Izvleček
V okviru nadaljevanja poskusa »Uvajanje posodobljenega koncepta prepoznavanja in vzgojno-izobraževalnega dela z nadarjenimi«, ki smo ga na šoli izvajali v sodelovanju z ZRSŠ OE Murska Sobota v šolskih letih od 2022/23 do 2024/25, je nastal primer dobre prakse, ki v ospredje postavlja nadarjenega dijaka v vlogi učitelja. Ob podpori mentorice, ki je hkrati tudi njegova učiteljica, je dijak pripravil problemsko nalogo, oblikoval navodila ter sošolce vodil skozi uporabo digitalnega orodja za tridimenzionalno modeliranje. Pri tem so preostali dijaki svoje znanje o geometrijskih telesih uporabili za oblikovanje skulptur ter izračunavanje površin in prostornin. Dejavnost je temeljila na sodelovalnem učenju, skupinskem delu in ustvarjalnem reševanju problemov, dopolnjevala pa sta jo medsebojna izmenjava ter preverjanje rezultatov. Odprt problemski pristop je omogočil diferenciacijo, saj so dijaki glede na svoje sposobnosti razvijali bodisi osnovne bodisi zahtevnejše strategije pri reševanju nalog. Pokazalo se je, da so dijaki dejavnost sprejeli z navdušenjem. Večjo vključenost in ustvarjalnost so izkazali tudi tisti, ki pri pouku običajno niso posebej aktivni. Posebna vrednost primera je v vlogi nadarjenega dijaka, ki je z vodenjem ure razvijal pedagoške, organizacijske in vodstvene spretnosti ter hkrati spodbujal sošolce k sodelovanju. Članek poudarja, da vključevanje nadarjenih v vlogo učitelja krepi njihov osebni razvoj in ustvarja spodbudno učno okolje za vse.
Abstract
Gifted Student as Teacher: Different Approach to Guided Learning
This article showcases good practice developed from the ongoing pilot project Introducing Updated Concept for Identification and Educational Work with Gifted Students, implemented at our school in collaboration with the National Education Institute Slovenia (Regional Unit Murska Sobota) during the 2022/23 to 2024/25 school years. Gifted students took on teaching roles under their teacher’s mentorship. They prepared a problem-based task and instructions, and guided classmates in using a digital tool for three-dimensional modelling. Throughout this activity, classmates applied geometric knowledge to design sculptures and calculate surface areas and volumes. Grounded in collaborative learning, group work, and creative problem-solving, the session incorporated opportunities for peer exchange and result verification. The open-ended problems allowed for differentiation, enabling students to produce basic or advanced solutions aligned with their individual abilities. Even the typically passive students embraced the activity with enthusiasm, engagement, and creativity. A key strength of this case study lies in the gifted student’s leadership, which fosters their pedagogical, managerial, and leadership skills while inspiring classmates’ participation. This article emphasises that integrating gifted students into teaching roles promotes their personal growth and cultivates an enriching, inclusive learning environment for every student.