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GT-Models (updated December 2003)
Is there a listing of what are considered to be the "best practices"
for teaching students who are gifted?
When attempts are made to evaluate the impact of a particular school environment, such as the resource room, or ability grouping, or a particular instructional method such as creative problem solving, the range and diversity of results is striking. It is clear that resource rooms work well sometimes, and not at all well at others. The enrichment triad (Schoolwide Enrichment) is a great success in some places and a disappointment in others. Merely placing youngsters in a particular setting, or providing them with a particular set of activities, does not necessarily lead to success. Changing the learning environment without
changing the content of lessons seems nonproductive and leads many gifted students to say that "school is boring." Further, much of the curriculum that is designed with gifted students in mind is designed on an "ad hoc" basis, without benefit of scope and sequence, and with little apparent justification. (Gallagher, 1993).
On the other hand, a well-constructed program that brings gifted students together and provides them with an intellectually stimulating and important set of ideas, together with giving them practice to use their own ability to problem-find and problem-solve, seems to yield very tangible results. Projects such as the National Curriculum Project for High Ability Learners at The College of William and Mary have provided evidence that a focused, high-powered, and integrated curriculum can bring about significant student learning gains in core areas of curriculum content. Ideally, such a curriculum should be the cornerstone of any services offered to students who are gifted or talented, or who, because of their abilities, have the potential for an extraordinary level of achievement.
Some effective practices included in this FAQ are listed below. This list is a representative sampling of effective practices, selected because they represent a broader view of
intelligence and giftedness than traditional models.
- General Information on Effective Practices
- Accelerated School Project
- Multiple Intelligences
- Schoolwide Enrichment Model
- Talent Development
- Talents Unlimited
- Triarchic Model
Following are links to related Internet resources and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
This FAQ comprises various concepts that share the term gifted. For more
information on any of the instructional practices (such as talent development) or concepts (such as teaching methods), select one or more of the descriptors at the bottom of the particular
citation and combine it with gifted (gifted AND teaching methods, or gifted AND
talent development).
GENERAL INFORMATION
EJ657346 EC631311
The Theory of Successful Intelligence as a Basis for Gifted Education.
Sternberg, Robert J.; Grigorenko, Elena L.
Publication Date: 2002
Gifted Child Quarterly; v46 n4 p265-77 Fall 2002
Publication Type: Review Literature (070); Journal Article (080)
ISSN-0016-9862
Language: English
ERIC Issue: CIJAPR2003
This article begins by presenting the theory of successful intelligences and data in support of it, then shows how to implement the model in schools and presents data in support of its success in school implementation, and finally relates the theory of successful intelligence to other models of gifted education.
Major Descriptors: Creative Thinking; Educational Theories; Gifted; Intelligence; Program Implementation; Teaching Models
Minor Descriptors: Ability Identification; Educational Strategies; Elementary Secondary Education; Problem Solving
Identifiers: Analytical Reasoning; Practical Reasoning
ED447624 EC308113
Methods and Materials for Teaching the Gifted.
Karnes, Frances A., Ed.; Bean, Suzanne M., Ed.
Publication Date: 2001
Publication Type: Book (010); 020
Page: 725
Availability: Prufrock Press, Inc., P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208 (Toll Free); Fax: 800-240-0333; Web site: http://www.prufrock.com ($49.95).
EDRS Price: Document Not Available from EDRS.
