ERIC EJ803364: Talents are Unlimited: It's Time to Teach Thinking Skills Again!

2008·1.9 MB·English

by  ERIC

TTAALLEENN SS
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All students must learn to think! According to
Tough Choices or Tough Times (2006), a report

developed by the National Center on Education
Are
and the Economy (NCEE), the commission
reports that America’s position in the world’s
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UU LLIIMM DD:: education league is declining. A larger number
NN II EE of our international counterparts are getting a
better education and are positioning themselves
as leaders in the global economy (NCEE, 2006,
p. 4). In the 21st century, high levels of educa-
tion are imperative.
It’s Time to Teach
Strong skills in English, mathematics,
Thinking Skills technology and science, as well as litera-
ture, history, and the arts will be essential
for many; beyond this, candidates will
Again! have to be comfortable with ideas and
abstractions, good at both analysis and
synthesis, creative and innovative, self-
disciplined and well organized, able to
learn very quickly and work well as a mem-
ber of a team and have the flexibility to
adapt quickly to frequent changes in the
by Jane L. Newman
labor market as the shifts in the economy
become even faster and more dramatic.
(NCEE, 2006, p. 8)
The countries that produce the most impor-
tant new products and new services will capture
a premium in the world markets. More impor-
tantly, however, creativity and innovation will
be key. According to NCEE (2006, pp. 5–6),
leadership will depend on
a deep vein of creativity that is constantly
renewing itself, and on a myriad of people
who can imagine how people can use things
that have never been available before, cre-
ate ingenious marketing . . . write books
. . . imagine new kinds of software that will
capture people’s imagination and become
indispensable to millions.
According to the commission’s report
(NCEE, 2006, p. 7), the “best employers will
be looking for the most competent, most cre-
ative, most innovative [thinkers] on the face of
the earth and will be willing to pay top dollar
for their services.” Moreover, this demand for
top thinkers will exist not only for profession-
34 summer 2008 • vol 31, no 3
Talents Are Unlimited
als and managers; everyone will need many contend that because of NCLB Schlichter & Palmer, 1993). Built
highly developed skills in creative and and other initiatives, there is inadequate upon Calvin Taylor’s (1967) multiple
critical thinking. Routine work will be time to plan appropriate learning expe- talent approach to teaching, Talents
accomplished by machines (NCEE, riences for these students. Unlimited is grounded on Guilford’s
2006, p. 8). Therefore, practitioners are per- (1956) work on the nature of intel-
plexed, faced with the reality of the ligence and includes the multiple
The Problem demands of NCLB and with a lack of processes of the academic talent, pro-
understanding and time to meet the ductive thinking (PT), decision mak-
needs of students who are gifted and ing (DM), planning (PL), forecasting
Our society recognizes that it is
talented. One solution is that teach- (F), and communication (C; see Figure
absolutely critical for all students
ers, administrators, and parents in 1). In this TU framework, students
(including our high-end learners who
the fields of gifted education, general use the traditional “school house” aca-
are gifted and talented) to learn to
education, and special education must demic talent to recall and comprehend
think, to become problem solvers,
become partners and share responsibil- knowledge in a variety of disciplines.
and to become creative producers of
ity for gifted and general education stu- The other five higher order thinking
knowledge. However, many experi-
dents among all school staff. Through skills are practical, powerful smarts
enced teachers are frustrated and have
differentiated instruction strategies used to process knowledge (academic
compelling concerns about educa-
(Tomlinson, 1995), they can tap into talent) or to create new solutions to
tion today. According to McElroy
diverse interests, readiness levels, and problems in the world of work.
(2005), past president of the American
learning profiles to craft a variety of
Federation of Teachers, “a major cause
Taylor’s Multiple Talent Approach
learning activities at different levels in
of . . . dissatisfaction is the federal No
content, product, and processes, includ-
Child Left Behind Act (NCLB) and
During the mid-1950s, in response
ing thinking skills experiences. Through
the way that it has been implemented”
to the Sputnik launch, Calvin Taylor
collaborative efforts, teachers can share
(p. 1). Likewise, in Many Children Left
at the University of Utah focused on
expertise and insights as they plan for
Behind, Meier and Wood (2004) and
identifying innate, inborn, inherited,
students, regardless of the nature of
fellow authors maintain that although
potential human resources, in addition
the program in which they specialize.
