Talents Unlimited Model Susie Mc Farland Kristyne Wood

{ Talents Unlimited Model Susie Mc. Farland Kristyne Wood Program Development 2015

“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 Grassley

Developed By Calvin W. Taylor 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.

The Talents Unlimited model features four major components: 1. Specific skill components in the talent programs 2. Model instructional activities which enhance academic learning 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. Developed By Calvin W. Taylor Continued

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. Forecasting Planning Decision Making Productive Thinking Communication Academics What is the Talented Unlimited Learner?

To provide connection among academic curriculum areas to better understand content as well as application in everyday life. v Teaches a thought process structure related to real world application needed for effective inquiry. v Students learn the HOW of inquiry lending confidence as students investigate the WHAT of the situation. v The Goals of Talents Unlimited Method

Where and when can the Talents Unlimited be used? 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)

“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 Ehresmann The different talents are:

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.

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.

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.

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. .

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.

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 14 th amendment, they must make predictions on the varied effects of the ratification of the law.

Differentiation Curriculum 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. This allows the student to use the particular thought process designated to respond to that activity from their various levels of knowledge and experience.

How to become a TU school? 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 continued… 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.

Does it work? 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. 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. Newman

Summary for the TU Model: 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. ”

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.