ISBN-1-882664-58-2
LEVEL: 3
Language: English
Geographic Source: U.S.; Texas
ERIC Issue: RIEMAY2001
This book is designed to provide strategies and resources for differentiating the instruction of gifted learners. It addresses characteristics and needs of gifted learners, instructional planning and evaluation, strategies for best practices, and supporting and enhancing gifted programs. Specific chapters include: (1) "Gifted and Talented Learners: Many, Varied, Unique, and Diverse" (Sally M. Reis and Melissa A. Small); (2) "Planning the Learning Environment" (Barbara Hunt and Robert W. Seney); (3) "An Analysis of Gifted Education Curriculum Models" (Joyce Van Tassel-Baska and Elissa F. Brown); (4) "Layering Differentiated Curriculum for the Gifted and Talented" (Sandra N. Kaplan); (5) "The Process Skills and the Gifted Learner" (Robert W. Seney); (6) "Product Development for Gifted Students" (Kristen R. Stephens and Frances A. Karnes); (7) "Writing Units That Remove the Learning Ceiling" (Julia Link Roberts and Richard A. Roberts); (8) "Evaluating Learner and Program Outcomes in Gifted Education" (Carolyn M. Callahan); (9) "Materials and Methods for Teaching Analytical and Critical Thinking Skills in Gifted Education" (Sandra Parks); (10) "Adapting Problem-Based Learning for Gifted Students" (Shelagh A. Gallagher); (11) "Fostering Creative Thinking" (Bonnie Cramond); (12) "Developing Research Skills in Gifted Students" (Barbara Moore); (13) "Affective Education and Character Development: Understanding Self and Serving Others through Instructional Adaptations" (James R. Delisle); (14) "Teaching Gifted Students through Independent Study" (Susan K. Johnsen); (15) "Extending Learning through Mentorships" (Cheryl Perilloux Milam); (16) "Developing the Leadership Potential of Gifted Students" (Suzanne M. Bean and Frances A. Karnes); (17) "Cooperative Learning and Gifted Learners" (Mary Ruth Coleman); (18) "Teaching through Simulations for the Gifted" (Dorothy A. Sisk); (19) "Public Relations and Advocacy for the Gifted" (Joan D. Lewis and Frances A. Karnes); (20) "Getting What You Need: Locating and Obtaining Money and Other Resources" (Kristen R. Stephens and Frances A. Karnes); and (21) "Teaching on a Shoestring: Materials for Teaching Gifted Students" (Tracy L. Riley).
Major Descriptors: Academically Gifted; Child Advocacy; Curriculum Design; Instructional Materials; Talent Development
Minor Descriptors: Cooperative Learning; Creative Thinking; Critical Thinking; Educational Environment; Elementary Secondary Education; Financial Support; Independent Study; Leadership Training; Mentors; Outcomes of Education; Program Evaluation; Public Relations; Research Skills; Simulation; Student Characteristics; Student Needs; Teaching Methods; Thinking Skills; Writing Instruction
Identifiers: *Differentiated Curriculum (Gifted)
EJ545967 EC616102
A Multi-Site Case Study of Successful Classroom Practices for High Ability Students.
Westberg, Karen L.; Archambault, Francis X., Jr.
Gifted Child Quarterly, v41 n1 p42-51 Win 1997
ISSN: 0016-9862
Language: English
Document Type: Journal Article (080); Project Description (141)
Journal Announcement: CIJNOV97
Target Audience: Practitioners
This study described 10 elementary schools and classrooms known for meeting the needs of high
ability students through differentiated practices. Themes emerging across sites include teachers'
advanced knowledge and training, teachers' willingness to embrace change, collaboration,
teachers' strategies for differentiating curriculum, instructional leadership, and educational
cooperation.
Descriptors: Classroom Techniques; *Curriculum Development; Educational Change;
Educational Cooperation; Elementary Education; *Gifted; *Individualized Instruction;
*Instructional Leadership; Student Needs; *Teacher Attitudes; *Teacher Characteristics;
Teaching Methods
EJ545952 EC616087
Effective Curricular and Program Practices in Gifted Education and the Interface with General
Education.
Shore, Bruce M.; Delcourt, Marcia A. B.
Journal for the Education of the Gifted, v20 n2 p138-54 Win 1996
ISSN: 0162-3532
Language: English
Document Type: Review Literature (070); Journal Article (080)
Journal Announcement: CIJNOV97
Results of a review of 101 recommended practices in gifted education drawn from 100 popular
books are summarized. Practices are categorized into those clearly and uniquely appropriate for
gifted students, those requiring some additional support, defensible practices shared with general
educators, and general education practices that have not been validated for use with gifted
students.
