The Multiple Talent Approach in Mainstream and Gifted Programs

Abstract

This article examines the use of the multiple talent approach to providing enrichment for all students in regular class programs and for gifted students in special programs. Research on the use of the model in regular programs which include gifted students is reported, and implications for more effective identification and enrichment of gifted children are discussed. The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by Renzulli's (1977) triad model.

Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School

“…Talents Unlimited (Schlicter, 1993), which was developed in the United States, and is now also used in England, France, and Germany, is a process model designed to enhance elementary school children's creative and critical thinking skill development. "Creative thinking" refers to the ability to produce original and divergent solutions to problems.…”

“…Talents Unlimited is actively involving pupils in efforts to improve their own thinking skills (Schlicter, 1993). Students must be made aware of the concept of multiple talents development and understand how the model works.…”

Issues in identifying gifted students: How Renzulli's model stacks up

“…Talent Pools of 15-20 percent of the student population in the so-called lower SES schools can be arrived at by employing school-specific standards for selection using the RDIM approach (Schlichter, 1981;Schlichter & Brown, 1985). Indeed, Renzulli (1988) encourages the use of his identification program in such schools because: even in schools where achievement levels are below national norms, there still exists an upper level group of students who need services above and beyond those which are provided for the majority of the school population.…”

The Effects of Group Training Activities on Students' Initiation of Creative Investigations

“…Skills such as creativity, problem solving, critical thinking, research, communication, and data organization and analysis, are taught to students in a effort to enhance such skills. Feldhusen and Treffinger (1985), Renzulli and Reis (1985), and Schlichter (1986) believe that such training can have a direct effect on above average ability students' decisions to begin research studies or creative investigations. Training in how to manage, organize, and plan a creative investigation is one of the 14 skills in Renzulli and Reis's taxonomy (1985) that is frequently used in process training with students of above average ability.…”