THE CONCEPT
This school sees itself as a “learning system“ as defined by Karl Popper. Continuous development based on experience and internal and external evaluation is the most important principle.
According to data gathered in scientific evaluations, the overall success of this experimental school is not only due to the positive effects of the classical instruments of gifted education, but can be attributed to the dedication of its teachers.
Gifted education as understood at Sir-Karl-Popper-School is, consequently, not a question of (systemic) structures or knowledge (methodological competencies), but a pedagogical attitude. The strongholds of this attitude are open-mindedness and the appreciation of the learner as well as the respect for the uniqueness of the learners. Teachers respect their pupils as unique individuals with specific talents and acknowledge their right to experimenting and asking new questions. This requires a high amount of tolerance, permanent training on the job and the willingness to learn. The concept constitutes a paradigm shift: from teaching as the key issue (methodology, didactics, pupils as passive receivers) to learning (discovering, asking questions, self-organisation, construction of knowledge, mathetics). The most important goal is the success and the learners' self-efficacy (the feeling of accomplishing, succeeding). Teachers have to have a high degree of awareness - in addition to their role as “experts“ teachers also have to the fulfil the role of “trainer“ and “coach“ (a learning companion).
Giftedness
It is one of the most widespread misunderstandings about high giftedness still prevailing in society that the highly-gifted have not got any problems and if they had some, they could easily deal with them on their own. Or that highly-gifted children would automatically turn into an elite of future Nobel prize winners.
In reality the remarkable potential of these people may not be used by themselves or society if they are not adequately supported. There is still no conclusive evidence, but one can assume that a general intelligence quotient is no scientifically sound concept. One must rather differentiate between different kinds of intelligence (numerical, figural, verbal intelligence etc). Only a whole battery of internationally tested and standardised tests can provide an insight into the potential of a person. In the context of schooling it has to be stated that marks do not correlate with intelligence. Thus, honours students cannot qualify as highly gifted, and those with average marks or even below ones as ungifted.
Personal Responsibility of the Learner
Learning processes are being personalised when the learners find their own ways of learning and by co-creating teaching.
In particular this is implemented by “Contracting“ in all subjects in the first month of the school year, i.e. a consensual written agreement on methods and marking. The teachers communicate their criteria for performance.
Focus on the individual learner, assignments (individual learning plans), and working arrangements assisted and supervised by the teachers provide the learners with a high degree of autonomy.
The learner collect their reflections upon their personal learning paths and steps they have taken in institutionalised “Coaching“ lessons in the form of the so-called “Begabungsportfolio“. (Cf Talent Portfolio).
Life competency as a pillar of the school system
Pupils who do not attend Religious Instruction, must attend the alternative subject Ethics.
In grades 9 and 10, pupils attend the compulsory subject “Communication and social competency“. In grades 11 and 12 additional electives focus on Communication in the context of education, leadership, leading styles and on systemic theory. In grade 10 pupils apply compentencies acquired in the subject KoSo in a multi-disciplinary project called “kompetent sozial“ (socially competent). This means that within one week of the school year pupils work in different institutions which care for people with special communicative needs. In the preparational phase they themselves establish contacts to these institutions and prepare for possible difficulties in communicating. After this week they reflect upon their experiences together with a group in the subjects “KoSo“, Religious Instruction and Ethics.
In grade 12 pupils work on their own expectations and ideas on future professional practice in a two-day seminar-like session.