Descriptors: *Classroom Techniques; Educational Strategies; Elementary Secondary Education;
*Gifted; *Instructional Effectiveness; Outcomes of Education; Regular and Special Education
Relationship; Student Needs; *Teaching Methods
ED385016 EC304013
Teaching Models in Education of the Gifted. Second Edition.
Maker, C. June; Nielson, Aleene B.
1995; 493p.
ISBN: 0-89079-609-2
Available From: Pro-ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897 ($39).
Document Not Available from EDRS.
Language: English
Document Type: Book (010); Review Literature (070)
Geographic Source: U.S.; Texas
Journal Announcement: RIEDEC95
Target Audience: Teachers; Practitioners
This book provides a comprehensive review of teaching-learning models used in the
development and implementation of a curriculum for gifted students. The models described were
selected for their demonstrated or potential success with gifted children and their widespread use.
For each model, the following types of information are provided: assumptions underlying the
model, elements of the model, modification of the basic curriculum, modifying the approach,
model development, research on effectiveness, advantages and disadvantages, and
references. Following an introductory chapter, nine chapters cover the following models: (1)
George Betts--the autonomous learner model; (2) Benjamin Bloom and David Krathwohl--the
cognitive and affective taxonomies; (3) Jerome Bruner--the basic structure of a discipline; (4)
Sidney Parnes--creative problem solving; (5) Joseph S. Renzulli--the enrichment triad; (6)
Shlomo and Yael Sharan--group investigations; (7) Hilda Taba--teaching strategies program;
(8) Calvin Taylor--multiple talent approach; and (9) Donald J. Treffinger--self-directed learning.
In addition, five other approaches are briefly described: J. P. Guilford--the structure of intellect;
Lawrence Kohlberg--discussions of moral dilemmas; Frank E. Williams--teaching strategies for
thinking and feeling; problem-based learning; and thinking actively in a social context. The
final chapter offers guidelines for developing a comprehensive approach to gifted education
curricula.
Descriptors: Cognitive Processes; Cooperative Learning; *Curriculum Development; Curriculum
Enrichment; *Educational Principles; Educational Psychology; Elementary Secondary
Education; *Gifted; Independent Study; Instructional Effectiveness; Learning Processes;
Problem Solving; *Teaching Models; Thinking Skills
Identifiers: Autonomous Learner Model for Gifted and Talented; Blooms Taxonomy;
Enrichment Triad Model; Multiple Talent Approach to Teaching
ACCELERATED SCHOOLS PROJECT
ED469533 UD035319
Learning from School Reform.
Levin, Henry M.
Publication Date: 2001
Publication Type: 141; 150
Page: 26
EDRS Price MF01/PC02 Plus Postage.
Level: 1
Language: English
Geographic Source: U.S.; New York
NOTE: Paper presented at the International Conference on Rejuvenating Schools through Partnerships (Hong Kong, May 22-24, 2001).
ERIC Issue: RIEJUN2003
This paper asserts that creating successful school reform can be difficult. The first part discusses the concept of school culture to explain challenges to school reform, examining why existing school culture is necessary for a smoothly functioning and stable school but an obstacle to educational change and noting that attempts to transform school culture through external means usually fail. It introduces the alternative concept of internal transformation of culture, which empowers school participants to change their practices, expectations, and attitudes via a change process that sets new goals and provides tools to help reach them. The second part introduces the Accelerated Schools Project (ASP) in the United States and Hong Kong, which transforms traditional schools that rely on rote learning into schools that utilize approaches typically used with gifted and talented students. The paper examines whether a reform model developed in one country can successfully transform schools in another, culturally different, country. It introduces facets of the ASP process, linking them to their role in internal cultural transformation. The final section addresses what has been learned in the 50 Hong Kong schools and describes a strategy for ascertaining the conditions under which the ASP approach has shown success, noting how those conditions might be replicated.
Major Descriptors: Acceleration (Education); Educational Change; School Culture
Minor Descriptors: Cultural Differences; Elementary Secondary Education; Empowerment; Foreign Countries
Identifiers: Accelerated Schools; Hong Kong; *Reform Efforts
EJ551958 EA533842
Accomplishing School Change: The Journey of an Accelerated Middle School.