NCLB was intended to deliver higher
to acquired knowledge resources. He
In addition, collaboration enhances
quality, more equitable education, it
posited that not all gifted individuals
understanding and trust among fields
has focused on teaching to the test, excelled in the same talents and found
of education, helps promotes connec-
rather than using appropriate peda- that typical intelligence tests measure
tions between services in all educational
gogy to teach meaningful material, only a small fraction (10%) of talents
fields, helps develop more positive atti-
resulting in watering down the qual- that have actually been identified.
tudes toward gifted education, and
ity of teaching and learning. Taylor (1968) expected that identifying
improves learning for students.
Moreover, many students who dem- additional smarts would produce higher
onstrate gifted and talented behaviors motivation in students and also would
The Talents
spend most of their time in the general contribute to better development of
Unlimited Model
classroom setting and are not receiv- our nation’s human resource potential.
ing appropriate instruction designed The research of Gardner (1983) and
to address their interests, abilities, A model for which 35 years of Sternberg (1985) validated the work of
needs, and individual characteristics research, development, and diffusion Taylor (1967) and the “multi-faceted
(Archambault et al., 1993; Westberg, has proven effective repeatedly in nature of human intelligence,” and
Archambault, Dobyns, & Salvin, 1993). identifying and nurturing each stu- influenced the broadened definition of
As a whole, the group learns more dent’s multiple-thinking talents is the giftedness (Haskew, 1993).
rapidly than their age peers, thinks at Talents Unlimited model (TU; Chism
higher cognitive levels, is interested in & McLean, 1980; Crump, Schlichter, Schlichter and the Talents
in-depth exploration of their interests, & Paulk, 1988; Newman, 1991, 1993, Unlimited Model (TU)
and asks stimulating questions. Yet, 1995, 2004, 2005, 2006; Newman &
most teachers do not have adequate Zupko, 2006; Schlichter, 1979, 1981, During 1971 to 1974, Dr. Carol
continued on page ??
training to address these needs, and 1986a, 1986b, 1987, 1988, 1997; Schlichter operationalized instruc-
gifted child today 35
Talents Are Unlimited
learning for all students; and (c) pro-
The Talents Unlimited Model
viding a training process for students
who demonstrate gifted behavior to
Talent Area: Productive Thinking organize and manage in-depth inves-
Definition: To generate many, varied, and unusual ideas or solutions and to add detail to tigations of real problems that result in
the ideas. professional products and/or services
Sample Activity: Students in a marine biology class think of many, varied, and unusual
for real audiences (Newman, 1991,
examples of locations for finding sea animals.
2005, in press).
Talent Area: Decision Making
Definition: To outline, weigh, make final judgments, and defend a decision on the many
Integrating Talents
alternatives to a problem.
Sample Activity: Sam decides on a focused topic for his investigative research project in Unlimited in Core Subject
high school statistics by weighing his alternatives using criteria questions: (a) Do I know
Areas
a lot about this topic? (b) Can I locate enough additional information? (c) Do I have a
passion for studying this topic?
Each of the talents can function in
Talent Area: Planning
Definition: To design a means for implementing an idea by describing what is to acquiring knowledge across all sub-
be done, identifying the resources needed, outlining a sequence of steps to take, ject matter areas at all grade levels.
pinpointing possible problems, and showing improvements in the plan.
In the multiple talent approach, stu-
Sample Activity: Following a study of misconceptions about nutritious snacks, first
dents develop 22 subskills in creative
graders develop a plan for conducting a survey about other children’s attitudes about
and critical thinking while growing
snacks and nutrition.
in knowledge. Every student in the
Talent Area: Forecasting
classroom can be highly successful in
Definition: To make a variety of predictions about the possible causes and/or effects of
various phenomena. at least one of these areas, and these
Sample Activity: High school English students use Forecasting #2 to predict the many, successes translate into improved stu-
varied effects of a particular ending for their narrative essay. dent achievement, self-concept, and
Talent Area: Communication creativity (Schlichter, 1979).
Definition: To use and interpret both verbal and written communication to express
ideas, feelings, and needs to others.
Practicing Productive Thinking
Sample Activity: Middle school students use Communication #3 to generate many,
varied similes that are commonly used clichés.
