hi

most important process is proper need analysis of your students taking into their linguistic, cultural , ethnic ,,, background. 

From your opinions, what is the secrets of intelligent students high performance?

For "intelligent students" - firstly as the phrase indicated, they are smart.  Secondly, some intelligent students are extremely diligent / disciplined in pursuing their studies.  Moreover, some of them also are very passionate and have the perseverance in completing their studies even though with difficult requirements / expectations.

If we teach the regular students these secrets shall this possibly increase their academic achievement?

Intelligence usually is given but also can be acquired through experience - what regular students can do is to exhibit diligence, be disciplined, passionate & have perseverance in pursuing their student's performance. 

I'm planning to build a educational program to rise the academic achievement of high school students any suggestions?

For both intelligent & regular students - teach them how to study diligently & be disciplined, provide conducive study environment to promote their passion & perseverance.  If smart & regular students do not practice abovementioned virtues, they may not get the high performance.  On the contrary, If smart & regular students also pursue the above virtues, this can contribute to their successful performance.

Hard work, Concentrated efforts and motivation

For me, better academic performance is no longer a secret. Of course, intelligent students get better performance because they have the intelligence and know how to use such intelligence. And of course, the 'not-so-intelligent' students can also get better performance through hard work and good study habits.

I have found Francoise Gagne's Differentiated Model of Giftedness and Talent (DMGT) to be very useful when thinking about intelligence and high performance. The model, as described by Gagne, draws on your distinction of 'intelligent student' and 'high performance' by suggesting an individual's inherent ability as starting point (the Giftedness component). Ability is then developed through social contact, environmental factors and opportunity, among other factors (the Talent component).

It is a complex issue, where an individual's desire and motivation to follow any line of development plays no small part (see the Catalysts part of the model). Krishnan's comment is interesting because it implies that the application of knowledge, or abilities, lies at the centre of higher levels of thinking. I am reminded of Einstein's 'Imagination is more important than knowledge', which I interpret as a comment about the application of knowledge. As Krishnan's link suggests, teaching this ability may provide the adaptive skill needed to meet the demands of 'changing economies and societies'.

Some of the attitudes mentioned above can be summarized under the concept "self organized learning" (e.g. Straka (Ed.): Conceptions of Self-Directed Learning: Theoretical and Conceptual Considerations). Self organized learning includes strategies like being able to define goals, to sustain learning etc. I think this approach could be useful for you.

Some of the attitudes mentioned above can be summarized under the concept "self organized learning" (e.g. Straka (Ed.): Conceptions of Self-Directed Learning: Theoretical and Conceptual Considerations). Self organized learning includes strategies like being able to define goals, to sustain learning etc. I think this approach could be useful for you.

The human brain is the greatest resource and asset with in the reach of everyone to reach any goal in life. This is proved that to every excellence, there is a secret and to every secret, there is a challenge. Everyone would be intelligent if they played according to their interests or desires and passions. They will develop a burning desire for effective performance. They will widen their reasoning and thinking horizon.A person can develop seven skills: Memory, Reading, Writing, Speaking, Numeracy, Empathy, Time Management then every person will become intelligent.

Intelligent students are confident, they know they ability to achieve everything what they dream off. This is set of mind for success and this is their power. I am not suggesting that they achievements are occurring with no work involved, however, their overconfidence can turn to arrogance.

Here is the secret of learning: Labor Improbus omnia vincit.

In the context of tests...they can "read the mind of the examiners"; and hence are able to tailor answers to the expectations of educators. Some of them are skillful politicians-in-the-making.It's an aspect of wisdom that I don't think can be formulated as a universal heuristic. What has been shared here is a metaheuristic at best. 

Also what is shocking is that "intelligent" students are not necessarily intelligent in the broadest sense of the word. So we may be missing the boat if we inculcate high performance in studies but not resourcefulness in general. We would have a generation of "mind readers", subservient but void of originality nonetheless.