Finnan, Christine; Hopfenberg, Wendy
Journal for a Just and Caring Education, v3 n4 p480-93 Oct 1997
Language: English
Document Type: Journal Article (080); Research Report (143)
Journal Announcement: CIJMAR98
Describes some lessons learned from studying a California middle school participating in the
Accelerated Schools Project. Factors facilitating school change include acknowledging school
culture's importance, involving all school community members, and developing a clear training
philosophy. Clarifies schools' capacity-building strategies for fostering a just and caring
education for all children.
Descriptors: *Acceleration (Education); Case Studies; *Educational Change; *Educational
Environment; Intermediate Grades; Middle Schools; *Participative Decision Making
Identifiers: *Accelerated Schools; California; *Caring
ED334313 UD028131
Accelerating the Progress of ALL Students. Rockefeller Institute Special Report, Number
31.
Levin, Henry M.
State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government.
1991; 37p.; Paper presented at the Nelson A. Rockefeller Institute of Government
Educational Policy Seminar (8th, Albany, NY, November 8, 1990).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: CONFERENCE PROCEEDINGS (021); Position Paper (120)
Geographic Source: U.S.; New York
Journal Announcement: RIENOV91
The Accelerated School Program is designed to improve the education of disadvantaged students
by using "acceleration" techniques used with gifted and talented students. The goal is to speed
up the learning of at-risk students so they will be able to perform at grade level by the end of
elementary school. Central to the strategy is the placement of curriculum and instructional
decisions in the hands of the instructional staff, requiring a complete restructuring of the
traditional school organization. The emphasis on local responsibility for educational outcomes
requires an appropriate decision-structure built around the school's unity of purpose. The school
must also develop the capacity to identify challenges, to understand these challenges, and to
implement and evaluate solutions. Although many issues regarding curriculum development,
changing staff roles, and developing parent participation will require further exploration, the
Accelerated Schools Model offers hope for closing the educational gap between America and
other countries, and between the disadvantaged and the advantaged.
Descriptors: *Acceleration (Education); *Educational Finance; Educational Innovation;
Elementary Education; *High Risk Students; *School Based Management; *School
Restructuring; Time on Task
Identifiers: *Accelerated Schools Movement
MULTIPLE INTELLIGENCES (MI)
EJ626402 EC627326
An Analysis of Multiple Intelligences Theory and Its Use with the Gifted and Talented.
Fasko, Daniel, Jr.
Roeper Review; v23 n3 p126-30 Apr 2001
Publication Type: 070; Journal Article (080)
ISSN-0278-3193
Language: English
NOTE: Theme Issue: Intelligence Theories on Gifted Education
.
ERIC Issue: CIJNOV2001
A review of the literature on multiple intelligences is presented, the different types of intelligences are described, and the impact of the theory on identification, instruction, and evaluation is examined. The benefits as well as cautions in the use of the multiple intelligences approach with gifted students are also discussed.
Major Descriptors: Ability Identification; Gifted; Multiple Intelligences; Teaching Methods; Theory Practice Relationship
Minor Descriptors: Educational Practices; Educational Theories; Elementary Secondary Education; Student Evaluation
EJ626401 EC627325
Looking Back, Looking Around, Looking Forward: The Impact of Intelligence Theories on Gifted Education.
Plucker, Jonathan A.
Roeper Review; v23 n3 p124-25 Apr 2001
Publication Type: Journal Article (080); Position Paper (120)
ISSN-0278-3193
Language: English
NOTE: Theme Issue: Intelligence Theories on Gifted Education.
ERIC Issue: CIJNOV2001
This introductory article examines how intelligence theory influences the way we identify and assess students, our attitudes toward giftedness and gifted students, the models upon which we base our programs and interventions, and many other aspects of gifted education. Past, present, and emerging intelligence theories are discussed.
