1. Perspectives:
   • Giftedness is a generic, innate quality of an individual (g), which can be assesed using an IQ-test. High IQ supposedly makes them succesful in any arbitrary academic area. Giftedness is static, individuals remain gifted, even when not performing/achieving.

• Gifted individuals are qualitatively different being and are therefore highly sensitive, and as such should be treated with extra care (special programming, ongoing socioemotional support, understanding). This is called emotional fragility.

• Not only intelligence, but also psychosocial variables (task persistence, creativity, motivation) should be considered. This is called creative-productive giftedness (shown by innovation and performance), as opposed to school-house giftedness (shown by high IQ).

• Individuals can be gifted in other domains too. They are educated primarily outside school. This education is characterized by support such as psychological strength training and coaching, after initial identification of ability. Relatively little academic knowledge is available (mostly anecdotal knowledge).

• Giftedness is a result of a lot of practise, facilitated by (unequal) opportunities in doing so.

PS: Also, the text clearly says “5 perspectives”. It lists five and then literally says that. Only in the following list in parenteces, the last bullet point is split into two.

2. Hoogbegaafdheid vier keer beter herkend bij ‘Diederick’ dan bij ‘Jalila’ https://nos.nl/artikel/2538334-hoogbegaafdheid-vier-keer-beter-herkend-bij-diederick-dan-bij-jalila

This can be connected to the last perspective: unequal opportunities.

1. The learning materials: each piece isolates one concept, each has error control allowing self-correction, learning from concrete to abstract, and the prepared environment: child-chosen selection, repeated/active engagement, tidying up afterwards, freedom from interruption, lack of grades and external rewards.

2. no longitudinal design, no randomised control trials, no indication which factor causes effect, not corrected for differences between Montessori schools, treatment fidelity, or time spent in Montessori education, and not corrected for other factors, like socio-economic status.

3. Agora: focus is on student-directed learning. They follow individual learning paths, based on their interests. They work on self-chosen challenges, with help from a coach. Values are autonomy, curiosity, personal development, and unique talents.

Similarity with Montessori: activitities are self-chosen by students. The teacher has a role as guide. Emphasis on development. Differences: Agora focussed more heavily on individual learning paths, Montessori doesn’t, and Montessori focuses more on the environment and materials, Agora focuses more on autonomy and guidance.