Productive thinking is synonymous
Talent Area: Academic
with Torrance’s (1962) definition of
Definition: To develop a base of knowledge or skill about a topic or issue through
acquisition of information and concepts. creativity. A productive thinker is a
Sample Activity: Third-grade students check the Internet to read the story of the creator, an inventor, a problem solver;
Nutcracker before they attend the ballet performance. that is, one who thinks of many ideas
(fluency), varied ideas (flexibility),
Figure 1. Talents Unlimited Model.
unusual ideas (originality), and adds
to the ideas (elaboration) for solving
tional strategies for Taylor’s approach in students’ academic achievement,
problems more creatively. At school
and developed a staff development creativity, self-esteem, and abilities to
there are numerous ways that produc-
model to assist teachers in learning apply creative and critical modes of
tive thinking can be used in practi-
how to craft activities that incorpo- thinking. This article describes three
cal situations or through integration
rated the talent processes in all sub- ways that the Talents Unlimited model
into the core curriculum. Productive
ject areas. Figure 2 shows an example can be used to differentiate instruc-
thinking development not only boosts
of a theme board that teachers use to tion by: (a) integrating higher level students’ application of higher order
teach the model. Chism and McLean thinking skills into all core areas to thinking skills, it also can be used in
(1980) conducted research that dem- teach all students creative and critical helping students to learn social stud-
onstrated that 2 years of integration of thinking skills; (b) developing general ies, math, science, art, drama, music,
the Talents Unlimited thinking skills education and gifted education units language arts, and in solving everyday
clusters into academic content areas of instruction that provide engaging, problems. Two following examples,
resulted in significant improvements hands-on, constructivist approaches to one at the elementary level and one
36 summer 2008 • vol 31, no 3
Talents Are Unlimited
at the secondary level, illustrate how
productive thinking can move stu-
dents beyond recall and comprehen-
sion in expanding the academic base
of learning.
For example, before reading a fifth-
grade history chapter on colonization,
students can apply productive think-
ing to think of many, varied, unusual
strategies that England’s King George
might have used to force American
colonists to pay their taxes. The
teacher can structure the initial student
responses in small-group settings, as a
whole class, or as an individual assign-
ment. After the students have thought
of ideas, the teacher can record the
responses on a chart and can guide
students in adding to, or elaborating
on their ideas that extend their think-
ing beyond the obvious answers. In Figure 2. Example of a theme board.
the reinforcement stage of the lesson,
the teacher can help the students ana- of the lesson, the teacher lets students lessons that they expand on each year,
lyze their responses by determining the from each group share examples, and as they learn to integrate productive
number of responses they generated, students debrief to determine similari- thinking activities seamlessly into core
the different categories of responses,
ties and differences in their ideas. content or in practical examples:
and the originality of their responses.
Examples of using PT to extend 1. In elementary school, if a class is
Then, students can compare their
core content at all grade levels and in having a seasonal party, the stu-
answers to those listed in a textbook or
all subject areas are limitless. For exam- dents can use productive thinking
to the ones that the teacher lists when
ple, it is helpful to keep an ongoing list to think of many, varied, unusual
teaching the content. This approach to
of academic examples, as well as prac- snacks that will be both nutritious
learning improves creative and critical
tical productive thinking activities that and tasty.
thinking processes that improve reten-
students can practice. It also is advan- 2. Third-grade students can use PT
tion of information.
tageous for teachers to use professional to think of many, varied, unusual
Suppose that in a high school biol-
learning communities at elementary examples of containers for planting
ogy class, students are studying mus-
grade-level meetings or at second- seeds for a science experiment.
cles, specifically joints. After the initial
ary departmental meeting to develop 3. In high school forensics, students
explanation of the kinds of joints (ball
engaging lessons. The term profes- can think of many, varied, unusual
and socket, hinge, and pivot), the
sional learning community describes topics for debate.
teacher asks the class to work in small
a collegial group of school staff who 4. Students can think of many, var-
groups to find many, varied, unusual
are committed to student learning ied, unusual strategies for solving
examples of objects in the class-
in that they share a vision, work and a word problem in math.
room that represent the movement
of the three kinds of joints. Students learn collaboratively, visit and review
are reminded to try to find unusual other classrooms, and participate in Practicing Decision Making
examples, ones that other groups won’t decision making (Hord, 1997). The
consider. The teacher pushes the stu- benefits include better informed and Decision making is the most com-
dents to continue to add to their ideas, committed teachers, reduced isola- plex and difficult talent to master,
stretching their minds to find exam- tion, and academic gains for students. however, if it is broken down into
continued on page ??
ples that are not so obvious. At the end Teachers can compile a notebook of small steps, even young children or
gifted child today 37
Talents Are Unlimited
Decision-Making Matrix 4. Step 4 asks the students to record
What Shoes Will I Wear on the Zoo Field Trip? the best decision based on tabulat-
ing the scores on the decision-
1. List the alternatives for consideration (horizontal spaces).
making grid.
2. Write the criteria questions (vertical spaces) to consider.
5. In Step 5, the students give reasons
3. Use this matrix to help weigh the alternatives for a decision. Consider each alternative
carefully by asking each criteria question. Working across the page, assign weights using for choosing the specific alterna-
the rating scale at the bottom. Continue in the same way until you have considered each tive as the best decision. This step
alternative by asking each criteria question. Add the ratings and identify the one that is is simple. Return to Step 2 and
the highest.
rewrite the criteria questions as
statements, listing them down the
Criteria Questions
page.
