Diagnosis of self-regulated learning profiles
We have prefaced this practice-oriented contribution with the above quotation from Calvin Coolidge that contains an ominous challenge to the promotion of giftedness: that even the best natural talent and good upbringing together can attain nothing if the gifted individuals themselves do not persistently and competently hone their efforts towards achieving exceptional learning goals. The giftedness research of recent years has increasingly put forward a quite similar assessment (Ziegler, 2009). Giftedness researchers point to the fact that the ideal pedagogic learning setting consists of exactly one professional educator and one recipient (Bloom, 1984) and that, in such conditions, exceptional performances are possible (Bloom, 1985a, 1985b), but realistically, this learning constellation cannot become the norm in practice. There are not enough educators, mentors, teachers and others to constantly surround and support each gifted learner. Even parents, closest to the gifted learner, cannot be expected to sustain such a support effort. Besides, as a rule they do not have - in contrast to the professional educators of this ideal setting - the necessary pedagogical training. How much then can we actually save from the ideal vision of a totally professional and individualised promotion of exceptional achievement? A fundamental possibility is the approach of 'self-regulated learning', in which gifted learners act equally in the roles of transmitter and recipient of learning measures. On the one hand such an approach can solve the human resource problem, if trivially, since learner and teacher are always present and available. On the other hand, however, the gifted learner is evidently only an amateur in the matter of learning and its supervision. And this is the crucial question: At what point can the responsibility for the learning process be passed on to individual learners, so that they can take charge of it just as competently as a professional pedagogue? This question touches on two problems. The first is diagnosing the level of competence for selfregulated learning, and the second is the classification of the diagnosis results for the purpose of activating the various support measures.