    Raising the attainment of high school students is your goal , but unless it is also the goal of your students it will not be realised .  Young people have many and sometimes conflicting priorities .  Perhaps , to begin with , you should work with those students who need  their attainment improved ;  they , in theory , should be the most receptive . 

Intelligent students are categorized as such by mere results of test. We may judge a student as intelligent because of their exceedence of the prescribed expectations.  This phenomenon emphasizes the need for an individualized assessment. 

Assessment should match students ability. 

High performance has more to do with motivation and work habits than intelligence. My highest performing students have different ways of getting high grades, but all of them are investing time in their courses in a deliberate way.  I use the guideline that each course deserves the equivalent of one work day per week, so about 8 hours of time for the average student.  I suspect that many students do not put in this much time.

Some of my high performing students work in groups rather than alone for part of their study time each week.  A good study group can benefit a person's understanding of course material and its context and applications in a way that increases comfort, reduces avoidance, and builds behavioral momentum. Interestingly, an online course can achieve some of the benefits of a study group through discussion forums. 

Scheduling is important for students.  My best students use calendars and apps to block out time for the different things they have to do.  My weakest students often do not use a schedule.  A schedule system can help a student take advantage of the power of distributed practice.  Ideally, those 8 hours per week should be spread over at least 4 days, with sleep after each session.  There is lots of research to support the superiority of distributed over massed practice in all areas of learning. And there is recent evidence that during sleep the brain consolidates recent experiences, including studied information, into long term memories.

Atención, esfuerzo y equilibrio socio-emocional

High internal  motivation, confidence and regular effort make them excel. How far  educators and parents are capable of inspiring the students and giving them regular support, are also matter of concern. 

For high school students, it's all about high internal motivation.  Of course, ability is a key factor; however, without high motivation, not much happens.  Interestingly, several years ago major universities in the United States considered not using the SAT in favor of the ACT for university admissions.  The universities were getting students with high intelligence but who had coasted  pre-university based on their high intelligence (but did not know how to study or were not motivated to study).  

hi

concept mapping, subsumption, logical reasoning, critical thinking,creativity , mnemonic devices, retrieval strategies  ,, learning strategies, learning styles, and higher order cognitive competencies generally. 

Exactly, as stated,  without high motivation, not much happens, even if all the circumstances are given, which were listed above. Also, they have to see that their work is not in vain, that their time is not wasted. Enrolling them on various courses, real time and real life challenges, connecting learning with practice is important.

Gabor Heiszki's comments are very good.  For students who are not motivated, when they take a career test like the Strong Interest Profile (SIP), a career focus that is research based does provide much motivation for these students who are floundering and don't know what career is for them.  It's sad American schools don't seem to take career testing too seriously.  Career testing is a great asset for floundering students who seem clueless about what career/s are best for them....and thus lack a focus.  I've administered hundreds of career tests (mainly the SIP) to university students and have seen the powerful effect on their lives.

I think that the secret is: the witness and the enthusiasm in the work and certainly an order in the priorities.

I think that there are a lot of influences that make an intelligent student with high performance. There is not only a secret. It can be a mix of things, like genetic, interest of the parents, good teachers, a different way to think of the student, among others.

3/14/16

  Major universities run multiple regression equations to choose the variables that impact student achievement the greatest (and grade point averages).  The challenge will be to select the most relevant independent variables for your regression equation. You might also considering "running" a LISREL 7 program to get a handle on costs to maximize achievement.  These programs are used extensively worldwide. 

metacognición, capacidad de autorregulación on-line del aprendizaje

I think perseverance and thirst of  learning are two  key factors.

6/1/16

  Obtain  John Hattie's last book (Visible Learning for Teachers). This is the largest study of education in the history of the world with effect sizes for what really works in teaching/learning.  Hattie and Marzano are both experts recognized worldwide for their research contributions.  Hattie has brought credibility to effect sizes in research worldwide.