Alternatives Are they comfortable? Are they appropriate? Do they match my outfit? Are they in good condition? Total Points bm eagAkiens dpeeaacrrielsnyi,ot sng sau ntihddai ntte gaar ceoh uaeprr psc,r howipeldr israhetone u ftoldor
Boots 3 3 3 5 14 their level of maturity. For instance,
Tennis shoes 5 5 5 5 20 most students can decide what they
Dressy shoes 1 1 1 5 8 want for lunch or which shoes they
Flip flops 5 2 5 5 17 want to wear to school on a certain
day. Initially, in demonstrating the
Rating Scale: 1 2 3 4 5
decision-making process, it is help-
(poor) (excellent)
ful to limit the alternatives to two;
4. Write the best alternative based on the highest rating number: Tennis Shoes for example, do you want to wear this
5. Write many, different reasons supporting your choice. (Turn your criteria questions into blue shirt or this green shirt? In begin-
statements.)
ning lessons, it also is beneficial to use
1. Tennis shoes are very comfortable.
concrete alternatives that the child can
2. Tennis shoes are very appropriate for the zoo field trip.
3. Tennis shoes match my outfit. visualize because abstract alternatives
4. Tennis shoes are in good condition. (i.e., the concept of political parties)
are difficult to process. Because deci-
Figure 3. Decision-making matrix example.
sion making is such a complex think-
ing skills cluster, students need much
support, but as they become more
low-end learners can learn decision might include categories of time,
adept at the process, teachers can
making if the content is concrete. cost, feasibility, and effectiveness,
Older students or high-end learners in addition to ones that are spe- gradually provide less assistance, rely-
can manage more difficult content cific to the activity. ing on students to take more respon-
including abstract concepts. This tal- sibility for implementation. Examples
3. Consider the alternatives by
ent has five key subskills: of decision-making activities include:
weighing each one by each criteria
1. List alternatives (usually not 1. In sixth-grade math class, students
question. For this step, a decision-
more than five) to consider for a can decide whether or not the
making grid is helpful (see Figure
decision. U.S. should convert completely to
3). Recording information at this
2. List criteria questions for judging the metric system. Some criteria
stage is important because the
each alternative. (Initially, the to consider might include:
process is complicated (i.e., ana-
teacher should develop all of these a. Is the cost factor reasonable?
questions and let the students lyzing the effectiveness of each b. How readily will the public
assist with this step. Once stu- alternative against each criteria accept the change?
dents understand the subskills, let question). (For primary students, c. Will the global society per-
them contribute to the process.) a happy face decision-making grid ceive the change to the metric
Criteria questions to consider is helpful.) system a positive change?
38 summer 2008 • vol 31, no 3
Talents Are Unlimited
2. In a high school English class 2. What will I select for lunch today implemented; and (e) reviewing the
or for younger students who are in the cafeteria? plan for improvement and revising it
high-end readers, decision making 3. Will I decide on band or football using a bright colored pen. As students
can be used to decide on a theme as my extracurricular activity in revise the materials section, they may
for The Grapes of Wrath (Stein- middle school? think of additional steps to include in
beck, 1939). Criteria questions 4. Which learning center will I the plan, and while reviewing their
might include: choose today at school? to-do list, the process may trigger ideas
a. Does the theme capture the 5. At what time each day will I feed for additional materials. Some specific
most important element in my pet? curricular examples of planning might
the novel? include:
b. Can we express the theme in Again, it is helpful to keep a list of 1. In high school social studies, or,
a single sentence? ideas that are appropriate decision- for elementary students who dem-
making activities for the students’ onstrate gifted behavior, plan the
c. Is the theme concept-based
developmental stages. As students school’s mock election for local or
and a universal idea?
become more adept at managing the national candidates.
subskills of decision making, teachers 2. In science at any level, plan an
3. In a middle school science class,
can increase the difficulty of the les- invention to solve a problem
or for elementary students who
sons, integrating the clusters into the related to global warming.
display gifted talent in science,
core curriculum and gradually allow- 3. In chemistry, use the planning tal-
the teacher can ask students to
ing students to take more of a lead in ent to solve a subproblem related
decide on the best way to prevent
completing the steps of the talent. to high gasoline prices. In the first
the occurrence of heart disease for
step of planning, be sure to have
someone who has inherited ten-
Practicing Planning students identify the problem and
dencies for the disease. Criteria
the goal for the specific problem.
