Models+for+giftedness

"A student who is 'gifted' is //significantly different// to their peers" (Lymbery, J., personal communication, July 17, 2009).
====The following information, on the identification of gifted and talented studnets, is taken from Anderson, K. (ed) (2000) //Gifted and Talented Students: Meeting Their Needs in New Zealand Schools//. Wellington: Learning Media.==== [|Online access to above]


 * "It is now accepted that the gifted and talented are **not simply those with high intelligence"** (p.12)
 * "The concept of giftedness and talent that belongs to a particular cultural group is shaped by its beliefs, values, attitudes, and customs. The concept **varies from culture to culture.** It also varies over time". (p.12)
 * "[Giftedness] is now viewed in terms of **multiple intelligences"** . (p.13) Gardner's (1993) eight intelligences are cited (logical-mathematical, linguistic, bodily-kinesthetic, spatila, musical, interpersonal, intrapersonal, naturalistic).
 * There are ** "conservative definitions" ,** which are based on one criterion, often intelligence, and ** "liberal definitions", ** w  hich " are based on a broad range of criteria". Conservative definitions tend to identify fewer students as gifted then liberal definitions (eg 1-3%:10-15%) (p.13).
 * Definitions may focus on ** observed behaviour, or potential **. (p.13)

Renzulli believed that giftedness was due to a combination of ** three major factors **:

 * 1) "above average ability"
 * 2) "a high level of task commitment"
 * 3) "a high level of creativity"
 * 1) "a high level of creativity"

> (Anderson, 2000, p.14) Diagram of 'three-ring' model and further explanation of each of the three major factorsThis is under the heading: "Guidelines for assessing gifted students" It must be noted that, under this model, a student who was **"possessing or capable of possessing"** these traits could be identified (Renzulli, 1978, p.261, in Lymbery, J., personal communication, July 23, 2009). This could be due to the fact that this model was based on the characteristics of successful adults, and not gifted children (Lymbery, J., personal communication, July 23, 2009).

I believe that this model would be most useful for identifying ** "the successful gifted" **. These are students who "achieve highly at school and are ... most likely to be identified as gifted and talented. They are conforming, eager for the approval of others, and perfectionistic. They lack autonomy and assertiveness and avoid taking risks" (Anderson, 2000, p.21).

====Gagné saw the terms 'gifted' and 'talented' as distinct, yet he believed that it was possible to move from giftedness to talent. (Anderson, 2000, p.16). I believe that this is relevant for languages, as your students may come with a natural 'gift' for languages, and it is up to the teacher to provide opportunities for this to develop into a 'talent'.====

** Giftedness: ** "the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one's age"
(Lymbery, J., personal communication, July 23, 2009) eg "intellectual, creative, socioaffective, perceptual/motor" (Anderson, 2000, p.15). "outstanding **potential** rather than outstanding performance" (Lymbery, J., personal communication, July 23, 2009).

**Talent:** outstanding achievement in a field
eg "academic, technical, artistic, interpersonal, and athletic" (Anderson, 2000, p.15). "excellence and outstanding performance" (Anderson, 2000, p.16).'

Intrapersonal or environmental catalysts will influence the child's development, and can determine whether giftedness is translated into talent (Lymbery, J., personal communication, July 23, 2009).

Diagram of Gagné's model 

Tannenbaum's 'sea star' model
====Tannenbaum believed that "developed talent [existed] only in adults"; therefore, his model identified "the ** potential ** for becoming critically acclaimed performers or excemplary producers of ideas" (Lymbery, J., personal communication, July 23, 2009). As most students will not have had much exposure to the foreign language, I feel that this model is particularly useful. As language teachers, we see them at the very beginning of their journey, so we need to recognise whether or not they have the traits which will equip them to become talented in foreign languages.====

====Lowe (2002, p.141) states "[d]efining an able or 'gifted' language learner is particularly problematic in a school setting. In [England] the lelarning of another language usually takes place at a later stage of a child's education and, in most cases, progress is dependent on teacher input and on opportunity ... ** The full picture of linguistic ability emerges only after a relatively long developmental period **".====

Under his model, ** five elements ** were required for giftedness: > linked to "testable general intelligence"; different levels are required for different kinds of accomplishments > the above ability is linked to a specific domain/kind of work > for example, "motivation, a secure self-concept"... > for example, whether the child's society is willing to suppport/nuture a specific ability (Think 'Bend It Like Beckham'...) > "entirely unpredictable events"; basically, just being in the right place at the right time/having the right contacts
 * 1) // **general ability** //
 * 1) **// special aptitude //**
 * 1) //** nonintellective requisites **//
 * 1) //** environmental supports **//
 * 1) //** chance **//

Each of these can be //static// (how the child is at the moment) or //dynamic// (in progress, eg "processes of learning"; things which "cause, or may lead to, change").

Also, while different areas of giftedness may require different combinations of the above, "No combination of any four factors can compensate for a serious deficiency in the fifth (Tannenbaum, 2003, p.48)". Look at the above in pictorial format

Tannenbaum also distinguished between gifted ** producers ** and gifted ** performers ,** both of whom can operate **creatively** or ** proficiently **.

** Producers: ** these people develop new ideas.
 * Performers: ** "interpret or recreate" the above ideas.

** Creatively: ** adding something new or original to the process.
 * Proficiently: ** having high levels of skill.

For example, a "jeweller who sets a precious stone in the perfect setting by carrying out a complex design with great skill - even though the design itself was created by someone else" is a //proficient producer//.

(Lymbery, J., personal communication, July 23, 2009).

** References **
Anderson, K (ed). (2000) //Gifted and Talented Students: Meeting Their Needs in New Zealand Schools.// Wellington: Learning Media.

Lowe, H. (2002). Modern Foreign Languages. In Eyre, D. & Lowe, H. (Eds). //Curriculum Provision for the Gifted and Talented in the Secondary School// (pp.140-163). London: David Fulton Publishers.