Characteristics And Analysis Of The Talents Unlimited Model
comparative Essay
1013 words
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
…show more content…
In this essay, the author
- Explains that 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.
- Proposes that instead of using the talents unlimited model as a school or district’s gifted program, it could be used to pull important and beneficial teaching and learning strategies to enrich learning for all students.
- Explains that the talents unlimited model was created under the philosophy that all students, both identified as gifted and those not, would benefit from enrichment programs.
- Explains that the talents unlimited model is primarily focused on teaching thinking skills and not driven by specific pre and post assessments, but these assessments have been used as evidence of the model’s success.
- Explains that the talents unlimited program is based off of the concept of critical and creative thinking skills, which incorporates creative-thinking strategies to meet the needs of gifted students.
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.
Related
- explanatory
- opinion
- analytical
- argumentative
- narrative
- Edc155 Unit 2 Research Paperexplanatory essayThroughout week four we were introduced to many factors among individual differences in learning. One aspect in this week’s topic I felt most drawn to was students who are suspected and/ or diagnosed as gifted and talented. Before now giftedness was not something I gave a lot thought to in regards to my future as a teacher in a classroom, however I now understand the importance of recognizing it in the classroom.
In this essay, the author
- Explains that they felt drawn to students who are suspected and/or diagnosed as gifted and talented during week four. they now understand the importance of recognizing giftedness.
- Opines that teachers must identify intelligence in the classroom, separate and classify exceptional intelligence from that of the other students, and recognise giftedness.
- Explains that they have come to appreciate the imperative concept of "talented" and "gifted" students. they plan to use the three ring conception of giftedness as suggested by renzulli.
- Explains how they embrace gardner's multiple intelligence theory, which focuses on what the students are capable of rather than what they can't do.
- Explains sternberg's tribrachic theory based on three principles: analytical (to solve problems), creative (producing ideas and solutions) and practical (able to use ideas with purpose in an appropriate environment).
- Opines that it is important to provide the right support and organise a curricular best suited to the individual. formulate lesson plans to cater for the students abilities and strengths.
481 wordsRead More - Implementation of the Gifted and Talented Programopinion essayAnother strength is the accelerated path that campus teachers enjoy promoting for these students. All of the Gifted and Talented students are on grade level but they love the experience of trying out the next grade level. Although they are not aware of the benefits this will provide them the teachers know that by gently 'pushing' them forward the future rewards are great. On a personal note, watching students grow in this program has been a blessing. It is so exciting to watch children investigate and have knowledgeable dialogue on a subject that only the teacher is supposed to know about. This program promotes self-esteem, confidence, and self-worth. These students know that knowledge cannot be taken away from them and they love it.
In this essay, the author
- Explains stephanie cantu's gifted and talent program requires rigorous standards to be met by teachers, students, and parents. testing will be done the following year if the next grade level teacher nominates that student.
- Explains that teachers start the screening process by sending a nomination to the selection committee where the decision is made.
- Explains that advanced level work is required, through independent study or with other identified students. the rigorous expectations are indicative of the student upholding his or her commitment to the program.
- Argues that the current scope and sequence is not detail and concise with project and research expectations.
- Opines that a strength of the program that they see as principal is the service design. services to students vary from in class to summer youth camps.
- Opines that the accelerated path that campus teachers enjoy promoting for gifted and talented students has been a blessing.
644 wordsRead More - Cognitive Development and Underachiever Caseanalytical essaythat achievement motivation is determined by a range of both personal and social contextual factors, (Dai Y.D 1998) . Emirick (1992) asserts that gifted students often turn their intellectual energy to other activities that are outside the schools curriculum and often they not not perceive school work as a central part of their education, as they find what is being taught irrelevant, this is apparent in John Doe’s case as he believes that reading his own material and not handing in work is more important than what is being taught in class. Therefore we can assume that John Doe feels unchallenged in the classroom and is unmotivated to learn as his cognitive ability is well above the curriculum standards.
In this essay, the author
- Explains that they have to consider psychological and sociological factors that may contribute to john doe's low academic achievement. this diagnosis will inform the school of the reasons why he fails to meet his academic potential and help develop an appropriate intervention plan.
