The Gifted and Talented

Giftedness VS. Talent


Gardner says: "I don't care what intelligence people have. I care whether they can do things we value in our culture. What good is it to know if you have an IQ of 90 or 130… if, in the end you can't do anything?"


Françoys Gagné (2003) says: "Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. Talented students are those whose skills are distinctly above average in one or more areas of human performance."

http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/poldmgt2000rtcl.pdf




Levels of GiftednessMildly Gifted - IQ 115 – 129Moderately Gifted – IQ 130 – 144Highly Gifted – IQ 145 – 159Exceptionally Gifted – IQ 160 – 179Profoundly Gifted – IQ 180+

People Involved—Through the Years

1905 Binet – Introduced the idea of “mental age” & created the first structured intelligence test


1978 Renzulli – Developed the Three-ring Conception of Giftedness: the interaction between above average general intelligence; high levels of task commitment; and high levels of creativity.

http://www.gifted.uconn.edu/sem/semart04.html


1981 Gardner – Developed the theory of Multiple Intelligences; linguistic, musical, logical-mathematical, spatial, body-kinesthetic, the ability to notice and make distinctions; and access one's own feelings about life

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences


1983 Tannenbaum – Developed thePsychosocial Definition of Giftedness:giftedness = potential; talent = developed abilities. Five factors

interact: general ability, special ability, non-intellectual factors, environmental and chance factors

http://en.wikipedia.org/wiki/Intellectual_giftedness




1983 Tannenbaum – Developed the Psychosocial Definition of Giftedness:Five factors interact:

general ability, special ability, non-intellectual factors, environmental and chance factors





1985 Gagne – Developed the Differentiated Model of Giftedness & Talent: the child progresses from giftedness (high potential) to talent (high performance) through the learning process, assisted by intra-personal and environmental factors


Children and young people with one or more abilities developed to a level significantly ahead of their year group(or with the potential to develop those abilities).

Identifying gifted and talented learners

There is no single perfect instrument for identification – institutions are advised to use a ‘best fit’ model that draws on a range of evidence.

General characteristics of gifted and talented learners

The following characteristics are not necessarily proof of high ability but they may alert teachers to the need to enquire further into an individual’s learning patterns and ability levels.


He or she may: be a good readerbe very articulate or verbally fluent for

their agegive quick verbal responses (which can

appear cheeky)


have a wide general knowledgelearn quicklybe interested in topics which one might

associate with an older childcommunicate well with adults – often

better than with their peer group


have a range of interests, some of which are almost obsessions

show unusual and original responses to problem-solving activities

prefer verbal to written activitiesbe logical;


be self-taught in his/her own interest areashave an ability to work things out in his/her

head very quicklyhave a good memory that s/he can access

easilybe artisticbe musical;


excel at sporthave strong views and opinionshave a lively and original

imagination/sense of humourbe very sensitive and aware;


focus on his/her own interests rather than on what is being taught

be socially adeptappear arrogant or socially ineptbe easily bored by what they perceive as

routine tasks;


show a strong sense of leadership; and/or

not necessarily appear to be well-behaved or well liked by others.

"Gifted and talented children are those, identified by professionally qualified persons, who by virtue of outstanding abilities are capable of high performance."

“These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society."

The Gifted and Talented

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