questions might include:
The planning talent often is a good 4. In American government, use the
a. Will this solution have a long-
follow-up for decision making because planning talent to reconstruct
term impact?
solving a problem often requires a plan a plan demonstrating how an
b. Is this solution safe?
for implementation. The skills in plan- amendment is added to the U.S.
c. Can I afford this solution?
ning call for forming the big picture, Constitution.
for fleshing out the details of a deci-
4. Students in a U.S. history class or
sion. While planning lends itself to Implementation is an expected follow-
elementary students who demon-
all kinds of school activities such as up to developing a plan, as it makes
strate high levels of interest and
field trips, topics for papers, and in- the plan more practical and realistic.
potential in social studies can ret-
depth projects (Newman, 1991, 1993, A template such as the one shown in
rospectively consider the United
1995, 2004, 2005, 2006; Newman & Figure 4 is helpful in organizing stu-
States’ decision to give control
Zupko, 2006), it also presents many dents’ thoughts during planning.
of the Panama Canal to Panama.
applications to use in core content.
Criteria questions could include: The planning talent has five steps Practicing Forecasting
a. Is this decision good for the (see Figure 4): (a) clearly stating
U.S.? what the students are planning in a Forecasting is defined as the predic-
b. Is this decision good for complete sentence so that the reader tion of many, varied causes or effects
Panama? understands; (b) listing materials and about a situation or event. The term
c. Will this decision ensure the resources needed (make sure students forecasting suggests looking into the
continued maintenance of the list items down the page so they can future, and many questions that result
Canal? check them off as they assemble them); in forecasting are stated in the future
(c) listing implementation steps and to elicit a prediction of an outcome, an
Some beginner, practical examples arranging them in order down the effect, or a consequence. For example,
could include: page so that students can check com- “What might be the many, varied
1. Which book will I choose for the pletion; (d) thinking of problems that effects of dinosaurs roaming the Earth
continued on page ??
book report this semester? could prevent the plan from being today?” On the other hand, forecast-
gifted child today 39
Talents Are Unlimited
Planning listed several ideas, finish reading
the book to compare effects that
1. I am planning a __________________________________________.
are similar and different.
2. These are the materials I will need: 4. A secondary example in literacy
_____________________________________ _____________________________________
could include a discussion of The
_____________________________________ _____________________________________
Scarlet Letter (Hawthorne, 1898),
_____________________________________ _____________________________________
including an F #2 lesson on pre-
3. These are the steps (in order) that I must take: dicting the many, varied, effects
___________________________________________________________________________
of the story taking place in the
___________________________________________________________________________
21st century. An extension activ-
___________________________________________________________________________
ity could ask students to compare
(continue on back)
the effects in the novel with pos-
4. These are the problems that might prevent me from completing my plan. sible effects in today’s world.
___________________________________________________________________________
5. In high school consumer math,
___________________________________________________________________________
before teaching the lesson, stu-
___________________________________________________________________________
dents could use F #1 to predict
5. These are three solutions to the above problems: the many, varied effects of not
___________________________________________________________________________
using credit cards (i.e., if install-
___________________________________________________________________________
ment buying was not possible).
___________________________________________________________________________
6. I have reviewed my plan and revised sections for improvement with bright ink. Forecasting talents, like productive
thinking, should be used before the les-
Figure 4. Planning talent.
son is taught; otherwise, students are
just recalling what they have learned.
Also, never use the two forecasting tal-
ing can be used to explain causes of talent is an excellent thinking skills
ents (F #1 causes and F #2 effects) in
events of the past. For example, we cluster to teach literacy.
the same lesson, as it is likely to con-
might ask, “What might be the many, 3. In elementary school, begin read-
fuse students. Finally, have high-end
varied causes of dinosaurs becoming ing Cloudy With a Chance of Meat-
students think deeper as they practice
extinct?” To distinguish between the balls (Barrett, 1978) to students.
forecasting. For example, after stu-
two kinds of forecasting, we refer to Once you have read the introduc-
dents have completed a forecasting
forecasting causes as F #1, and we refer tion and have established the set-
lesson, have them conduct research to
to forecasting effects as F #2. ting with the concept that in the
verify some of their predictions and
Forecasting is a great tool that par- town of Chewandswallow, food
to critique the quality of their initial
ents and teachers can use to help stu- rains from the sky, you can stop
predictions. Finally, have students
dents elaborate on a current event in reading, and ask, “What might be
use their research findings to gener-
the newspaper or on the evening news. the many, varied effects of living
ate more complex predictions for the
Examples might include: in a town like Chewandswallow?”
same lesson.
