  se nato odločili, na katerega bodo igrali. Za melodične spremljave sem jim pripravila barvne predloge, ritmični  del  so oblikovali  sami.  Nekaj  inštrumentov so tudi  sami  izdelali  (npr.  inštrument za regljanje – žabica). Redno smo vadili in po kratkem času otroci niso potrebovali več melodičnih  predlog. Še več – predlagali so, kaj bi pri spremljavi še lahko  dopolnili. Tudi otroka  s posebnimi potrebami sta  bila  aktivna  in sproščena. Učila  sta  se sicer počasneje, vendar znavdušenjem in komaj sta čakala, kdaj bo vaja. Igrala sta vsak po eno spremljavo na melodičen inštrument ter več ritmičnih spremljav.  Nekateri  otroci  so jima tudi  pomagali:  odmaknili  so se v kotiček  in vsakemu posebej kazali, kako igrati.  Vztrajali  so toliko časa, da sta se igranja spremljave naučila. Otroci so vse pesmi tudi peli. Menim,  da je igranje spremljave in petje  pesmi za  tako majhne  otroke zahtevna naloga,  a nam je uspelo. Atale about a small cock, who  was learning how  to  crow Katarina  Tischer Gregorič OŠ Ivana Roba Šempeter pri Gorici, Šempeter pri Gorici Key words: musical tale, music estetics, musical accompaniment Teachers in the first class, prepare the cultural program every school year, together with pupils for acceptance  of the  first class pupils. This year a  tale  about a  cock that was learning how to crow was chosen , because we notice, that many pupils go  to  school with  speaking and  linguistic disorder. With  adose  of persistence  and exercises done  by the  cock in its tale, we  wanted to stress, that it is possible to  achieve an  aim. Atale is musically based  together with  other pupils from the both  first classes. Pupils are chosen  according to their music talent and their creativity that was noticed during a  school year. In this case, 10out of 52  pupils were  chosen, after that another who suffer from hidrocefalus and speaking­linguistic  disorder. two were chosen as a challenge, In a music class all the pupils tried to play to many instruments available  there  (Orff instruments) and later they took a  decision on which instrument to play. The  color templates  were made for melodical accompaniment, the rythmical part  was created by themselves. Some  of the  instruments were  made  by themselves (e.g. an instrument to reel – a  small frog) We drilled regularly and after a short period of time pupils no longer used a color template; more than this – they even suggested  what to  supplement the accompaniment. The both  pupils with  special needs  were also relaxed and active. They were learning slower but they hardly waited for an exercise  to do. They played each accompaniment separately on an instrument and more  rhytmical accompaniments. Some  of the  pupils helped them ; they moved into a  corner, showing to each other separately how to play, as long as they learned  how to  play an  instrument. The songs were sung, too. I think that playing for accompaniment and singing the songs for such  short pupils, is  a big challenge, but we succeded. Evolucija Laura Ozebek OŠ Milojke Štrukelj, Nova Gorica Ključne  besede: samostojnost, odgovornost, medosebni odnosi, komunikacija, timsko delo Nadarjen otrok ima vlogo vodje tima, ki zagotavlja pozitivne rezultate projekta in usklajuje aktivnosti projektnega tima. Skrbi, da vsak član  tima v sodelovanju  z drugimi prispeva k uresničitvi rezultatov projekta. Spodbuja samostojnost in  odgovornost članov tima, uveljavlja mentorski odnos z  učenci in učiteljem. Metoda pomaga uresničiti poslanstvo » poučujemo, da se naučimo«. Omogoča soočenje z različnimi omejitvami, kot  je čas, ko mora biti delo končano, obseg dela, ki ga ne sme biti preveč in ne premalo, pri čemer je potrebno  zagotoviti določen  rezultat in se odločiti, katere vire in koliko virov bomo  uporabili. Metoda je tudi odlična »vaja«  za oblikovanje medosebnih  odnosov. Omogoča iskanje skupnega cilja in pričakovanega rezultata, dviguje spoštovanje sovrstnikov, tako najmočnejšega kot najšibkejšega člena tima. Evolution Laura Ozebek OŠ Milojke Štrukelj, Nova Gorica Keywords: independence, responsibility, interpersonal relationships, communication, teamwork The role of a  gifted pupil: As the team leader, which  guarantees the positive results of  the project  and coordinates the activities of the  project team. It cares that each member of the  team, in cooperation with others, contributes  to achieving the results  of the project. It promotes  the autonomy  and responsibility  of team members,  exercises  mentoring  with  pupils  and  teachers. The significance of the implemented activity for the learning development of the talented pupil: The method helps to realize the mission »we teach to learn«. It allows confrontation with various constraints,  such as the time when the work has to be completed,  the amount of work that must not be too  much  and  not too  small, ensure a certain  result, decide which  and  how many resources we will use. The model is an excellent »exercise«  to create interpersonal relationships.  It allows finding a common goal and the expected result, raising respect for peers, the strongest as  the weakest team member. Program za  nadarjene  dijake  vXV. gimnaziji v  Zagrebu   Ines  Dukić,  Sanja  Antoliš,  Mihaela  Marceljak  Ilić,  Bernardica  Mlinarić,  Vesna  Smadilo  Škornjak, Eva  Špalj XV. gimnazija, Zagreb Ključne  besede: nadarjeni dijaki, testiranje, izbira  projektne  naloge XV. naravoslovno-­-matematična gimnazija v Zagrebu razvija program  za nadarjene dijake vse od leta 2008. Dijaki so izbrani  na osnovi  testiranja in mnenja predmetnih profesorjev, potem pa so organizirani v majhne projektne skupine, ki štejejo od 2 do 6 učencev in temeljijo na interesih. Skupine  so seznanjene  z različnimi podpodročji v STEM-­-u, kjer pogosto  pomagajo  zunanji  mentorji.  Nato sledi izbira naloge in delo na projektni nalogi, ki poteka v drugem in  tretjem letniku  srednje šole. Naslovi projektov obsegajo različna gradiva, nekateri so splošno akademski, drugi pa se  ukvarjajo z aplikacijami. Poster predstavlja  razvoj programa za nadarjene dijake skozi številke in  šest projektnih  nalog. Naloge so prikazane z  raziskovalnimi vprašanji, metodami in dosežki. Program for gifted  students in  XV. gimnazija  in  Zagreb   Ines  Dukić,  Sanja  Antoliš,  Mihaela  Marceljak  Ilić, Bernardica Mlinarić, Vesna Smadilo  Škornjak, Eva  Špalj XV. gimnazija, Zagreb Keywords: gifted students; testing; selection of project topics XV gymnasia in  Zagreb  develops a program for gifted  students since 2008. Students are selected  based  onIQ tests and teachers' expertise  and organized in small project groups of 2-­-6  students according to their interests. Groups are  introduced to various STEM sub-­-areas, frequently in cooperation with out-­-of-­-school mentors, what is  followed by selection of a project topic and  work on  it during 2nd and 3rd year of secondary education.  