- Argues that the ambiguous relationship between adolescence and gifted underachievers has to be considered.
- Explains that cognitive developmental theorists in educational learning, such as paiget, assist in the understanding of why some gifted students underachieve during adolescence.
- Argues that john doe's underachievement is due to his being labeled as gifted, which is relevant in erikson’s theory of psychosocial development.
- Explains that motivational and self-regulation factors are key to understanding john doe’s low academic performance. social cognitive theories help to provide a significant understanding to gifted underachievers.
- Explains that achievement motivation is determined by a range of personal and social contextual factors. emirick asserts that gifted students often turn their intellectual energy to other activities that are outside the schools curriculum.
645 wordsRead More - Multiple Intelligence Theoryexplanatory essayMultiple intelligences can give educators a variety of different ways to instruct. Thus, helping to provide students an opportunity to meet their own special needs and increase their proficiency and development. According to Thomas Armstrong "MI theory essentially encompasses what good teachers have always done in their teaching: reaching beyond the text and the blackboard to awaken students' minds" (p. 56).
In this essay, the author
- Opines that intelligence is a single skill set or multiple strengths and abilities. the way we become successful in our daily lives can be determined in many different ways.
- Introduces howard gardner, a successful american developmental psychologist, who created the framework of mind theory to break down the human minds ability to learn.
- Explains that communication is essentially important in our daily lives. some people are born with the ability to use verbal-linguist intelligence.
- Explains that math is an essential part of education as a student in any grade level in school. it could be related to managing time or counting dollars and cents.
- Explains that one isn't born with the gift of being a talented musician; it's something that becomes part of someone as they grow and learn. they are referred to as musical intelligence.
- Explains that visual-spatial intelligence gives a person the ability to make adjustments or deal with obstructions if problems arise.
- Explains that it takes a great deal of growth and maturity to push your body to its peak performance. bodily-kinesthetic intelligence can be classified as this ability.
- Explains interpersonal intelligence, which enables people to understand different emotions and moods, and communicate well with others.
- Explains that intrapersonal intelligence is the ability to connect with someone on a more personal level. it allows one to be aware of some ones inner feelings.
- Explains that naturalist intelligence is a person who is in tune with the earth and becomes attracted to mother nature and her surroundings.
- Explains that everyone has their own ideas on how the universe and life exist. it has become a big ordeal which can be referred to as spiritual or religious but is known as existential intelligence.
- Explains that multiple intelligences can give educators a variety of ways to instruct, helping to provide students an opportunity to meet their own special needs and increase their proficiency and development.
- Explains that howard gardner developed these theories to broaden the word "intelligence". many professors have been able to use this information to help exceed in their own studies.
702 wordsRead More - Theory Of Multiple Intelligencesanalytical essayBy almost any measure, the education system in the United States is broken. This issue has been approached from many angles. From politicians to academic researchers, education has been a pressing topic for decades and one for which no viable ideas have been forthcoming. Most often, the solutions offered have involved standardized testing or pouring more money into a system that is fundamentally unworkable. The essential issue is that traditional approaches to teaching and learning have become outdated for today’s student body and for modern culture. Adopting a more progressive approach to the classroom is the best way to transform the education system. The theory of Multiple Intelligences (MI), first introduced by Howard Gardner three decades ago, is an example of a project-based learning style of teaching and assessment (Barron & Darling-Hammond, 2008). It is comprised of nine different “intelligences,” or ways that students learn, and it offers a more comprehensive way to determine an individual student’s intellect (Gardner, 2011). “Only if we expand and reformulate our view of what counts as human intellect will we be able to devise more appropriate ways of assessing it and more effective ways of educating it” (Gardner, 2011, p. 4). Using MI to help evaluate each student’s aptitude will help reach more students, and better prepare them for the world outside the classroom by: emphasizing cultural diversity, teaching real-world skills, empowering students, and bolstering the self-worth of individual students.
In this essay, the author
- Argues that the education system in the united states is broken. the theory of multiple intelligences (mi) is a project-based learning style of teaching and assessment.
- Argues that mi helps instructors teach subjects to a wider variety of cultures represented by students in the classroom.