Major Descriptors: Educational Theories; Gifted; Intellectual Development; Intelligence; Intelligence Differences; Theory Practice Relationship
Minor Descriptors: Educational Practices; Elementary Secondary Education; Multiple Intelligences
EJ550539 EA533781
Using Multiple Intelligence Theory to Identify Gifted Children.
Reid, Carol; Romanoff, Brenda
Educational Leadership, v55 n1 p71-74 Sep 1997
Language: English
Document Type: Journal Article (080); Project Description (141)
Journal Announcement: CIJFEB98
In the Charlotte-Mecklenburg (North Carolina) Public Schools, thousands of gifted children are
tackling challenging, real-world problems correlated with curricular expectations. This gifted
program fuses three philosophies: multiple-intelligences theory, problem-centered learning, and a
thoughtful atmosphere to foster critical and creative thinking. Problem-solving assessments
identify gifted kids; performance assessments evaluate their progress.
Descriptors: *Ability Identification; Classroom Environment; Creative Thinking; Elementary
Secondary Education; *Gifted; *Performance Contracts; *Problem Solving; *Thinking
Skills
Identifiers: Authentic Assessment; *Charlotte Mecklenburg Public Schools NC; *Multiple
Intelligences
ED410226 TM026059
Multiple Intelligences: Gardner's Theory. ERIC Digest.
Brualdi, Amy C.
Publication Date: 1996
Publication Type: 071; 073
Page: 4; 1
Availability: ERIC Clearinghouse on Assessment and Evaluation, 210 O'Boyle Hall, The Catholic University of America, Washington, DC 20064; toll free telephone: 800-464-3742.
EDRS Price - MF01/PC01 Plus Postage.
Contract No: RR93002002
Report No: EDO-TM-96-01
Level: 1
Language: English
Geographic Source: U.S.; District of Columbia
This digest discusses the origins of Howard Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the theory into the classroom, and its role in alternative assessment practices. Gardner defines intelligence as the "capacity to solve problems or to fashion products that are valued in one or more cultural setting" (1989). Using biological and cultural research, he developed a list of the following intelligences: (1) logical-mathematical intelligence; (2) linguistic intelligence; (3) spatial intelligence; (4) musical intelligence; (5) bodily-kinesthetic intelligence; (6) interpersonal intelligence; and (7) intrapersonal intelligence. Gardner asserts that the intelligences seldom operate independently; they are used concurrently and complement each other. Accepting the theory of multiple intelligences has several implications for classroom teachers. Teachers should think of all intelligences as equally important and should structure material in a way that engages most or all of the intelligences. Although it is not practical to accommodate every lesson to all of the learning styles found within one classroom, teachers should show students how to use their more developed intelligences to assist in understanding subjects that use their weaker intelligences. Supporters of Gardner's theory argue that alternative assessment methods that allow students to explain material in their own ways allow more students to participate successfully in classroom learning.
Major Descriptors: Cognitive Style; Educational Assessment; Intelligence; Teaching Methods; Theories
Minor Descriptors: Biology; Culture; Intelligence Tests; Interpersonal Relationship; Kinesthetic Perception; Linguistics; Mathematical Aptitude; Music; Performance Based Assessment; Problem Solving; Spatial Ability
Identifiers: Alternative Assessment; ERIC Digests; *Gardner (Howard); *Multiple Intelligences
EJ532416 EC614699
Multiple Intelligences, Problem Solving, and Diversity in the General Classroom.
Maker,
C. June, and others
Journal for the Education of the Gifted, v19 n4 p437-60 Sum 1996
Special issue: Effective Practices.
ISSN: 0162-3532
Language: English
Document Type: Journal Article (080); Research Report (143)
Journal Announcement: CIJMAR97
This study compared two teachers' levels of implementation of the DISCOVER approach to
gifted education and the resulting effects on number of students identified as gifted and on
problem-solving behaviors. Significant relationships were found between level of
implementation and positive changes in mathematics problem solving and numbers of students
identified as gifted on postassessment.