Topics comprise wide variety of themes;  some general academic, the  other leading  to application. The poster presents development of the program for gifted students through some statistics and illustrates6  recent  projects  with  research  questions,  key  ideas,  methods  and  results. Spodbujanje nadarjenih  napodročju  ustvarjalnosti in  naravoslovja   in  tehnike Jasmina Velikanje Gimnazija Jurija Vege Idrija, Idrija Ključne  besede: razvijanje  potencialov, spodbudno  učno  okolje, naravoslovje, tehnika Gimnazija Jurija Vege Idrija je naziv Evropska točka za nadarjene prejela aprila 2016. Prizadevamo si ne le prepoznati nadarjene dijake, marveč jih  tudi nadalje podpreti pri razvijanju  vseh  njihovih  potencialov. S široko  ponudborazličnih  aktivnosti in  zobogatitvenim programom želimo  na šoli ustvarjati spodbudno  učno  okolje, saj le tako  lahko  dijaki najdejo  in  razvijejo  svoja močna področja. Poster prikazuje  delo z nadarjenimi na  področju spodbujanja ustvarjalnosti  in na področju dela z nadarjenimi na področju  naravoslovja in  tehnike. Dijakom ponujamo  obogatitvene programe in  aktivnosti znotraj in izven kurikula, kar nam omogoča  strokovno znanje  naših učiteljev, sodelovanje  z lokalno skupnostjo in raziskovalnimi centri v lokalnih podjetjih. Poster je  kratek povzetek primerov dobre prakse dela z nadarjenimi na omenjenih  dveh  področjih. Stimulating  creativity  andnatural sciences  giftedness Jasmina Velikanje Gimnazija Jurija Vege Idrija, Idrija Keywords: developing potentials, stimulating learning environment, natural sciences, technology Grammar School Idrija has been a European Talent Point since April 2016. Our goal has always been not only to  identify gifted  students but also  to  further support development of all their potentials. We want to create a stimulating environment by offering all our students different activities and enrichment programmes so they could find and develop their strengths. The  poster demonstrates gifted education in the  field of stimulating  students’ creativity and in the  field of supporting  and developing students’ giftedness in  natural and  technical sciences. With  help  of our teachers, local and wider community and research centres in the  local companies we  are  able  to offer  our  students enrichment curricular and extracurricular programmes and activities. The  poster is a  brief summary of what we believe are good-­-practice examples in  the two  fields. Projects and  Programmes of Center for Gifted  Child  Development (An  Overview from 1995  to 2015) Jasna Cvetković -­-Lay Center for Gifted  Child  Development »Bistrić«, Zagreb Keywords: project, program, applied activities, handbooks The poster shows the applied activities and several major projects carried out by our Center as well as related publications: PROJECTS  & Programmes HANDBOOKS & Brochures Experimental programme for gifted preschool children “I want and I can do more “1995, second edition 2002. Program of workshops and in-­-service training in kindergartens and schools “One’s gifted, what will I do with him?”  1998, second edition 2008. Project "Gifted Child in a  Kindergarten" “One’s gifted, what will I do with myself?”  2002, second edition 2010. Monitoring and guiding gifted youngsters in the natural sciences “You can do it differently”, 2004, co-­-author with Dr. Vid Pečjak Project of preventing unacceptable  behaviour of gifted children “How to organize workshops for gifted children”  2005. Assistant training programme at workshops for gifted children „Gifted children with special needs “2011. Workshops for double exceptional gifted students  and their parents   „Development of enriched materials for the gifted primary  school students “2015. Mavrica ustvarjalnosti Tatjana  Dominić Radivojević, Adelina  Pahor, Mateja  Barbarič, Nevenka  Šergon Omahen OŠ Ivana Babiča Jagra Marezige, Marezige Ključne  besede: prepoznavanje  nadarjenosti, kriteriji prepoznavanja  nadarjenosti, Individualni standardi, profesionalna rast Zanalizo dela  z nadarjenimi učenci ugotavljamo, da  se  z nadarjenimi veliko dela  in se  jim ponuja veliko dejavnosti, želimo pa si, da bi se nadarjeni bolj proaktivno vključili v  načrtovanje in izvedbo dejavnosti ter da bi se delo  z nadarjenimi bolj strukturiralo in  sistemsko  vpeljalo v  program šole. Individualne programe, ki  jih bodo oblikovali  vsi  učitelji, bomo združili  v dejavnost “Mavrica ustvarjalnosti”. Poudarek dela vseh  vključenih  je na končnem cilju, ki predstavlja skupen načrt učenca in  mentorja s sprotno  evalvacijo  in  samoevalvacijo  tako  učenca kot učitelja in  s končnim izdelkom:  oblikovanje in vodenje prireditve, likovne razstave, literarni  izdelki, individualni  dosežki  na višjih taksonomskih ravneh znanja …   To bomo  dosegli z izobraževanjem učiteljev na področjih  prepoznavanja nadarjenosti učencev, oblik dela z nadarjenimi in  z oblikovanjem kriterijev za prepoznavanje identificiranih  in  neidentificiranih  nadarjenih  učencev, z oblikovanjem individualnih  programov dela ter z vključitvijo  v LDN. Rainbow  creativity Tatjana  Dominić Radivojević, Adelina  Pahor, Mateja  Barbarič, Nevenka  Šergon Omahen OŠ Ivana Babiča Jagra Marezige, Marezige Key words: Identifying talented students, criteria  for identifying talents, individual standards, professional growth  plan   The analysis on talented students programme has shown that there is quite a  lot of activities planned  and  realised  in  our school. However, we wish to activate talented students in the planning and realising activities jointly with mentors as well as structure  the  programme  in a  more  systematic way. Each teacher and student will prepare an individual programme together. The focus will  be on the final output  which can be a stage performance, exibition, literary work, better  school performance… Along the way both  the teacher and  student will go  through  a process of constant evaluation  and  self – inquiry.  