- Explains that students from different cultures are not the only ones being given a better chance to learn. students with physical impairments and mental disabilities can be effectively reached using mi to assess their unique strengths.
- Explains that using mi as the basis for teaching a class helps elucidate material for groups that, historically, have not been served by conventional methods of teaching.
- Argues that mi classrooms encourage students to perceive their education as a personal experience by tailoring material to each student's unique strengths or weaknesses.
- Argues that empowering students by giving them more control over what and how they learn is inextricably linked to building their self-confidence, but the relationship between the two goals is worth considering.
- Argues that mi theory in the classroom is more effective than traditional approaches to schooling. it engages different cultures and minority groups, empowers students to take ownership of their learning, and reinforces self-worth of individual students.
- Cites barron, b., and darling-hammond, l. (2008). teaching for meaningful learning: a review of research on inquiry-based and cooperative learning.
- Cites kallenbach, s., & viens, j. multiple intelligences theory in adult literacy education.
- Explains kezar's theory of multiple intelligences: implications for higher education. innovative higher education, 26, 141-154.
- Cites mcfarlane, d. (2011), multiple intelligences: the most effective platform for global 21st century educational and instructional methodologies.
- Explains reiff, j. c., multiple intelligences, culture, and equitable learning. childhood education, 73(5), 301-304.
1287 wordsRead More - The Neurobiology of Geniusargumentative essayFirst, however, one must have a clear notion of what is meant by giftedness. Only the top 2-5 % of children in the world are truly gifted. These children are precocious, self-instructing, can intuit solutions without resorting to logical, linear steps, and have an incredible interest in an area or more that they focus so intently on, that they may lose sense of the outside world (3). Early reading and development of abstract thought are typical characteristics as well. The acceleration of ment...
In this essay, the author
- Explains that toby rosenberg, a 14-month-old, could read aloud from posters his stroller passed by, spoke both polish and english fluently, and compiled hieroglyphics at the age of 4. some scientists believe that there are quantitative differences in these children's cerebral organization.
- Explains that only the top 2-5 % of children in the world are truly gifted. they are precocious, self-instructing, and have an incredible interest in an area or more.
- Explains that the study of the gifted brain has been utilized by scientists throughout much of history.
- Explains that neurophysiologists have disputed whether genius can be mainly localized in the right hemisphere of the brain or not.
- Concludes that although various answers regarding areas in the brain have been implicated in localizing genius, there are disadvantages with the technologies used in making these findings.
- Concludes that more data is needed to establish firmly the significance of brain differences in gifted and average children, and ultimately explain why so few children have such gifted abilities.
- Describes the characteristics of the gifted, and more information about giftedness in tangled web.
- Explains that gifted children inspire admiration but also suffer ridicule, neglect, and misunderstanding.
- Explains that einstein's brain may or may not indicate the source of genius.
- Describes recent developments in cognitive neuroscience and human genetics concerned with human learning, memory, and intellectual developments which have implications in gifted education.
- Explains that environmental factors may be a source of einstein's genius.
- Describes research findings regarding enhanced development of the right cerebral hemisphere and its connection to extreme intellectual giftedness.
- Analyzes wetware: the biological basis of intellectual giftedness, an analysis of the brain and its related systems in comparison to the intellectually gifted.
1515 wordsRead More - Gifted and Talented Education Research Papernarrative essayOne of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
In this essay, the author
- Explains the different methods of educating gifted and talented students, including tracking, grade advancement, and cooperative learning.
- Cites anderson, m. l., & talory, h. f. (2003). sociology: the essentials.
- Cites burnett, milbourne, haury, lynch, purcell, devlin, and winebrenner, s.
- Cites lovecky, d. v., mathews, m. and unkown.
2674 wordsRead More - Gifted Underachieversanalytical essayRimm states, that “being intellectually or creatively gifted does not assure educational or creative success or productivity. There are risks and pressures that…detour potentially high-achieving children (Colangelo & Davis, 2003, p. 424).” Both authors agree that the risks and pressures that may result in underachievement include the pressure to achieve and feelings of inadequacy when goals are not attained (Emerick, 1992, p. 140). As negative experiences continue, both Rimm and Emerick agree that a poor attitude toward school and they no longer are in control over their academic future (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140). Due to the fact that their intelligence may no longer be evident, they are often times unrecognized or denied appropriate educational services. (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140).
