Talents Unlimited Model - PowerPoint Presentation

Slide1

Talents Unlimited Model

Susie McFarland and Kristyne Wood

Program Development 2015Slide2

“Gifted students represent a vital resource that has unlimited potential. We need to make sure that these exceptional young people have the support and services they need to be successful.” ~Chuck GrassleySlide3

Model

or research was made possible by Taylor from

Mobile, Alabama in

1968.

In 1968, referred

to as Multiple Talent Theory. In the Talents Unlimited model, the multiple talent theory is still used however there are six talents use to help students gain knowledge. They are:Academics, Productive Thinking, Decision Making, Planning, Forecasting and Communication.

Developed By Calvin W. TaylorSlide4

The Talents Unlimited model features four major components:

1. Specific skill components in the talent programs2. Model instructional activities which enhance academic learning

Developed By

Calvin W.

Taylor Continued

3. In-Service Training program to assist teachers who will be working with the program in order to nurture students’ ability.4. An evaluation system to assess the students’ development in the area of thinking skills. Slide5

This is a model that helps improve the talents of students. It promotes problem solving and critical thinking skills through six focus areas called talents. They focus on academics, product thinking, communication, forecasting, decision making, and planning. They use these skills to apply/ gain more knowledge.

What is the Talented Unlimited Learner?

Academics

Communication

Productive Thinking

Decision Making

PlanningForecastingSlide6

To provide connection among academic curriculum areas to better understand content as well as application in everyday life.

Teaches a thought process structure related to real world application needed for effective inquiry.

Students learn the HOW of inquiry lending confidence as students investigate the WHAT of the situation.

The Goals of

Talents Unlimited MethodSlide7

There are two models of Talents Unlimited (TU). The first model is used for grades K-6. The second model is used for grades 7

th -12

th

grade which is referred as Talents Unlimited to the Second Power (TU²)

Where and when can the Talents Unlimited be used?Slide8

The different talents are:

“Critical

and creative thinking skills need to-be a vital part of the curriculum if we are to prepare students for the

importance of real-life

aspects of thinking skills than to incorporate

talents and authentic assessments."- Coleen EhresmannSlide9

Academics

is the

FOUNDATION

for all other types of learning.

This forms the BASIC KNOWLEDGE for which students can grow in the academia. The activities in this talent do not go beyond recalling items. Example in the classroom: This is just basic knowledge just obtained in the classroom. Slide10

Communication

talent uses

and

interprets

verbal and nonverbal communication to express ideas, feelings, and needs of others in different situations. Example in the classroom: This could be a debate in class or allow them to be a mediator in the debate. Slide11

The

productive thinking

talent

encourages

students to look for new solutions to ideas. They encourage the ideas or solutions to be unique and create original products. Divergent thinking goes into this talent; it allows them to stretch their critical thinking skills. Example in the classroom: This could be students working on creating their own energy chains using their own background knowledge to create new chains. Slide12

In

decision making students are given

tasks

and are having to

make decisions by weighing alternatives before making a judgment. They also must back up their reason behind picking that choice. Example in the classroom: This could be students given the choice to decide which famous African American will be the subject of dioramas they make by weighing the criteria given. . Slide13

Planning

allows students to design

a sequence of steps to identify problems and solutions. This encourages the student to have

ownership

in their products. The students would have to carry out something like a lesson plan, a step by step method to enhance their own learning about a particular content. Example in the classroom: This could be students planning out their projects, or assignments. They could plan out how to conduct a survey of students. Slide14

In

Forecasting

the student is making many different

predictions

on how a situation occurred or will occur in the future. These can include cause and effect relationships. Two skills are needed in this talent. First skill is that students should be able to look into the past and apply what happened to the situation. Second skill the student should be able to look into the future and predict the effect of the situation. Example in the classroom: This could be students are learning about the 14th amendment, they must make predictions on the varied effects of the ratification of the law. Slide15

The Talent Unlimited activities are not age or grade specific. A “Talents” teacher in a non-graded classroom designs a Talents Lesson to address a particular academic content and concept which in itself is differentiation.

The Talent Unlimited model provides all students multiple opportunities to process information in their own style but at the same time creates a stimulating environment for active learning.

Differentiation Curriculum

This allows the student to use the particular thought process designated to respond to that activity from their various levels of

knowledge

and experience. Slide16

1. The

school has to have a clear dissemination model and be approved by the Joint Dissemination

Review Panel and the Program Effectiveness Panel.

2

. Several teachers who teach contiguous grades will become trained in the TU model

and are given the title of CT’s- ( Certified Trainers). 3. CT’s must implement the TU model for one full year , developed a portfolio, completed pre-seminar tasks, attended an intensive 5 day seminar and whose performance skills relating to the TU model have been judged and critiqued by a project staff member and receives an effective score.How to become a TU school?Slide17

4. CT’s certification levels are not permanent and every 3 years you are re-evaluated

on the skills and development and knowledge and practices of the TU model while conducting presentations

at the TU National Conference, publications of manuscripts and

research papers

on the model of the TU and any other professional growth activities that you

have participated in must be noted.5. Data must be collected (summative and formative evaluations), workshops must be attended, technical assistance and financial support must be established in order to attend workshops etc.6. All models of the TU lessons must be integrated across the curriculum with the students work posted within the first 6-8 weeks following staff development, and the CT’s must self-monitor the strategies they are teaching and document that 2-3 of the strategies of the TU model are incorporated into the lessons within the week.7. At the end of the 2 year plan of implementing the TU model, all scores, pre and post test scores are submitted to a Certified Scorer to review the results of the strengths or weaknesses of the students enrolled in the TU model.How to become a TU school continued…Slide18

Nine out of ten

children will be above average in

at least

one of these talent areas.

Every

student in the classroom can become successful in at least one talent area.Does it work?Schools that are currently known as national demonstration sites and who are implementing the TU model are: Utica Elementary School in Daviess County and St. Mary School in Cincinnati, Ohio.Schools that are using the TU model have shown

progress not only in areas for the thinking skills, but achievement progress even in the traditional

academic areas.

“Information

from the student questionnaire indicated that 90% of the treatment students reported that they were "definitely better" or "maybe better" at identifying an interest for study. In addition, 93% of the students reported that they had improved in focusing topics, and 90% indicated that they were better at identifying problems related to their research topics .

“ Jane L. NewmanSlide19

Talents Unlimited is different

than all the other enrichment programs that are out there and

were

established

by well -known gifted educators and researchers like Guilford, Torrance, and Renzulli as the TU model was developed for the sole purpose of educating teachers to look for and be able to

recognize and to nurture the “multiple thinking abilities of ALL students.”Summary for the TU Model:Slide20

Jane

L. Newman Is An Assistant. Talents and Type Ills: The Effects of the Talents Unlimited (2005): n. pag. Web.

Renzulli

, Joseph S. “17." 

Systems & Models for Developing Programs for the Gifted & Talented

. Mansfield Center, CT: Creative Learning, 2009. N. page 433-455. Print.