All  the  activities  will  be  united in the  programme  called The  creativity rainbow. The programme includes educating teachers for identifying talents in students, methods and activities, forming of identifying criteria  , forming of individual student programmes and admitting it into  annual school plan. 28years of Višnjan  educational programs – past, present and   future Petar Čuček and Korado Korlević Sience  and education center Višnjan, Višnjan Observatory Keywords: gifted/highly motivated education, residential summer camps, highly  motivated teaching  strategies, Višnjan educational programs Višnjan educational programs (VEP), the collective name for residential camps and schools aimed to highly motivated  youth  from 9 – 19  years old is being conducted from 1989. Programs are  organized as a  non-­-formal learning environment  with main goals of  improving student’s scientific literacy, methodology, data gathering, analysis and scientific presentation in STEM area. In addition to above­mentioned goals, VEP provides for youth research environment, which, combined  with  the project based  learning of an  interdisciplinary subject boosts the motivation  by creating an  “addiction  to  discovery”. Herein, we are presenting the evolution  of VEP from its beginnings with  a yearly reach  of 30students (astronomy, technology)  to present  day situation of  yearly reach of  300 students (STEAM, social sciences)  along with programs’ and students’ structure and challenges from the organizational, financial and  psychological point of view. In  the fast changing and  evolving  society, our job  is to  prepare youth  for the future, which  means the constant evolution  of methods and  environment. Višnjan educational programs (VEP), the collective name for residential camps and schools aimed to highly motivated  youth  from 9 – 19  years old is being conducted from 1989. Programs are  organized as a  non-­-formal learning environment  with main goals of  improving student’s scientific literacy, methodology, data gathering, analysis and scientific presentation in STEM area. In addition to above­mentioned goals, VEP provides for youth research environment, which, combined with the project based  learning of an  interdisciplinary subject boosts the motivation  by creating an  “addiction  to  discovery”. Herein, we are presenting the evolution  of VEP from its beginnings with a yearly reach of 30students (astronomy, technology) to present day situation of yearly reach of 300  students (STEAM, social sciences)  along with programs’ and students’ structure and challenges from the organizational, financial and psychological point of view. In the fast changing and evolving society, our job  is to  prepare youth  for the future, which  means the constant evolution  of methods and  environment. OKROGLI MIZI /  ROUND TABLES Raziskovanje  z nadarjenimi Sodelujoči: Točke za  nadarjene  v okviru CRSN Diskutanti:  Mija  Kordež  (ZOTKS*), Alenka Mozer  (Gimnazija Vič), doc. dr. Jure Bajc, dr. Barbara Rovšek, doc. dr. Boštjan  Kuzman  (vsi UL PEF** in  DMFA***)1 Koordinatorica:  prof.  dr. Mojca Čepič Vokrogli mizi smo se posvetili obravnavi delikatne naloge, kako spodbujati razvoj nadarjenih. Ena od metod je zagotovo njihovo vključevanje v raziskovalno delo, v projekte oziroma probleme, ki spodbujajo in zahtevajo samostojne razmisleke, načrtovanje, samostojno iskanje novih informacij  in njihovo  uporabo  v novih  okoliščinah. Diskutante smo  zaprosili, da z nami delijo  nekaj svojih  izkušenj pri svojem dolgoletnem srečevanju  z nadarjenimi. V diskusiji so  prispevali naslednji diskutanti: Mija Kordež (ZOTKS), Alenka Mozer  (Gimnazija Vič), Jure Bajc in Boštjan Kuzman (UL PEF). Kot  izhodišče za diskusijo  smo  jim zastavili naslednja vprašanja: — Kako vaše  dejavnosti spodbujajo in razvijajo raziskovalne  pristope  učencev in dijakov, a  tudi spretnosti, potrebne za raziskovanje? — Kako se učenci in dijaki odločajo za pristop k  tem dejavnostim? — Kakšna  je  vaša  vloga  v raziskovalnih aktivnostih?   — Ali lahko  poveste kaj o  nadaljnjih  življenjskih  poteh  "vaših" uspešnih  raziskovalcev, če jih  morda poznate? Ker so diskutanti aktivni na  različnih področjih, so se razlikovala tudi njihova sporočila. Gospa Mija Kordež se  je  predvsem posvetila  opisu dejavnosti, namenjenih  nadarjenim, in tekmovanjem v organizaciji ZOTKS.  Alenka Mozer je opisala svoje dolgoletne izkušnje o vodenju nadarjenih pri  projektnem delu  in  na katere ovire pogosto  naleti mentor različnih  skupin. S primeri je ponazorila tudi, kako iskati tekmovanja, na katerih udeležba delo učencev še posebej nagradi. Jure Bajc, dolgoletni vodja tekmovalcev na Fizikalni olimpijadi, je razložil potek tekmovanja in  priprave na olimpijado, ki so  v primerjavi s pripravami v drugih  državah  izjemno  skromne. Boštjan  Kuzman  je opisal izkušnje z matematičnega tabora MARS. Po  predstavitvah  se je razvila zanimiva debata, na kateri so različne problematike dela z nadarjenimi osvetlili tudi člani Točk za nadarjene v okviru  CRSN in številni  ostali  udeleženci  okrogle mize.  Trajanje okrogle mize smo močno prekoračili, saj  so se odpirala številna vprašanja odpirala. Okrogle mize kot del strokovnih posvetov pomagajo dodatno osvetliti okoliščine, v  katerih delujejo pedagogi, poleg tega pa omogočijo  neposredno  medsebojno  komunikacijo, zato  jih  je nujno  umeščati kot redno dejavnost na posvetih in  konferencah. 1 *ZOTKS  – Zveza  za  tehnično kulturo Slovenije, **UL PEF  – Univerza v Ljubljani, Pedagoška fakulteta, ***DMFA – Društvo matematikov, fizikov in astronomov Research with the  Gifted Contributors: CRSN's Talent Points Discussants: Mija Kordež  (ZOTKS*), Alenka Mozer  (Gymnasium Vič), Asist. prof. Jure Bajc, Ph.D. Barbara Rovšek, Ph.D., Asist. prof. Boštjan  Kuzman,  Ph.D. (all UL PEF** and DMFA***)2 Chair: Prof. Mojca Čepič,  Ph.D. The Round Table discussed a  difficult task:  How to stimulate and support intellectual  development of gifted students. One  of successful means is certainly  inclusion of gifted to research, to projects or to offer them non-­-trivial problems, which require independent  considerations, planning, search for new information, and their implementation in new circumstances.  Discussants were asked to share their experience  from several years of work with gifted students. The  following  discussants contributed: Mija Kordež (ZOTKS), Alenka Mozer (Gimnazija  Vič), Jure  Bajc and Boštjan Kuzman (UL PEF). As a  starting point, we asked the following questions: -How do your activities stimulate and develop students' research and inquiry approaches, as well as their research skills? -How students decide for involvement to these  activities?   -What is your role in these research activities? -Do you follow your students’ career later? If so, would you present few successful examples? Since  discussant came  from different institutions and are  active  in different fields,  their messages differed. Ms. Mija Kordež has focused  ondescription  of various activities offered  to  gifted  individuals and competitions organized by ZOTKS  (Association for technology culture  Slovenia). Alenka Mozer described  her experience from several years of mentoring  and supervising  gifted high school students  during the project work. She has  explicitly pointed also our obstacles, which may hinder a successful student's and  supervisor's at work. Using the examples, she introduced  various competitions for  gifted students, which are specifically focused on students' projects. Jure Bajc, who has been leading Slovenian Physics Olympiads teams for  several years, first  introduced the competition, and described the modes of  training offered to Slovenian students. This training is very  modest in comparison with preparations of participating  teams from other countries. Boštjan  Kuzman  presented  experience from Camp  for math  called  shortly MARS. Alively discussion  developed  after presentations, to  which  have strongly contributed members  of CRSN’s talent points and  other participants of the Round  table discussion. The time allocated  for the Roundtable was too  short, as various relevant questions were raised  as dominos, one triggering the fall of  another, and were  discussed. Roundtable discussion  are a valuable part of professional meetings as they allow for additional clarification of various  issues  appearing in practice. In addition, they  create new ideas, establish connections  and foster collaboration; therefore, they should be present  as a regular  mode of  communication in meetings  and conferences. 2 *ZOTKS  – Association  for Tehnical Culture Slovenia, **UL PEF – University of Ljubljana, Faculty of Education, ***Association  of Mathematicians, Physicists and  Astronomers Nadarjeni o izobraževanju nadarjenih Sodelujoči: Točke za  nadarjene  v okviru CRSN-­-ja Diskutanti: Marco Agozzino (Italija),  Lukáš Kyzlík (Češka),  Polona  Čebular,  Sara  Oblak, Tim Prezelj (vsi Slovenija) Koordinator:  izr.  prof.  dr. Gregor Torkar Cilj okrogle mize z naslovom »Nadarjeni o  izobraževanju  nadarjenih«, ki je bila organizirana 22. septembra 2017 v okviru konference CRSN-­-ja,  je raziskati,  kako nadarjeni posamezniki z nadpovprečnimi sposobnostmi na določenem področju zaznavajo svoje izobraževanje. V pričujočem poročilu  bopredstavljena evalvacija okrogle mize z namenom osvetlitve ključnih  vrzeli in  izzivov na področju  izobraževanja nadarjenih. Taber (2007, str. 17) meni, da si moramo pri poučevanju  nadarjenih  učencev zastaviti naslednje  vprašanje: »Ali je trenutni učni načrt resnično  dovolj zahteven  in usmerjen  k razvoju  nadarjenih  učencev?«  K. Rogers (2002) izpostavi,  da se nadarjeni učenci učijo veliko hitreje kot  drugi učenci in zato od njih ne bi smeli pričakovati, da bodo čakali, da jih bodo njihovi vrstniki dohiteli v znanju. Avtorica navaja tudi podatek, da lahko  nadarjeni učenci v Združenih  državah  Amerike preživijo  odtreh  došestih  let svojega šolanja, ne da bi se naučili česa novega. Udeleženci okrogle mize, ki so prihajali iz različnih držav, so razpravljali o lastnem zaznavanju izobraževanja nadarjenih, in sicer skozi  osebno izkušnjo vključenosti  v različne izobraževalne sisteme za nadarjene. Na  okrogli mizi so sodelovali: Marco Agozzino (Italija), Polona  Čebular (Slovenija), Lukáš Kyzlík  (Češka), Sara Oblak  (Slovenija) in Tim Prezelj (Slovenija). Z namenom priprave so bila sodelujočim dva tedna pred pričetkom poslana vprašanja ter povabilo, da napišejo  kratek povzetek (do 300 besed), v  katerem opišejo svoje razmišljanje: — Kje  so glavne  prednosti obstoječega  šolskega  sistema  za  nadarjene  učence? — Kje  so glavne  pomanjkljivosti obstoječega  šolskega  sistema  za  nadarjene  učence? — Kje  so glavne  priložnosti za izboljšanje obstoječega šolskega sistema za nadarjene učence? — Kje  so glavne  pasti obstoječega  šolskega  sistema  za  nadarjene  učence? — Kako bi vam morali izobraževalni sistemi pomagati pri razvoju vaše  nadarjenosti? — Če bi imeli časovni stroj, kaj bi spremenili pri svojem šolanju, da  bi lahko še  bolje  razvili svojo nadarjenost? — Kateri je po  vašem mnenju najbolj pereč problem, ki bi ga takoj, ko  bi to  bilo  možno, bilo  treba razrešiti pri izobraževanju nadarjenih in zakaj? — Kje  vidite  prednosti mednarodnega  mreženja nadarjenih (ETSN – mladinska platforma)? Vsak izmed sodelujočih na okrogli mizi je imel uvodno predstavitev, ki je trajala približno 8 minut, nato  pa je sledila splošna diskusija. Približno  80 dijakov in  učiteljev se je udeležilo  okrogle mize. V nadaljevanju je  predstavljen kratek povzetek njihovega  razmišljanja. Na začetku so udeleženci izpostavili,  da so trenutni izobraževalni sistemi narejeni za povprečne učence/dijake/študente. Po  njihovem mnenju  so  nadarjeni zaznani kot pametnejši  v primerjavi  s povprečnimi učenci in  ne kot posamezniki, ki razmišljajo  drugače. Eden  izmed  dijakov je to  zelo  jasno  ponazoril: »V svojih  najstniških  letih  sem imel občutek, da me nihče ne razume ter da nihče ne ceni mojih idej, čeprav sem  dobil veliko nagrad in priznanj.«  Predlagali so  več individualizacije v izobraževanju nadarjenih, saj  je vsak nadarjen učenec svojevrsten. Dijakinja, ki obiskuje eno izmed gimnazij v  Ljubljani, je izrazila svoje zadovoljstvo s trenutno situacijo na šoli, ki  jo obiskuje.  Poročala je, da nadarjeni dijaki lahko  sodelujejo  v številnih  obšolskih  dejavnostih, ki jim pomagajo  pri razširjanju obstoječega znanja in spretnosti na področju, ki jih zanima. Izbor  aktivnosti, ki se jih lahko udeležijo  porednem pouku, je izjemno raznolik, in sicer od  znanosti in  jezika do  uprizoritvenih  umetnosti in  športa. Dejala je, da verjame, da v splošnem šolski programi zagotavljajo  dobro  podlago, ki nadarjenim omogoča razvoj njihovih talentov. Sodelujoči so bili zelo kritični glede  identifikacije  nadarjenih posameznikov v Sloveniji. Nadarjeni učenci v  Sloveniji so predlagani za postopek  identifikacije na podlagi ocen  učiteljev v prvih  letih  osnovnošolskega izobraževanja. Sodelujoči so  to  tehniko  prepoznavanja nadarjenosti ocenili kot zelo  subjektivno in kot popolnoma odvisno  odučiteljeve sposobnosti prepoznavanja nadarjenosti. Predlog sodelujoče dijakinje je bil, da bi vse učence testirali pri določeni starosti in tako bi proces  identifikacije postal  veliko bolj  objektiven in zanesljiv.  