Gifted education has grown momentum especially in the last few years with specialised departments dedicated to catering for the needs of gifted students in schools. A lot still needs to be developed when it comes to definite structures, understandings and general planning of the best way to teach students who are gifted, however, there are many frameworks and models in place that are used by teachers to differentiate learning for these students. Before even getting into modes or styles of teaching, understanding what gifted and talent even is needs to be established.
What is Gifted and Talented?
One of the main ideas things that need to be mentioned is that there are many theories, definitions, understandings into what is ‘gifted’ and what distinguishes a ‘talent’. The one that Australia seems to adopt the most is Gagne’s definition of giftedness and talent. He describes being gifted as showing potential in one or more abilities, particularly that these abilities are natural or untaught to the individual and this outstanding ability which is beyond what is normally expected is compared to others of the same age. Putting these individuals in the top 10% of natural abilities.
These natural abilities are categorised within a number of mental and physical domains each which have been adapted and updated depending which Gagne model of giftedness you look at. Now it is important to mention that these natural abilities can become talents or competencies but is dependent on a number of factors that may positively or negatively influence wether an individual develops a talent from their natural abilities. These factors are called ‘catalysts’ and include,
Environmental:
- Milieu
- Individuals
- Provisions
Intrapersonal:
- Physical
- Mental
- Awareness
- Motivation
- Volition
Chance is another category where individuals could have their talents developed by a range of factors such as being born in rich families, being exposed to a range of skills and activities others may not have the opportunity to develop (such as developing a talent as a show jumper if you were born into an environment where opportunities existed to practice this skill, or becoming a singer if you were born into a famous family).
Integrated between gifted, catalysts, chance and talents is the developmental process, where three factors in particular, activities, process and investment are the ways in which talent is developed.
It is good to have an understanding of this model, particularly if you are teaching a gifted and talented class or even have mixed-ability groups where certain students in your class have been identified as being gifted. Background knowledge of the impacts and development of gifts and talents is vital and the foundation in understanding the best way to cater for the needs of these students.
If you want to learn more or read about Gagne’s model, here is a copy of Gagne’s DMGT model in more detail, Overview of the DMGT (2020)