The Gifted Education Models

Brief bio of Creator: Leta was the first person to perform a scientific experiment on brilliant youngsters. She was also an outstanding author. She graduated with a PhD from Columbia University. She also introduced the idea of the profoundly gifted.

Model’s educational philosophy emphasizes maximizing student potential through curriculum acceleration.

Topic acceleration enables students to enroll in a subject from a higher year. Grade skipping is when students skip some years in favor of later years; early entry pupils start school at a younger age; telescoping is when students successfully complete two years; and radical mode is when students skip several grades (Davidson Institute, 2017). Strengths and Weaknesses- when students accelerate, they go at their pace throughout and can deliver impeccable results in future careers and such.

Feasibility (funding needed, possible funding streams, training, scheduling, what type of school could afford to use it) -explain reasoning (this segment may take more than 50 words. The student undergoing this model will need an extra teacher for the extra lessons in acceleration. Funding can be from private entities, the family or making government pledges. The funds will be needed for the extra lessons that will take extra time, meaning input in terms of wages.

Character Development and Biblical Worldview Integration Possibilities- integration of a biblical worldview is very necessary for character development and should be a necessity when dealing with gifted children (Zonnefeld, 2011; Cannaday, 2017).

References

Clark, B. (2014). Growing Up Gifted: Developing the Potential of Children at Home And at School. London: Pearson. Zonnefeld, S. R. (2011). Gifted Students: What Motivates Them.

Cannaday, J. (2017). Gifted Education: Best Practices and Methods for Educating Gifted Youth from a Christian Perspective. In The Pedagogy of Shalom (pp. 115-129). Springer Singapore.

Davidson Institute (2017). Types of Acceleration and their effectiveness. Retrieved from http://www.davidsongifted.org/Search-Database/entry/A10487

Autonomous Learner Model

Creator: George Betts

Short Bio of Creator- Professor Emeritus, University of North Colorado; former director, ’Center for the Education and Study of the Gifted, Talented, and Creative’ and ’Summer Enrichment Program’; international speaker and also a consultant.

Educational Philosophy: Schools are failing, and not always the students

Model Features and Distinctions -it is in five dimensions. Orientation acquaints students, teachers, parents and administrators with the model; individual development is about attitudes and skills for lifelong learning, enrichment allows students to explore content outside the curriculum, seminar allows pursuance of topics outside the scope of research, in depth study allows pursuit of own areas of interest to students.

Strengths and Weaknesses- weakness: it is not a full program. On the other hand, it allows the students to become independent in lifelong learning.

Feasibility- needs a lot of funding since parents, students and teachers are involved; there has to be the use of carious consultants, students must be assigned mentors and it is not flexible and demands a lot of time from teachers. Hence, without funding it is not feasible.

Character Development and Biblical Worldview Integration Possibilities- this is positive as students get to work all along with mentors so if the culture is inculcated at this level, chances are high that character development will be achieved.

Citation references

Betts, G. T., Toy, R. E., & Vasquez, K. A. (2006). The young gifted child and the autonomous learner model: (K-3). Greeley, Colo: ALPS Pub.

Betts, G. T. (1991). The autonomous learner model for the gifted and talented. Handbook of gifted education, 142-153.

Betts, G. T., & Knapp, J. (1981). The autonomous learner model: A secondary model. Secondary programs for the gifted and talented.

References

Betts, G., & Kercher, J. (1999). Autonomous Learner Model: Optimizing ability. Greeley, CO: ALPS.

Differentiated Model of Giftedness and Talent

Creator: Francoy Gagne

Short Bio of Creator- Professor Emeritus, Université du Québec à Montréal, author, researcher on development of gifts and talents, involved in peer nominations psychometric studies

Educational Philosophy of Model- develop talents out of students who show high levels of gifts

Model Features and Distinctions: Enriched curricula, clear excellence goal that is challenging, selective access, systematic practice that is also regular, objective process assessment that is regular, and ’personalized accelerated pacing’ (Gagne, 2008).

Strengths and Weaknesses- it supports students with natural abilities; that is intellectual, creative, socioaffective and sensorimotor abilities. Its weakness is that it cannot support a group without natural abilities.

