Samenvatting

To help my colleagues to reach their pedagogical and didactical Zone of Proximal Development, knowledge sharing about highly giftedness took place by means of mini master classes presented in a condensed form. In addition, knowledge construction was generated through Teacher Development Team meetings, which were held to discuss theory, share uncertainty in teaching highly gifted students and the possibility to share examples of good-practice. Also a didactical design was implemented to help teachers to develop meaningful lessons which match highly gifted students needs’ too. I, myself, used a personal theoretical concept, named the “Holistic Zone of Proximal Development” to help me as a researcher to stay focussed and gave direction. All above mentioned interventions were valuable to gain awareness about highly giftedness and the benefits it has for everyone when lesson are based on highly gifted students’ needs. My hypothesis - when colleagues are schooled properly about highly giftedness - they are able to meet every need in class, was proven to be true. This research is an asset to differentiation in Secondary Education departing from the viewpoint of highly gifted students’ needs and is going to be used to help the school to become an above average one