Descriptors: Ability Identification; Cognitive
Processes; Elementary Education; *Gifted; *Mathematics Instruction; *Outcomes of Education;
*Problem Solving; *Teaching Methods
Identifiers: *DISCOVER System; Diversity
(Student); *Multiple Intelligences
SCHOOLWIDE ENRICHMENT MODEL
EJ657351 EC631316
What Is Schoolwide Enrichment?: How Gifted Programs Relate to Total School Improvement.
Renzulli, Joseph S.; Reis, Sally M.
Publication Date: 2002
Gifted Child Today; v25 n4 p18-25,64 Fall 2002
Publication Type: 055; Journal Article (080)
ISSN-1076-2175
Language: English
ERIC Issue: CIJAPR2003
This article describes the Schoolwide Enrichment Model (SEM) and examines the relationship between gifted programs and total school improvement using the SEM. Goals of SEM include a school SEM specialist, a strong research base, a broadened conception of human potential, and educational experiences grounded in a high-end theory of learning.
Major Descriptors: Acceleration (Education); Educational Environment; Enrichment Activities; Gifted; Talent Development; Teaching Models
Minor Descriptors: Elementary Secondary Education; Program Design; Program Development;
Identifiers: *Schoolwide Enrichment Model
EJ623194 EC626993
Revisiting the Schoolwide Enrichment Model--An Approach to Gifted Programming.
Gibson, Sherry; Efinger, Joan
TEACHING Exceptional Children; v33 n4 p48-53 Mar-Apr 2001
Publication Type: 055; Journal Article (080)
ISSN-0040-0599
Audience: Practitioners
Language: English
ERIC Issue: CIJSEP2001
This article provides a consistent framework through which educators may better identify and serve gifted and talented students by revisiting the dynamics of the Schoolwide Enrichment Model (SEM) in relation to student achievement. Delivery and structural and organizational components of SEM are discussed, along with research supporting the model.
Major Descriptors: Ability Identification; Educational Strategies; Gifted; Program Design; Talent; Talent Development
Minor Descriptors: Elementary Secondary Education; Enrichment Activities; Program Effectiveness; Teaching Models
Identifiers: *Schoolwide Enrichment Model
TALENT DEVELOPMENT
ED473008 EC309394
Discovering Programs for Talent Development.
Parke, Beverly N.
Publication Date: 2003
Publication Type: 010; 055
Page: 187
Availability: Corwin Press, Inc., Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320 ($32.95). Tel: 800-818-7243(Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: info@sagepub.com; Web site: http://www.corwinpress.com.
EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
ISBN-0-7619-4613-6
Level: 2
Language: English
Geographic Source: U.S.; California
ERIC Issue: RIESEP2003
This book presents 65 programs that are readily available in most school districts and communities and assesses each program's potential for serving the needs of talented students, based on levels of content acceleration, in-depth topic immersion, and interest exploration. The book begins by discussing hidden programs that are already in schools that are effectively serving gifted and talented students. Chapter 2 explores different definitions of talent, the multiple intelligences model, defining characteristics of talented students, and developing profiles of ability to match students to programs that best correspond with their learning needs. It includes a description a talent development program at one middle school. Chapter 3 identifies ten telltale signs of a hidden program and chapter 4 discusses how to assemble comprehensive, individualized programs for talent development using the Program Mosaic Model. Chapter 5 contains the descriptions of the 65 programs, along with targeted grade level and further information resources. The text closes with a list of the preK-12 gifted program standards of the National Association for the Gifted, standards for programs including the gifted and talented program for the Association for the Gifted, and sample forms.
Major Descriptors: Enrichment Activities; Gifted; Program Development; Special Programs; Talent; Talent Development
Minor Descriptors: Academic Standards; Elementary Secondary Education; Inclusive Schools; Multiple Intelligences; Preschool Education; Program Design; Student Characteristics; Student Evaluation
ED455657 EC308545
Talent Development in Gifted Education. ERIC Digest E610.
Feldhusen, John F.
Publication Date: 2001
Publication Type: ERIC Information Analysis Products (071); ERIC digests (073)
Page: 4
Availability: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail:
webmaster@hoagiesgifted.org. For full text:
http://eric.hoagiesgifted.org
EDRS Price MF01/PC01 Plus Postage.