Predlagala je, da bi  učence lahko testirali pri dveh  ali treh  različnih  starostih, zato  da ne bi posamezni nadarjeni učenci ostali prezrti. Diskutanti so izpostavili tudi pomen prepoznavanja in podpore na posameznih področjih nadarjenosti tekom samega izobraževanja. Poudarili so, da sta umetnost in humanistika slabo zastopani pri izobraževanju nadarjenih v Sloveniji, zato je  eden izmed sodelujočih priporočal bolj prožne  splošne  kurikule, ki bi učencem omogočili, da tudi v  času rednega izobraževanja razvijajo svoje področje nadarjenosti in ne le ob popoldnevih, kar  je trenutna prevladujoča praksa. Nadarjeni mladostnik iz Italije je pripomnil, da trenutni izobraževalni sistem v njegovi državi ne zagotavlja sistematične podpore nadarjenim učencem. Meni, da lahko pomanjkanje specifičnih programov vodi do  tega, da nadarjeni zlahka izgubijo  interes za učenje šolskih  predmetov, ker vsebina teh zanje ne predstavlja zadostnega izziva.  Ob tem pa je izpostavil  tudi  pozitivno plat, in sicer je  dejal,  da izobraževalni  sistem usposobi nadarjene za delo  z drugimi, ki jim niso  nujno  podobni. Sodelujoči so videli priložnosti za  izboljšave  trenutnih sistemov izobraževanja  v usposabljanju večjega  števila učiteljev z  namenom prepoznavanja nadarjenih in obveščanja o različnih priložnostih oz. aktivnosti, ki so  na voljo  za nadarjene učence. Poudarili so  potrebo  poučinkovitejšem obveščanju  opriložnostih  za nadarjene učence. Veliko  možnosti za izboljšave vidijo  tudi pri izboljšanju  obstoječih  učnih  praks, ki so  potrebne za vse učence, ne samo  za nadarjene.  Menijo, da je mednarodno mreženje nadarjenih zelo pomembno za izmenjavo različnih izkušenj (npr. podporni sistemi za nadarjene učence v različnih  državah) ter vzpostavitev mednarodnega sodelovanja. Nazadnje so  izrazili  skrb, da bi  sedanji  trendi  v izobraževanju, ki se osredotočajo predvsem na pridobivanje veščin in znanja, ki  je takoj  uporabno v industriji  (pritiski  podjetij), negativno vplivali  na prihodnji  razvoj  izobraževanja  nadarjenih.  3 3 Reference: Rogers, K. B. (2002). Re-­-forming gifted education. Scottsdale AZ: Great  Potential Press. Taber, K. S. (2007). Science education for gifted learners?  In K. S. Taber (Ed.),  Science Education for Gifted Learners (pp. 1–14). London, UK: Routledge. Gifted about Gifted Education Contributors: CRSN's Talent Points Discussants: Marco Agozzino (Italy),  Lukáš  Kyzlík (Czech Republik), Polona  Čebular, Sara  Oblak, Tim Prezelj (all Slovenia) Chair: Assoc. prof. Gregor Torkar,  Ph.D. The aim was to investigate how gifted (talented, high-­-ability) student with exceptional ability in an area  of learning perceives his or her schooling (education). The  present report evaluates round table  discussion  of gifted  students to  highlight some of the critical gaps and  challenges in  gifted  education. The round table entitled “Gifted about Gifted Education” was organized on 22nd of September 2017  at the  Faculty of Education University of Ljubljana  (Slovenia) as part of the  CRSN Conference  entitled “Identifying  the  Gifted and Work with Them in Education«. Taber (2007, p. 17) stated that the  fundamental question regarding teaching gifted students should be: “Is the current  curriculum provision  really challenging and  developing gifted  students?”. Rogers (2002) stated that gifted students  learn at much faster pace than other students  do and therefore should not be expected to wait for their age peers to catch up. She also wrote that gifted students in US may spend from three to six years of  their  school lives learning  nothing  new. International  board of participants of the roundtable discussed their perceptions of gifted education as those  being gifted and personally experiencing the  gifted education systems. Marco Agozzino (Italy), Polona Čebular  (Slovenia), Lukáš Kyzlík (Czech Republic), Sara Oblak (Slovenia)  and Tim Prezelj (Slovenia)  participated on the board. To help them prepare for  the roundtable some prompting questions were sent to  them two  weeks before. They were asked  to  write a short synopsis (300  words) of their thoughts: -Where are the main strengths of the existing school system for gifted students? -Where are the main weakness of the existing school system for gifted students? -Where are the main opportunities for improvement of the existing school system for gifted   students? -Where are the main threats of the existing school system for gifted students? -How should educational systems help you develop your giftedness? -If you would have a time machine, what would you like to change in your schooling experiences to even better develop you giftedness? -In your opinion, what is the most neuralgic issue that should change in the education of the gifted a.s.a.p. and why? -Where do you see the benefits of the international networking of gifted students (ETSN – youth platform)? Each student on the board had an introductory presentation (approx. 8  minutes each). This was then followed by the general round table discussion (altogether  60 minutes). Approximately 80 students and teachers attended the  roundtable.  Short  summary  of  their  thoughtsis  presented  here.   Students highlighted that current educational systems are  designed for average  students. In their opinion, gifted  students are understood  as more clever average students and  not like special individuals that think differently.  One of the students expressed this very clearly:  "In my teenage years, I had a feeling  nobody  understands me and appreciate my  ideas, even though I got many  awards and acknowledgements". They recommend more  individualization in gifted education.  Each gifted student is an individual case; therefore, they  recommend more  individualization in gifted education. However, one  student, attending  the  secondary school in Ljubljana, expressed her approval of the  current situation in her school; she reported  that gifted  students are able to  participate in  many different extracurricular activities that help  them extend  their knowledge and  abilities in the  field that interests them. The  selection of clubs that they can attend after regular classes  ranges  from science and languages  to performance arts  and sports. She believes  that, in general, school programmes provide  a good platform for gifted students to develop their talents. Students were  very critical about the  identification of gifted students in Slovenia. Students are  selected by their teachers  in the early years  of primary school as  the appropriate candidates  for taking the test. They found this technique for  recognizing giftedness highly subjective and completely reliant  on teacher’s ability to detect giftedness.  