High-end learning in adaptive learning architectures (ALA) within «schools of inclusion»Paper
High potential students often find themselves in a special situation within their social and learning surroundings which are widely average-oriented. «Adaptive Learning Architectures» (ALA) allow them to detect their above-average potentials, to develop attitudes and strategies to transfer their abilities into high achievement and to build up personal and social competencies. The adaptive learning arrangements are based on the «Ecological Model of Gifted Education». Within differentiated learning environments the students deepen their talents but also evolve their self-realization and self-consciousness, as well as co-cognitive, executive and social competencies. The model with its components and methods of teaching supplements the well-known «Schoolwide Enrichment Model» within inclusive learning settings. The learning processes are directed by a new instrument, the «scales for personalized Learning» (DPL) in combination with matrixes of competencies, personalized learning dialogues and individual goal agreements. Besides individualized learning tasks and differentiated learning paths, the key elements of this learn-setting are professionalized coaching and mentoring that innervate self-reflection, awareness for the own capabilities and self-responsibility. These personalized goals are combined with activities of co-learning and an understanding of co-responsibility for the learning community. The presentation introduces a concept of self-driven and potential-based learning that enables gifted students to improve their capabilities in their individual «zone of proximal development» and to develop their personal and social skills within a learning community of inclusion that represents a picture of our heterogenous and multicultural societies.