1. What do you think might be the (F #2) Or, take, for example,
many, varied causes for so many the book Miss Nelson is Missing! Practicing Communication
deaths from the tsunami? (F #1) (Allard, 1977). Again, read until
2. What do you think the many, Miss Nelson is absent and the sub-
Communication, the fifth talent in
varied effects of this election will stitute comes to school. Stop read- the TU model, elicits both creative
have on the number of Democrats ing, and ask the question, “What and critical thinking and is the talent
in the House of Representatives? might be the many, varied causes that is most likely already being used
(F #2) of Miss Nelson’s disappearance?” by teachers at all grade levels. The
(F #1) Or, you might ask, “What main goal of the communication tal-
Forecasting also can be used effec- might be the many, varied effects ent is to improve students’ ability to
tively in core curriculum at all grade of Miss Nelson’s being missing?” apply more effective verbal and non-
levels. For instance, the forecasting (F #2). After the students have verbal language to share thoughts and
40 summer 2008 • vol 31, no 3
Talents Are Unlimited
feelings. Another benefit of the com- (or another topic), students can review ied comparisons using similes, so that
munication talent is to generate lan- their list of adjectives and incorporate they are easily accessible whenever
guage that goes beyond using tired, them in their writing, resulting in students are producing written or oral
old clichés that teachers encounter more exciting, appropriate descrip- assignments.
every day in students’ examples of tions. Communication #4 is an affective
written and oral language. Actually, Communication #2 asks students talent that is less structured than the
the communication talent includes to give many, varied, single words to other talents in the TU model. When
six small talents utilized one at a describe someone’s/something’s feel- using this talent, students have an
time, designated by the following ings. An example appropriate for any opportunity to share real-life experi-
nomenclature: C #1, C #2, C #3, C grade level might be: “NASA just ences and accompanying emotions to
#4, C #5, and C #6. Communication launched a satellite. Use C #2 Talent express empathy. The teacher might
talents can be used effectively in all to think of many, varied, single-words ask, “Have you ever had an experience
subject areas from elementary to high to describe the feelings of the astro- when you felt like the main charac-
school and with low-end learners to nauts at the end of a mission when ter in the story? If so, can you share it
high-end learners. they land at Cape Canaveral.” Some with us?” It is important that we don’t
Communication #1 gives many, answers might include: exhilarated, force students to respond; however, the
varied, single words to describe some- frightened, elated, perplexed, anxious, teacher can give students the oppor-
thing (an object or item). This talent fulfilled, cooperative, triumphant, vic- tunity to reply in writing or orally,
requires students to brainstorm adjec- torious, and exhausted. Again, as in C whichever best fits the situation.
tives to describe nouns. It is helpful #1, the teacher can have the students Communication #5 is called the
to have students designate a section designate a section of their notebook “catch-all talent” because it involves
in a notebook to record C #1 activi- to list the many, varied, single words making a network of ideas using
ties, because students actually know to describe someone’s feelings, so that many, varied complete thoughts in
more expressive adjectives than the they can easily access a list of words oral or written language. The for-
simple ones that they consistently that are not overused clichés when mats of ideas can range from a simple
use in their writing. Having students they write descriptive, narrative, three-word phrase to a lengthy book.
keep a list of adjectives increases their expository, and persuasive essays, or Other examples of C #5 include:
vocabulary and expands their use of complete other assignments. speeches, songs, questions, poems,
more appropriate adjectives in writing Communication #3 generates play scripts, short stories, advertising
assignments, especially in the descrip- many, varied responses to a sentence brochures, interviews, word prob-
tive mode. stem in the form of a simile that uses lems, letters, invitations, and autobi-
For example, C #1 is an effective the word like or as. For instance, pro- ographies. Communication #5 only
thinking skill cluster to use when vide a sample simile sentence stem for relates to producing the first draft of
introducing a unit and having stu- students such as: a written product; editing and revi-
dents observe an object related to the • The (noun) is as (adjective) as: ___ sion fall under skills of the academic
unit. A teacher might introduce the ___________________________ talent. Communication #5 also can
Civil War in a fifth-grade social stud- ________. be facilitated with a large group of
ies class by explaining that because • The boiled peanut is as bumpy as: students, a small group, or with an
soldiers were low on food, many of the dirt road to the small town in individual.
them had only boiled peanuts to Meso-America. Communication #6 is used to
eat. Students can employ all of their • The boiled peanut is as bumpy as: express feelings, thoughts, and needs
senses to observe a boiled peanut and the bark on the old oak tree in my without written or spoken words.