One student suggested that all  students are tested at acertain age  and consequently the  identification process would become  much more  objective  and reliable. She also added that  students could be tested at  two or  three different ages to make  sure  that  we do not  lose some gifted students from the system. One interesting point stressed was also the ability of gifted education systems to recognize and support certain fields  of giftedness. Arts  and humanities  were stressed as  poorly represented in gifted education system in Slovenia. Therefore, one  student recommended more  flexible  general curriculums  that would enable students  develop their talents  during school hours  and not only  in the afternoons, which is currently the  prevailing practice. Same  participating students, particularly a  student from Italy, said that the  current educational system  in  his  country  does  not  provide  any  systematic  support  for  gifted  students.  He  thinks  “the  lack of special programmes can  lead  the gifted  to easily lose interest  in the subjects studied at  school, because the contents are not challenging enough  for them. However, he pointed  out a positive side of this, saying that it trains gifted  students “to  work with  others that are not necessarily likeminded”. Participating students saw the  opportunities for improvements of the  current systems by training more teachers to recognize gifted and inform  them  about several opportunities that are available for gifted students. They  emphasized the  need for better visibility of opportunities for gifted students. They also see a  lot of room for improving teaching practices that are needed for all students, not just for  gifted ones. In their  opinion, the international networking of  gifted students is very relevant  to exchange  awide  range  of experiences (e.g., support systems for gifted students in different countries) and to create international collaborations. Finally  yet importantly, they  expressed their fear  that  current  trends in education, to focus mainly on skills and knowledge that is instantly  applicable  in industries (pressures from companies), could be  adownside  to future  development of gifted education.4 4 References: Rogers, K. B. (2002). Re-­-forming gifted education. Scottsdale AZ: Great  Potential Press. Taber, K. S. (2007). Science education for gifted learners?  In K. S. Taber (Ed.), Science Education for Gifted Learners (pp. 1–14). London, UK: Routledge. PROJEKT »24  NADur« /   PROJECT »24NADur« Poročilo o mednarodnem tekmovanju  nadarjenih  srednješolcev iz  Točk za nadarjene  Centra za raziskovanje  in spodbujanje  nadarjenosti Gregor Torkar Vokviru 2. mednarodne strokovno-­-raziskovalne konference Prepoznavanje nadarjenih in delo z njimi na področju  vzgoje in  izobraževanja je na Pedagoški fakulteti  Univerze v Ljubljani  potekalo prvo mednarodno tekmovanje ekip nadarjenih srednješolcev poimenovano 24NADur. Namen poročila je predstaviti pomen  ter orisati celoten  potek tekmovanja,  ne pa evalvirati rezultatov projekta, ker te  še  vrednotimo. Namen tekmovanja  je  bil nadarjene  srednješolce  spodbuditi k razmišljanju o prihodnosti naše  družbe  in planeta.  Pomembno je, da najbolj  nadarjene mladostnike usmerjamo k pomembnim družbenim izzivom, kakšen je tudi  trajnostni  razvoj.  Trajnostni  razvoj  je razvoj, ki zadovoljuje potrebe sedanjih generacij, ne  da bi ogrozil možnosti prihodnjih generacij, da bodo tudi te  lahko zadovoljevale  svoje  potrebe; vključuje medsebojno  povezana okoljska, gospodarska in  socialna vprašanja (WCED, 1987). Da bo tema tekmovanja povezana s trajnostnim razvojem, so  bile srednje šole v mreži Točk za nadarjene obveščene tri mesece pred  začetkom konference. V vabilu  za tekmovanje smo  zapisali, da botekmovanje potekalo  na osnovi »zastavljenega kompleksnega avtentičnega problema s področja trajnostnega razvoja, ki zahteva sodelovanje in ustvarjalno mišljenje pri reševanju«. Na tekmovanje se je prijavilo osem tričlanskih ekip srednješolcev iz  Gimnazije Brežice, Gimnazije Bežigrad, Gimnazije Ledina, Gimnazije Idrija, Prve gimnazije Maribor (vse Slovenija) in Gimnazije  Bihać (Bosna  in Hercegovina). Vsaka ekipa je imela svojega spremljevalca (mentorja) iz matične šole, ki je lahko prisostvoval pri vseh  aktivnostih  v programu  tekmovanja. Problem, ki so ga  ekipe  skušale  čim bolje  rešiti v 24  urah, je  bil predstavljen v prvi uri tekmovanja, prav tako  nekaj osnovnih  teoretičnih  izhodišč o  trajnostnem razvoju. Tekmovalna naloga, imenovana Tekmovalnanaloga–Misija Planetarni svet te je določil za  potnika največje odprave v zgodovini človeštva. Pomagal/-­-a  boš opremiti veliko  vesoljsko ladjo  za svojo  pot nepredstavljivih razsežnosti. Potovanje bo  trajalo   6000  let. Ni ti potrebno razmišljati o zunanjosti ali pogonskih zmožnostih vesoljske ladje. Na ladji bo ves čas potovanja dostop do solarne energije. Na vesoljski  ladji ne sme biti na enkrat več kot 100 ljudi.  Kaj in koga boš vzel/-­-a  s seboj na  vesoljsko ladjo? Kako boš organiziral/-­-a   življenje na ladji? (Brunner in  Urenje, 2012) Misija, je predstavljena v okviru. Na predstavitvi problema smo tekmovalcem predstavili tudi indikatorje trajnostnega razvoja, ki jih je komisija ocenjevalcev  izbrala za kriterije pri ocenjevanju projektov  tekmovalnih ekip. Izpostavili so sedem indikatorjev trajnostnega razvoja: (1) vladanje (vodenje); (2) zdravje; (3) izobraževanje; (4) demografija; (5) atmosfera, hidrosfera, biosfera in  geosfera; (6) proizvodnja in  potrošnja ter (7) spretnosti ustvarjalnega mišljenja, artikulacije, dela v skupini in razmislek o etičnih vidikih. Izpostavljen je bil  tudi  pomen dobre javne predstavitve projekta, kjer je bila komisija pozorna na različne vidike javnega nastopanja, kot  so jasnost  in nazornost, očesni stik,  glasnost, upoštevanje časovne omejitve itn. Splošna  komunikacija  s tekmovalci (npr. gradiva  za  študij, dodatna  obvestila  in oddaja  projektov) je  potekala v odprtokodni spletni učilnici Moodle. V času tekmovanja je za srednješolce skrbela tudi štiričlanska podporna skupina (asistenti in študenti s Pedagoške  fakultete Univerze v Ljubljani)  in en član komisije ocenjevalcev. Tekmovalcem so pomagali pri odpravi tehničnih težav, skrbeli za njihovo prehrano, jih  spodbujali pri delu  ter z njimi tudi prenočili v prostorih  fakultete. Po  24 urah  priprav je vsaka ekipa predstavila svoje rešitve pred tričlansko mednarodno komisijo ocenjevalcev, ki so jo sestavljali dr. Colm O‘Reilly z  Dublin City University ter dr. Mojca Čepič  in dr. Gregor Torkar z  Univerze vLjubljani. Vrstni red  predstavitev je določil žreb. Tekmovanje smo zaključili s podelitvijo priznanj najboljšim ekipam. Bolj kot nastalih projektov smo bili veseli prizadevnosti nadarjenih  srednješolcev za reševanje kompleksnih  problemov trajnostnega razvoja; »da gledajo na jutri kot na dan, ki pripada vsem nam – ali pa  ne  bo pripadal nikomur« (Sector Unesco Education, 2005).  