Feasibility (funding needed, possible funding streams, training, scheduling, what type of school could afford to use it) -explain reasoning (this segment may take more than 50 words)-

Character Development and Biblical Worldview Integration Possibilities-

Citation references-

GagnéF. (1995). From giftedness to talent: A developmental model and its impact on the language of the field.Roeper Review, 18, 103-111

GagnéF. (1995). Hidden meanings of the “talent development” concept. The Educational Forum, 59, 350-362. 

GagnéF. (1998). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, 87-95.

References for DMGT

Gagné, F. (1998). My Convictions About the Nature of Abilities, Gifts, and Talents in Journal for the Education of the Gifted, Vol. 22, No. 2, 1999, p. 109-136

Integrative Education Model

Creator: Barbara Clark

Short Bio of Creator- Author, growing up gifted, professor at California State University

Educational Philosophy of Model- intelligence should not be a function of only cognitive functions but all functions together. Giftness can be nurtured by this model regardless of how it is.

Model Features and Distinctions -the brain is organized into cognitive, physical, sensing, emotional, social and intuitive processes that should be nurtured in unison.

Strengths and Weaknesses- applicable to elementary and secondary schools in classrooms. Strengths: research based, flexible, applicable to all gifts and talents forms, and has good teaching practices. Weaknesses: it requires a lot of initial planning, no empirical evidence, no resources, it is not qualitatively different for the learners and it is too broad

Feasibility - as put forward in the weaknesses section, there is a large amount of initial planning required leading to less possibilities of feasibility with little funding. Funding can be ostly from private entities. It is not applicable in public school

Character Development and Biblical Worldview Integration Possibilities- This has not been quantified

Citation

Renzulli, J.S., Gubbins, E.J., McMillen, K.S., Eckert, R.D., & Little, C.A. Systems and models for developing programs for the gifted and talented (2nd ed.). Mansfield, CT: Creative Learning Press, p. 143-163.

References for the IEM

Clark, B. (1986). Optimizing learning: The Integrative Education Model in the classroom. Columbus, OH: Merrill Publishing Company

Clark, B. (2014). Growing Up Gifted: Developing the Potential of Children at Home And at School. London: Pearson.

Creative Problem Solving Model

Creator: Alex Osborn

Short Bio of Creator- born in 1888, went to Hamilton College (Ph.B and Ph.M).

Educational Philosophy of Model: divergent as well as convergent thinking in all stages, applying a problem in an imaginative way

Model Features and Distinctions: everyone engages in both divergent and convergent thinking. As such one should separate these types of thinking and gather many options and then consider and evaluate all the options.

Strengths and Weaknesses- the best part of it is that it can be tried by anyone. Main weakness is its applicability to children

Feasibility: People can be able to do this on their own as brainstorming is something that can be done from an individual perspective, as a group or shared as a crowd. Hence, it is feasible in any environment

Character Development and Biblical Worldview Integration Possibilities-

References for CPS

Osborn, A. (2013). Applied Imagination-Principles and Procedures of Creative Writing. Read Books Ltd.

CLEAR

Creator: Carolyn Callahan

Short Bio of Creator- Author and professor in Curry School of Education.

Educational Philosophy of Model: Institute a rich curriculum to enhance student learning.

Model Features and Distinctions: it has five elements; continual formative assessments, learning goals that are clear, learning experiences that are data driven, products that are authentic and a rich curriculum.

Strengths and Weaknesses- it promotes achievements for a diverse group of learners

Feasibility: This model can be integrated into the curriculum making the project very feasible. It might not require so much funding as just a few experts will be outsourced for a limited duration before the staff members are well aware of the needs.

Character Development and Biblical Worldview Integration Possibilities- it is very possible to enhance character development through a biblical worldview as one of the modes applicable in this model is the differentiation of wisdom from information and facts from truth before making some ethical reasoning

Citation references- creditable websites/peer-reviewed journal articles (always include the text if the model is represented there- if not, find at least 3 others):

References for CLEAR

Kaplan, S. (2005). Layering differential curricula for gifted and talented. In F. Karnes & S. Bean (Eds). Methods materials or teaching gifted students (pp. 107-132). Waco, TX: Prunfrock Press.

Callahan, C. M., & Hertberg-Davis, H. L. (Eds.). (2012). Fundamentals of gifted education: Considering multiple perspectives. London: Routledge.