list many, varied, single-words to grandmother’s front yard. Therefore, this talent includes panto-
describe it (e.g., squishy, wet, bumpy, mime; nonverbal arts such as music,
coarse, salty). Later, a student might Encourage students to be specific and dance, and sculpture; and visual arts.
ask, “May we open the peanut?” This to give details to make their sentences Communication #6 can be used in all
extension elicits another list of adjec- more interesting and complex. Again, content areas. As teachers assess stu-
tives to describe the smooth peanut have students section off a portion of dents’ learning styles, include C #6 to
inside the shell. Later, when students their notebooks to record all similes reach those students whose mode of
continued on page ??
are asked to write about the Civil War created when they generate many, var- thinking is kinesthetic. This talent is
gifted child today 41
Talents Are Unlimited
easily integrated into any elementary each of the talent clusters represented Hébert (1992, 1993), Newman,
subject and also can be used effec- in the Talents Unlimited model. (1991, 2005, 2006), Renzulli and
tively in secondary school, especially For example, in writers’ workshop Reis (1997), and Schlichter (1986b)
in forensics, drama, social studies, and (Hobbs, 1993) students internalize have proposed a synthesis of content,
music. the 22 subskills of PT, DM, PL, F, process, and learning-how-to-learn
For example, (a) in middle school and C applied by professional writers. skills for students who display gifted
science, students can draw a picture Students can use productive thinking behavior, much like that which has
representing their feelings about car- to generate many, varied, unusual caused adults to be recognized as
ing for the environment (C #5); (b) topics for consideration. Decision gifted contributors to the knowl-
in elementary music, students can use making follows, as student select no edge and culture of mankind. Talents
instruments to communicate different more than five topics for alternatives for Type III’s: A Guide for Becoming
seasons of the year (C #6); or (c) in from which to choose the best topic. a Better Creator, Decision Maker,
high school English, a small group of Criteria questions for deciding on one Planner, Predictor, and Communicator
students can pantomime the lyrics of topic might include: (a) Do I like this (Newman, 2006) integrates the TU
a poem with classical music playing in topic? (b) Do I know enough about Model (Schlichter, 1986b) with the
the background (C #6). the topic? and (c) Will readers like this Schoolwide Enrichment Model’s 10
Certainly, there are numerous other topic? The next step is to use planning steps (Renzulli & Reis, 1997) for
ways to communicate; however, these to list resources, steps of implementa- guiding students through the creative
six forms of communication were tion, and potential problems to solve. productivity process.
selected for the Talents Unlimited Forecasting is helpful in predicting Teachers of the gifted who are
model because, according to Schlichter causes and effects of a situation so trained in the Schoolwide Enrichment
(1986a), they are the skills most often that students can develop a rational Model (Renzulli & Reis, 1997) and
needed to communicate effectively. ending to the written product. The in the Talents Unlimited model can
Each skill may be the focus of an entire Communication talent is valuable in guide students to focus on a passion-
activity. However, the also skills can using appropriate descriptive words ate interest, to define the interest as
be linked. A closer look at the skills (C #1 and C #2) and innovative com- a real-world problem, to progress
of communication suggests that there parisons that do not include overused through the steps of researching and
is an implied hierarchy of complexity, clichés (C #3), expressing empathy in solving the problem, and to develop
ranging from the generation of single a story (C #4), creating drafts of the a professional product and/or service
words, to phrases, to networks of ideas written product (C #5), and illustrat- for a real audience. Newman’s research
(Schlichter & Palmer, 1993). ing the product with drawings (C #6). (1991, 2005, in press) reported posi-
The Talents Unlimited model equips tive effects in the quality and comple-
Using the Talents the English/language arts student with tion of projects and services developed
Unlimited Model to tools needed for success in the writers’ by students who used the processes of
workshop process. Students are “more the Talents Unlimited model to inves-
Develop Integrated Units
conscious of the strategies used in tigate problems and to develop culmi-
of Study
nating real-world projects and services,
the process and [are] thereby better
as compared to students who did not
equipped for the journey” (Hobbs,
All of the talent clusters can be use the TU Model.