In this essay, the author
- Analyzes how sylvia rimm and linda emerick discuss the reversal of underachieving gifted students. both articles address the characteristics and/or behavioral patterns of gifted underachievers.
- Explains that being intellectually or creatively gifted does not guarantee educational success or productivity. rimm and emerick agree that there are risks and pressures that may result in underachievement.
- Analyzes how emerick and rimm agree that underachieving gifted students have similar characteristics and/or circumstances that foster their attitudes, but other influences such as out-of-school activities and the role of siblings are not mentioned in both articles.
- Analyzes how rimm and emerick's research study states that the most important parts of reversing underachievement are the home and the school environment.
- States that the reversal of underachievement is possible, but does not happen in a short amount of time. it is difficult because there are numerous factors, characteristics and circumstances that contribute to the underachieving student.
- Opines that it is important not to ignore underachieving students, but to figure out a plan to help them.
- Opines that emerick's study emphasizes the need for relevancy in the classroom. using students' individual interests in relation to the content helps motivate underachieving students and keep them engaged in school.
943 wordsRead More - Growth Mindset In Even Geniuses By Carol S. Dweckopinion essayA growth mindset is something that is essential to both students and teachers. Without a growth mindset, students would have no motivation to learn and teachers would have no way to push their students further. In her article, “Even Geniuses”, Carol S. Dweck addresses how to instill a growth mindset in students and teachers. Similarily, Eduardo Brieceno shares the same information that Dweck wrote in his TED Talk “The Power of Belief- Mindset and Success”. In conjunction, both the article and the video present interesting material that teaches the reader about teaching with a growth mindset and learning with a growth mindset, all while being applicable to a real life math class.
In this essay, the author
- Analyzes carol s. dweck's article, "even geniuses", and eduardo brieceno’s ted talk “the power of belief- mindset and success”.
- Explains that dweck's article on teaching with a growth mindset taught them to love challenges, enjoy effort, be resilient, and value their own improvement.
- Opines that a teacher must also learn to have the growth mindset before teaching their students. dweck mentions that students with fixed mindset tend not to handle setbacks well.
- Opines that learning and having a growth mindset is worthwhile and meaningful to the education process.
- Opines that dweck's point about homework assignments (assignments should not be mindless and repetitive... they should require application) interested them the most.
- Opines that while a growth mindset can be hard to learn and teach, it is very attainable, especially with help from brieceno's video and dweck’s articles about it.
1108 wordsRead More - AP and IBD Coursesanalytical essayMatthews, D., & Kitchen, J. (2007). Allowing Idiosyncratic Learners to Thrive: Policy Implications of a Study of School-Within-a-School Gifted Programs. Journal of School Choice, 27-52.
In this essay, the author
- Explains that advanced placement (ap) and international baccalaureate (ib) are the programs of choice to meet the needs of high ability or gifted students in the classroom.
- Explains that neither the ap courses nor the ib program are specifically designed for gifted students, but they are the programs of choice for many secondary schools.
- Analyzes students' dissatisfactions with ap and ib courses, but believed the challenge level and quality of teachers were superior to general education courses they had taken while in high school.
- Analyzes how students in ap and ib classes view themselves and their school in relation to their peers who are not taking advanced classes.
- Explains that gifted students in ap and ib classes reported positive social interactions with homogeneous peers in the same classes, but the relationships between gifted and non-gifted students within a school may not be smooth.
- Explains the indiana school district leader standards, which states that candidates must advocate for equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
- Explains that fishers high school has a consistently high level of student achievement in ap and ib classes, but we have struggled with our minority students, specifically our black students.
- Explains that ap and ib programs are among the most prevalent programs for gifted students in the united states. the study aimed to identify existing research regarding students' perceptions of the social and emotional implications of participating in advanced coursework.
- Explains that students who participated in ap and ib classes had a positive view of school in general.
- Cites ap central's web site: http://apcentral.collegeboard.com/home.
2117 wordsRead More