One-on-One Model (Homeschool -Tutor)

Creator: Needs Created

Short Bio of Creator-none

Educational Philosophy of Model not distinct

Model Features and Distinctions -not distinct

Strengths and Weaknesses- main strength is the personalized attention. The main weakness is lack of a push; students get pushed to perform better by having some competition from their friends.

Feasibility: depending on the assigned tutor, the project is feasible based on the millions of students undergoing the program in school

Character Development and Biblical Worldview Integration Possibilities- This will again depend on the parents and the assigned tutor as no specific rules are followed.

References for Homeschool

Kearney, K. (1989). Homeschooling gifted children. Understanding Our Gifted, 1(3), 1.

Purdue Three-Stage Enrichment Model &Pyramid Model of Talent Development

Creator: John F. Feldhusen & Penny Kolloff

Short Bio of Creator- John F. Feldhusen (1926-2009). Educator and psychologist, founder “Purdue Gifted Education Resource Institute”

Educational Philosophy of Model: move the student from novice to practitioner

Model Features and Distinctions: problem based learning, integrated curriculum, cluster grouping, learner profile and differentiation based, talents across all fields, Renzulli’s tarings for superior students behavioral characteristics

Strengths and Weaknesses- Strengths include: levels of intellectual demand ascend, challenges all students in an appropriate way, it is not difficult to implement, it is low cost. The weaknesses; it calls for high teacher qualification, lots of resources are required, concentrated within Indiana.

Feasibility: expensive project in terms of resources required that most people cannot afford to fund privately and the fact that it is concentrated within Indiana and thus not feasible in many places

Character Development and Biblical Worldview Integration Possibilities- Not tested

Citation references- creditable websites/peer-reviewed journal articles (always include the text if the model is represented there- if not, find 3):

References for Purdue

Feldhusen, J., & Robinson, A. (1986). Purdue Secondary Model for Gifted and Talented Youth. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp.153-179). Mansfield Center, CT: Creative Learning Press.

School-wide Enrichment Model

Creator: Joseph Renzulli

Short Bio of Creator- Educational Psychologist, developer, three-ring model of giftedness, professor of psychology, University of Connecticut

Educational Philosophy of Model: providing students with activities that are enriching and that challenge as well as engage.

Model Features and Distinctions - The model is based on the enrichment triad of content exposure, applying knowledge and thinking and creation of products by students.

Strengths and Weaknesses- strengths: it is flexible so students can incorporate individual talents, challenging and engaging students, learner knows their learning process. Weaknesses: a lot of initial time to plan required, it is difficult to implement, complex, a lot of resources required

Feasibility: based on the number and initial resources required, it is not feasible for public schools as it needs a whole set of products to buy, trained instructors and staff. The model is hence not feasible

Character Development and Biblical Worldview Integration Possibilities: the possibilities of character development based on the strictness of the instruction set is possible

References

Renzulli, J.S., & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 60(3), 180-184, 261.

Renzulli, J.S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S., Gubbins, E.J., McMillen, K.S., Eckert, R.D., & Little, C.A. Systems and models for developing programs for the gifted and talented (2nd ed.). (289-321). Mansfield, CT: Creative Learning Press, p. 323-352.

Talents Unlimited Model

Creator: Carol schlichter

Short Bio of Creator- emerita professor

Educational Philosophy of Model: traditional success in academics in not the only pointer that someone can be able to think and solve issues. Intellectual capacity can be expressed in various forms.

Model Features and Distinctions - it has six areas of talent: decision making, productive thinking, communication, academic, forecasting and planning. It has an outline that can guide teachers develop these talents.

Strengths and Weaknesses- Strengths: easy to adapt to existing structures, benefits a wide student’s range, it is inexpensive and it is easy to combine it with other models.

Weaknesses include lack of empirical studies, does not adjust students joining at middle of the year, can be used for unique needs and not any needs, and a lot of logistical and financial handicaps

Feasibility: Public schools cannot access the mode due to the funding issues. It requires a lot of commitment from schools due to the logistical and financial needs of the students. It is so expensive so not feasible.

Character Development and Biblical Worldview Integration Possibilities-

Citation references- creditable websites/peer-reviewed journal articles (always include the text if the model is represented there- if not, find 3):

References for TU

Renzulli, J.S., Gubbins, E.J., McMillen, K.S., Eckert, R.D., & Little, C.A. Systems and models for developing programs for the gifted and talented (2nd ed.). Mansfield, CT: Creative Learning Press, p. 433-455.