5 5 Reference: Brunner, W., & Urenje, S. (2012). The Parts and  the Whole: A  Holistic Approach  to  Environmental and Sustainability Education. SWEDESD, The  Swedish International Centre  of Education for Sustainable  Development. Sector Unesco Education. (2005). United Nations Decade  of Education for Sustainable  Development (2005­2014): International Implementation Scheme. UN Educ Sci Cult Organ UNESCO Paris France. [WCED]  World Commission  onEnvironment and  Development, B. C. (1987). Our common  future. Report of the world commission on environment and development. Report on the  International Competition of Gifted Secondary School Students  from the Talent Points  of the Center for Research   andPromotion  of Giftedness Gregor Torkar In the framework of the 2nd International  Professional-­-Research  Conference entitled  Identifying the Gifted and Working with them in Education, the first international competition of teams of gifted secondary school students, named  24NADur, was held  at the Faculty of Education  of the University of Ljubljana. The purpose of this report is to present the meaning  of the competition and to outline its course. The report is  not intended to evaluate the results  of the project, because  we  are  still evaluating  them. The purpose of the competition was to encourage gifted secondary school students to think about the future of  our  society and the planet. It  is important  that  the most  gifted youth are directed towards tackling most  important  societal challenges such as sustainable development. Sustainable development is a development that meets the needs of the present without comprising the ability of future generations to meet  their  own needs; this includes interconnected environmental, economic and social issues (WCED, 1987). Secondary schools in the  network of Talent Points were  informed about the  topic of the  competition (i. e., linked to sustainable  development) three  months before  the  conference. In the invitation to the competition, we  wrote  that the  competition will take  place  on the  basis of "a set of complex, authentic problems in  the area of sustainable development, which  requires cooperation and creative thinking in solving it." The competition was attended by eight  teams of  secondary school students from Gymnasium Brežice, Gymnasium Bežigrad, Gymnasium Ledina, Gymnasium Idrija, First Gymnasium Maribor (all Slovenia), and Gymnasium Bihać (Bosnia and Herzegovina). Each team consisted of three students and one mentor from the school, who could attend all activities in the  program of the  competition. The problem that teams tried to solve within 24  hours was presented in the first hour of the competition, as  well as  a basic  theoretical introduction to sustainable development. The competition TheMission You have been appointed by the Planetarian Council to plan and take part in the greatest adventure in the history of mankind. You shall equip a  giant spaceship to make a  journey into   space and the future. The journey will last for 6000 years. You will have access  to a shining sun throughout  the journey. No more than 100 persons are allowed onboard the ship at  the same time. What  will you bring? How are you going to organize life conditions on the spaceship? (Brunner in  Urenje, 2012) task, called the Mission, is  presented in the box. At the presentation  of the problem, competitors were presented  with  sustainable development indicators, which were selected by the jury members as the criteria for evaluating the projects.  Seven indicators were highlighted: (1) governance; (2) health; (3) education; (4) demography; (5) atmosphere, hydrosphere, biosphere  and geosphere; (6) production and consumption; and (7) the  skills  of creative thinking, articulation, group work and reflection on ethical aspects. In addition, the importance of a good public presentation of the project was highlighted;  the jury members paid attention to various aspects of public presentation, such as clarity and visibility, eye  contact, voice, compliance with the time limit, etc. General communication with competitors was conducted through an open-­-source Moodle online classroom (e.g., study  materials, additional notifications  and project submission). During the competition, a four-­-member support group, which consisted of assistants  and students  from the Faculty, and one  jury member helped competitors. They helped them solve  technical problems, organized  meals, encouraged  them at work, and  spent night with  them at the Faculty premises. After 24hours each team presented their solutions to  three jury members: dr. Colm O'Reilly from Dublin  City University, and  dr. Mojca Čepič and  dr. Gregor Torkar from the University of Ljubljana. The order of the presentations was determined  by draw. The competition was concluded with the award ceremony. More  than projects, we  were  delighted at the determinations of  gifted secondary school students to solve complex sustainable development  problems; "to  view tomorrow as a day that belongs to  all of us, or it will not belong to  anyone" (Sector  Unesco  Education, 2005).6 6 References: Brunner, W., & Urenje, S. (2012). The Parts and  the Whole: A  Holistic Approach  to  Environmental and Sustainability Education.  SWEDESD, The Swedish International  Centre of Education for Sustainable Development. Sector Unesco Education. (2005). United Nations Decade  of Education for Sustainable  Development (2005­2014): International Implementation Scheme. UN Educ Sci Cult Organ  UNESCO Paris Fr. [WCED]  World Commission on Environment and Development, B.  C.  (1987).  Our common future.  