Characteristics And Analysis Of The Talents Unlimited Model

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Talents Unlimited Model
The Talents Unlimited Model (TU) was founded on the belief that all students, whether gifted identified or not, should receive enrichment services focused on fostering critical thinking skills. With a strong emphasis on teacher training, the Talents Unlimited Model stresses the importance of designing lessons that utilize the six talent areas: productive thinking. decision making, planning, forecasting, communication, and academic (Schlichter, 2009, p. 436).

Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (FULLY MET)
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).

Criterion 2: Provide for identification of out-of-school learning opportunities that match students abilities and interests (NOT MET)
This is not a key component of this model.

Criterion 3: Incorporate use of differentiated
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The goal of the Talents Unlimited Program is to train teachers on how to utilize these skills in their classroom and within their instruction. There are five key components that must be modeled by the teachers: giving directions/asking questions that contain cues for cognitive tasks, providing proper reflection and response time, expanding on ideas, modeling thinking skills, and creating materials that best employ the talent areas. Through the use of these components, the students will learn to use problem solving skills (Schlichter, 2009, p.

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