Sponsoring Agency: EDD00036 _ Office of Educational Research and Improvement (ED), Washington, DC.
Contract No. : ED-99-CO-0026
Report No: EDO-EC-01-5
Language: English
Geographic Source: U.S.; Virginia
ERIC Issue: RIEJAN2002
This digest paper presents a model for the education of gifted children and youth based on the concept of talent development and suggests specific ways to identify and develop talent. New conceptions of intelligence and talent developed by Sternberg, Gardner, and Gagne are noted. Feldhusen's and Wood's model of talent recognition and development is explained, noting that both talent identification and development involve a long range process in which parents, school personnel, and the students themselves work together. Teachers and other school personnel are urged to be alert to signs of talent, structure learning activities to students' demonstrated talent potential, use praise to recognize and reinforce signs of talent, help students set learning goals in their talent areas, locate resources in the school and community that can help develop students' talents, and enlist parents in identifying and nurturing their children's talents.
Descriptors: *Gifted; *Talent; *Talent Identification; Ability Identification; Elementary Secondary Education; Talent Development; Teaching Models; Theory Practice Relationship
Identifiers: ERIC Digests
EJ518075 EC613161
Talent Recognition and Development: Successor to Gifted Education.
Treffinger, Donald J.; Feldhusen, John F.
Journal for the Education of the Gifted, v19 n2 p181-93 Win 1996
ISSN: 0162-3532
Available From: UMI
Language: English
Document Type: Journal Article (080); Position Paper (120)
Journal Announcement: CIJJUN96
A new paradigm of education, talent development, may be the successor to gifted education. The
talent development perspective involves extension and redefinition of the nature of giftedness or
talents, identification, and programming. Emphasis is on identifying and nurturing talents in all
students, rather than selecting and serving the "gifted few."
Descriptors: Definitions; *Educational Philosophy; *Educational Trends; *Gifted; *Models;
Program Development; *Talent; *Talent Development; Talent Identification; Trend Analysis
ED448544 EC308158
A Differentiated Model of Giftedness and Talent. Year 2000 Update.
Gagne, Francoys
Publication Date: 2000
Publication Type: Position Paper (120)
Page: 5
EDRS Price MF01/PC01 Plus Postage.
LEVEL: 1
Language: English
Geographic Source: Canada; Quebec
ERIC Issue: RIEJUN2001
This paper updates the discussion of Francoys Gagne's Differentiated Model of Giftedness and Talent (DMGT), which proposes a clear distinction between these two most basic concepts in the field of gifted education. Under the DMGT model, giftedness is defined as the possession and use of untrained and spontaneously expressed superior natural abilities (called aptitudes or gifts), in at least one ability domain, to a degree that places an individual at least among the top 10 percent of his or her age peers. The DMGT proposes four aptitude domains for giftedness: intellectual, creative, socioaffective, and sensorimotor. These natural abilities, whose development and level of expression is partially controlled by the individual's genetic endowment, can be observed in every task that children are confronted with in the course of their schooling. Under the DMGT model, talent is defined as the superior mastery of systematically developed abilities (or skills) and knowledge in at least one field of human activity to a degree that places an individual at least among the top 10 percent of age peers who are or have been active in that field or fields. The effect of developmental process, interpersonal catalysts, environmental catalysts, and chance on giftedness and talent are discussed.
Major Descriptors: Ability Identification; Classification; Educational Theories; Gifted; Talent
Minor Descriptors: Aptitude; Children; Cognitive Ability; Definitions; Environmental Influences; Incidence; Intelligence Differences; Models
TALENTS UNLIMITED
EJ591838
Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School.
Rodd, Jillian
Childhood Education; v75 n6 p350-54 1999
Describes the Talents Unlimited Program, implemented in an elementary school in southwest England, which provides a framework for developing creative- and critical-thinking skills. Describes an evaluation that found that 5-year olds taught with this approach performed better on specific critical- and creative-thinking skills tasks than did peers. Discusses factors contributing to Talents Unlimited's success and implications for teachers.