Report of the world commission on environment and development. PROGRAM /  PROGRAMME Četrtek  /Thursday,21.9.2017 8.00–8.45 Zbiranje udeležencev in registracija  / Arrival and registration 9.00–9.20 Otvoritev konference / Opening  ceremony Kulturni program / Cultural programme:  Pred. / — Ilonka  Krivokapič, klavir (mentorica: Damjana  Cvetko) Room — Nika  Kores Sraka, harfa  (mentorica: Anja  Gaberc) 212 — Adrijan Ignjatović, harfa  (mentorica: Anja  Gaberc) — Miha  Bregar, kitara  (mentor: Mladen Bucić) Uvodni pozdravi / Introductory greeting:   — izr. prof. dr. Janez  Vogrinc, dekan UL PEF / Dean of UL PEF — ga. Csilla  Fuszek, sekretarka  Evropske mreže za  podporo nadarjenim (ETSN)/Secretary of the European Network for the Support  of Gifted Individuals (ETSN) — izr. prof. dr. Mojca  Juriševič, predstojnica  CRSN UL PEF / Head of CRSN UL PEF 9.20–10.05 dr. Fani Nolimal, ZRSŠ (plenarno predavanje / plenary lecture): UČNO OKOLJE ZA NADARJENE: DIDAKTIČNI  PRISTOPI  IN STRATEGIJE / EDUCATIONAL ENVIRONMENT FOR  GIFTED INDIVIDUALS: DIDACTIC APPROACHES AND STRATGIES 10.05–10.30 Odmor in druženje / Coffee break 10.30–12.30 Predstavitve z  diskusijo – individualni prispevki v tematskih sekcijah / Thematic sections – individual presentations (koordinatorji / chairs:  doc. dr. Boštjan Kuzman, izr. prof. dr. Mojca  Juriševič, doc. dr. Darija  Skubic) Za.etek dela na tekmovalnem projektu »24NADur« – nadarjeni dijaki iz To.k za nadarjene v okviru CRSN v sodelovanju s študenti UL PEF / Project '24NADur' start – gifted students from Talent Points in cooperation with the students of the Faculty of Education, University of Ljubljana (koordinira / chair: izr. prof. dr. Gregor Torkar) 12.30–13.30 Kosilo v fakultetni restavraciji / Lunch at  the Faculty restaurant 13.30–14.15 dr. Margaret  Sutherland, University of Glasgow (plenarno predavanje / Pred. / plenary lecture): Room STARTING STRONG: WHAT DOES THIS MEAN FOR  YOUNG GIFTED 212 LEARNERS? 14.30–15.15 prof. dr. Heidrun Stoeger, Universität  Regensburg; South German Talent  Pred. / Centre (plenarno predavanje / plenary lecture): ONLINE MENTORING AS AN EXTRACURRICULAR  MEASURE TO ENCOURAGE Room TALENTED GIRLS IN STEM  (SCIENCE, TECHNOLOGY, ENGINEERING, AND 212 MATHEMATICS) 15.15–16.45 Okrogla  miza: RAZISKOVANJE Z NADARJENIMI  / Round table discussion: RESEARCH  WITH  THE GIFTED Sodelujoči  /Contributors: Točke za  nadarjene v okviru CRSN / Talent  Points;  koordinira  / chair: prof. dr. Mojca  Čepič 17.15–18.00 Sestanek strokovne .irije s tekmovalci 24NADur / Meeting of the scientific jury with the competitors of the 24NADur competition (time for extra questions/suggestions) Petek  /Friday,22.9.2017 8.00–8.45 Zbiranje udeležencev in registracija  / Arrival and registration 9.00–9.45 9.45–10.00 10.00–10.45 dr. Colm O'Reilly, Centre for Talented Youth Ireland; CTY Talent  Centre (plenarno predavanje / plenary lecture): CASE STUDY OF A UNIVERSITY BASED PROGRAMME FOR  GIFTED STUDENTS: CTY IRELAND Kulturni program / Cultural programme:  — Vito Bejat  Kranjc, violina  (mentorica: Sausan Hussein) — Tim Cergolj, klavir (mentorica: Mirjana  Kostić) Ob 10.00 je zadnji rok za oddajo kon.nih projektov tekmovalnih skupin 24NADur. / At 10:00 is the deadline for submiting the final project of the competing teams in the 24NADur. Predstavitve posterjev ob kavi / Poster section with coffee 10.45–11.00 Odmor in druženje / Coffee break 11.00–12.45 Predstavitve z  diskusijo – individualni prispevki v tematskih sekcijah / Thematic sections – individual presentations (koordinatorji / chairs: izr. prof. dr. Vesna  Ferk Savec, izr. prof. dr. Karmen Pižorn, doc. dr. Maja  Umek) Predstavitve projektnih izdelkov »24NADur« in ocenjevanje / Presentation '24NADur' projects and assessment 12.45–13.45 Kosilo v fakultetni restavraciji / Lunch at  the Faculty restaurant 14.00  – 14.45 Pred. / Room 212 14.45–16.15 dr. Željko Rački, Sveučilište Josipa  Jurja  Strossmayera  u Osijeku, Talent  Point (plenarno predavanje / Plenary lecture): GIFTED EDUCATION AND THE STRUCTURE OF CREATIVE BEHAVIOR Okrogla  miza: NADARJENI  O IZOBRAŽEVANJU NADARJENIH  / Round table discussion: THE GIFTED ON EDUCATING THE GIFTED Sodelujoči  /Contributors: Točke za  nadarjene v okviru CRSN; koordinira  / chair: izr. prof. dr. Gregor Torkar Razglasitev zmagovalne ekipe na tekmovalnem projektu »24NADur« / Announcement of the “24NADur” project winning team Predstavniki točk  za  nadarjene  in  evropskih  centrov  za nadarjene  na konferenci / Representatives of Talent points  andEuropean  Talent  Centres at the  conference Točke  zanadarjene/Talentpoints Predstavniki/Representatives 1 Gimnazija Bežigrad, Slovenija Marija Dominko Gabor, Špela Ševerkar 2 Gimnazija Brežice, Slovenija Ema  Maček, Sandi Rašovič, Gordana  Rostohar, Mateja Strnad Zorec, Nataša Šekoranja  Špiler 3 Gimnazija Jurija Vege Idrija Maja Justin Jerman, Cvetka Tratnik, Jasmina Velikanje 4 Mladinski center Nova Gorica (e-­-Hiša, novogoriška hiša poskusov) Lara Brun, Matjaž Furlan, Lea Kosmač 5 Osnovna šola Antona Ukmarja Koper Gabrijela Dolinšek, Patricija Kravanja 6 Osnovna šola Franceta  Prešerna  Črenšovci Marija Horvat, Metka Husar Černjavič 7 Center za psihodiagnostična sredstva, d. o. o. Dušica Boben, Marjeta Trstenjak 9 UL Akademija za glasbo Branka Rotar Pance 10 Vrtec Morje Lucija Slavica  Bombek, Leonora  Drgan, Jasna  Fiegl, Martina Jakus, Nina Medved, Janja Palakovič, Nicoletta  Roškar Bičič 11 Osnovna šola Venclja Perka Domžale Nataša Fabjančič 12 Prva  gimnazija  Maribor Ksenija  Bračič Bračko, Irena  Smole, Herman Pušnik 13 Slovenska  znanstvena  fundacija Martina Ulčar 14 Vrtec Rogaška Slatina Tamara  But, Andreja Križan  Lipnik, Katja Potočnik, Karmen Šket 15 Dječji vrtić »Cvit Mediterana« Split Mirjana Bakotić, Jelena Birsa,    Nives  Urlić 16 Centar za poticanje darovitosti djeteta Bistrić Jasna Cvetković Lay 17 Udruga »Vjetar u leđa« (NGO) Ana Nukić, Ksenija  Ranogajec Benaković 18 Znanstveno edukacijski centar Višnjan Petar Čuček 19 Centri izvrstnosti Varaždinske  županije Miroslav Huđek,  Snježana  Pejnović,  Martina Vidović 20 Osnovna škola -­-Scuola  elementare  RIVARELA, Novigrad  – Cittanova Sara  Findrik 21 Fakultet za  odgojne  i obrazovne  znanosti, Sveučilište  Josipa  Jurja  Strossmayera  u Osijeku Željko Rački 22 XV. Gimnazija Zagreb Ines  Dukić 23 SIAC -­-Splitska  InternaI Art Camp Csilla Fuszek Evropskicentriza  nadarjene/European TalentCentres Predstavniki/Representatives 1 MATEHETSZ /European Talent Centre­Budapest (Hungary) Petra  Anna  Fügedi, Rita  Nádas 2 European Talent Centre Budapest Csilla Fuszek 3 Talentcentre of National Institute for Further Education (Czech Republic) Lukáš Kyzlík 4 Youth Platform of the ETSN Marco Agozzino 5 Universität Regensburg; South German Talent Centre Heidrun Stoeger 6 Centre for Talented  Youth  Ireland; CTY Talent Centre Colm O'Reilly Več informacij je dostopnih na spletni strani evropske  mreže  za  podporo nadarjenim (European  Talent Support Network):  http://etsn.eu/. 117 ZAHVALI Zahvaljujemo se Založbi Rokus Klett za  podarjene knjige dijakom, ki so sodelovali na  tekmovanju "24NADur". Zahvaljujemo se Javnemu zavodu Turizem Ljubljana za  podarjene promocijske materiale o  Ljubljani.