1993, p. 118).
linked to each other to design inte- For example, two fourth graders
grated curriculum units appropriate Using Talents Unlimited who demonstrated gifted behavior
for gifted students and general educa- used Talents for Type III’s (Newman,
to Create Real-World
tion students. For example, each sum- 2006) to conduct a 2-year investiga-
Problem-Solving Projects
mer at The University of Alabama, tive research project about animals at
the Summer Enrichment Workshop the Birmingham Zoo, which resulted
is held for some 250 students who One of the major tenets of imple- in an official grades K–2 guidebook,
demonstrate gifted behavior. Teachers menting the Talents Unlimited Zooming Around. Sarah and Elizabeth
seeking an master’s degree in gifted model is that students also should be used productive thinking to brain-
and talented design and teach two actively involved in improving their storm topics and decision making to
3-week mini-courses infused with unique thinking skills. Burns (1987), focus a problem for their research; DM
42 summer 2008 • vol 31, no 3
Talents Are Unlimited
also was critical in selecting animals to excellent preservice experiences that sional products and services. Clearly,
include in their book, determining the employ the observation feedback in today’s world, in order to ensure
format of the guidebook, and select- cycle (Newman, in press), they can that our nation continues to be one
ing the most appropriate audience for effectively learn to design and teach of the most productive in the world,
their book. The girls used planning to curriculum units in general or gifted educational school improvement
structure meetings with the zoo offi- education that integrate all 22 sub- must focus on talent development
cials and to organize the layout of the skills of the talent processes. Finally, with all students learning to become
book, as well as the process for pub- Newman’s research (1991, 1995, in complex thinkers, problem solvers,
lishing the book. Forecasting proved press) has reported that using the TU and creative producers, based on their
to be helpful in making predictions model as a training process for stu- strengths, interests, and abilities. GCT
about the impact of the book on its dents who display gifted behavior can
audience, on the effects of the students’ result in improved completion rates References
not finishing the 2-year project, for and quality of in-depth investigations
preparation for conferences with men- of real problems that result in profes-
Allard, H. (1977). Miss Nelson is missing.
tors, to analyze causes and effects of sional products and services.
New York: Houghton Mifflin.
successes and failures, and in forecast-
Archambault, F. X., Jr., Westberg, K.,
ing the results of the students’ actions Summary
Brown, S., Hallmark, B., Zhang, W.,
on their progress. Communication
& Emmons, C. (1993). Classroom
talents were important in producing Certainly educators have different practices used with gifted third and
the guidebook (i.e., generating adjec- perspectives about what skills, atti- fourth grade students. Journal for the
tives to describe each of the animals, tudes, and knowledge students need Education of the Gifted, 16, 13–28.
using adjectives to describe the girls’ Barrett, J. (1978). Cloudy with a chance
for success in the information-based
feelings and to address those feelings of meatballs. New York: Simon and
society of the third millennium and
like real-world authors when the zoo Schuster.
imminent future. However, in order
director returned the first draft with Beyer, B. K. (2001). Practical strategies of
to meet the demands of our global
22 corrections to be made within a direct instruction in thinking skills. In
society, we educators must think like
short time). A. L. Costa (Ed.), Developing minds: A
futurists and must collaborate and
resource book for teaching thinking (pp.
share our expertise from the fields of
393–400). Alexandria, VA: Associa-
Lessons Learned From
general education and special edu-
tion for Supervision and Curriculum
Teaching Talents cation as we craft meaningful dif- Development.
ferentiated instructional experiences Burns, D. E. (1987). The effects of group
Researchers have demonstrated for all students. We must ensure training activities on students’ creative
that gaining proficiency in creative that all students master higher order productivity (Doctoral dissertation,
and critical thinking does not result creative and critical thinking skills University of Connecticut, 1987).
in instruction directed at only learn- and aspire to the highest level of tal- Dissertation Abstracts International, 48,
ing subject matter; instead, students ent development humanly possible 3072A.
need explicit, direct attention toward (Renzulli & Reis, 1997). The Talents Chism, B., & McLean, J. E. (1980). Tal-
ents Unlimited program: Technical report
improving their thinking (Beyer, Unlimited model provides teachers
summarizing research findings. Tusca-
2001). This direct attention must with research-based resources and
loosa, AL: The University of Alabama.
be focused on procedures for imple- instructional strategies that can be
(ERIC Document Reproduction Ser-
menting the skills (i.e., the step-by- crafted into: (a) thinking skills les-
vice No. ED179556)
step procedures). Integrating the sons for all students in all content
Crump, D., Schlichter, C., & Paulk, B.
talent processes into core content has areas; (b) engaging units for students
E. (1988). Teaching HOTS in the
produced significant gain in creative in special education, general educa-
middle and high school: A district-
and critical thinking for students in tion, and gifted education; and (c) an
level initiative in developing higher-
general education (Schlichter, 1979) effective training process for students order thinking skills. Roeper Review,
and in gifted education (Chism & who demonstrate gifted behavior in 10, 205–211.
McLean, 1980). Moreover, teach- completing quality investigations of Gardner, H. (1983). Frames of mind. New
continued on page ??
ers have demonstrated that through real problems that result in profes- York: Basic Books.
gifted child today 43