Major Descriptors: Creativity; Critical Thinking; Elementary School Students
Minor Descriptors: Comparative Analysis; Educational Innovation; Foreign Countries; Primary Education; Thinking Skills
Identifiers: England; *Talents Unlimited Program
Publication Type: Journal Article (080); 141; 142
PS529520
ISSN: ISSN-0009-4056
Language: English
NOTE: International Focus Issue 1999.
ERIC Issue: CIJMAR2000
EJ541056 EC615919
Partners in Enrichment: Preparing Teachers for Multiple Ability Classrooms.
Schlichter, Carol L.; And Others
TEACHING Exceptional Children, v29 n4 p4-9 Mar-Apr 1997
ISSN: 0040-0599
Language: English
Document Type: Journal Article (080); Project Description (141)
Journal Announcement: CIJAUG97
Describes the Multiple Abilities Program at the University of Alabama, in which preservice
teachers team with general and special elementary education classroom mentors to teach students
with average and above average abilities and students with mild learning or behavior problems.
The program involves preservice teachers in developing enrichment mini-courses based on the
Talents Unlimited Model.
Descriptors: Apprenticeships; Elementary Education; *Enrichment Activities; *Gifted; Higher
Education; *Inclusive Schools; *Mentors; *Mild Disabilities; Minicourses; Models; *Preservice
Teacher Education; Regular and Special Education Relationship; Student Teaching; Teacher
Collaboration; Teacher Education Programs
Identifiers: University of Alabama
TRIARCHIC MODEL
EJ532420 EC614703
Identification, Instruction, and Assessment of Gifted Children: A Construct Validation of a
Triarchic Model.
Sternberg, Robert J.; And Others
Gifted Child Quarterly, v40 n3 p129-37 Sum 1996
Theme issue: Programs and Practices for Talented Students.
ISSN: 0016-9862
Language: English
Document Type: Journal Article (080); Project Description (141); Research Report (143)
Journal Announcement: CIJMAR97
This article presents a model for the identification, instruction, and assessment of gifted children.
The rationale behind a unified model is outlined, and the use of the triarchic model in a variety of
subject areas is described. A validation study using the model to teach high school psychology is
reported.
Descriptors: *Ability Identification; Academic Achievement; Elementary Secondary Education;
*Gifted; *Models; Student Evaluation; *Teaching Methods; Validity
Identifiers: *Triarchic Theory of Intelligence (Sternberg)
EJ506647 EC611516
The Triarchic Model Applied to Identifying, Teaching, and Assessing Gifted Children.
Sternberg, Robert J.; Clinkenbeard, Pamela R.
Roeper Review, v17 n4 p255-60 May-Jun 1995
ISSN: 0278-3193
Language: English
Document Type: Journal Article (080); Non-Classroom Material (055);
Project Description (141)
Journal Announcement: CIJNOV95
Target Audience: Practitioners
A triarchic model for identifying, teaching, and assessing children who are gifted is presented.
The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual.
Results are presented of the Yale Summer Psychology pilot project that is based on this model.
Expanding the model to other fields beyond psychology is also addressed.
Descriptors: *Ability Identification; Cognitive Processes; Educational Strategies; Elementary
Secondary Education; *Gifted; *Models; Psychology; *Student Evaluation; Talent Identification;
*Teaching Methods; Theories; Thinking Skills
EJ609729 EC625242
Patterns of Giftedness: A Triarchic Analysis.
Sternberg, Robert J.
Roeper Review; v22 n4 p231-35 Jun 2000
Publication Type: Journal Article (080); Position Paper (120)
ISSN-0278-3193
Language: English
ERIC Issue: CIJJAN2001
This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness and includes: the Analyzer, the Creator, the Practitioner, the Analytical Creator, the Analytical Practitioners, the Creative Practitioner, and the Consummate Balancer.
Major Descriptors: Ability Identification; Classification; Cognitive Processes; Creativity; Gifted; Intelligence Differences
Minor Descriptors: Adults; Children; Cognitive Ability; Evaluation Methods; Individual Characteristics
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