Talent Development as a Framework for Gifted … Convention...perfectionism, pressure/stress, performance anxiety, threats to self-confidence Developing strategies to resist negative

Talent Development as a Framework for Gifted

Education: Implications for Practice

Paula Olszewski-Kubilius

Center for Talent Development

School of Education and Social Policy

Northwestern University

Reasons for Dissatisfaction with Traditional “Giftedness”

� We are missing students, under-representation, excellence gaps

� Difficult to demonstrate efficacy of gifted programs for achievement

� Practice not consistent with current research

Seeds of Change

1. Efficacy of gifted education practices with a broader range of students

2. Fluid nature of intelligence is documented

3. Wide opportunity gaps documented

4. Domain specific abilities are better predictors of later achievement than IQ

5. Non cognitive factors affect achievement

Move from a primary focus on identification and labeling

To…...Recognizing and nurturring students’ talents

Different Perspectives on Giftedness and Talent

Gifted Child Approach

uGiftedness is a stable, inborn trait

uGifted child is uniquely and qualitatively different both cognitively and psychologically

u Focus is on general ability--IQ

u Personal standards of excellence matter most

Talent Development Approach

q Giftedness changes and develops over time

q Giftedness is domain oriented

q Achievement matters more as giftedness develops

q Psychosocial skills are important to the fruition of talent and can be developed

q Societal standards of excellence are emphasized

Tenets of Talent Development Framework

� Individual abilities matter, specifically domain specific abilities, and are malleable

� Different talent domains have different trajectories/paths

� Opportunities are critical at every point of the trajectory—and must be provided and taken

� Outstanding achievement and creative production ought to be the goal of gifted education

� Psychosocial skills are critical to the development of talent and can be cultivated

Definition

� Giftedness is a developmental process that is domain specific and malleable. Although the path may begin with demonstrated potential, giftedness must be developed and sustained by way of training and interventions in domain-specific skills and programs and deliberate development of the psychological and social skills needed to pursue difficult new paths. The goal of this developmental process is to transform potential talent during youth into outstanding performance and innovation in adulthood. (Subotnik, Olszewski-Kubilius & Worrell, 2011).

Talent is how quickly your skills improve when you invest effort(Duckworth)

Talent X effort = skill

Skill X effort = achievement

Critical Features of TD Framework

� Both general intellectual abilities and domain specific are malleable

� Giftedness is developmental and moves from potential to competence to expertise to distinction in achievement/creative productivity

� TD places greater emphasis on POTENTIAL in early stages and on achievement in later stages

� Domain have different trajectories and not all starters in a domain will be children

� Different types of programs and teachers are needed at different stages of TD

� Children may progress through stages of TD at different rates--”late bloomers”

� Psychosocial factors are determining factors in TD

� TD requires specialized opportunities—offered and taken

Ability is Malleable

In the head Static

PersonalGenetic

Permanent

As Opportunity Increases

So Can Ability

Ability is more malleable than we thought

Ability is Developmental

� Stage 1--Potential

� Stage 2—Competency

� Stage 3—Expertise

� Stage 4–- Artistry, Creative or Scholarly Productivity

Programming

• Second Step

Identification

• First Step

From This To This

Identification

• Second Step

Programming

• First Step

Typical Approach

Programming

• Second Step

Assessment

• First Step

Assessment for further services and programming

• Second Step

Talent Development (early enrichment and

preparatory)

• First Step

High Accomplishment Students

High PotentialStudents

16Giftedness isdevelopmental.

From the National Association for Gifted Children Talent Development Task Force Report to the Board of Directors (Besnoy, K., Drapeau, P., Felder, M., Horn, C., Krisel, S., Laing, P., McBee, M., Olszewski-Kubilius, P., Roberts, J., Subotnik, R., 2015)

• In order to determine who would benefit from more challenging learning opportunities, including those provided by gifted education programs, it is necessary to judge children’s performance against others who share similar learning opportunities and/or background characteristics.

• Identification procedures reflect the belief that giftedness is relative and defined in terms of a comparison group by using local norms to find the highest performing students in their schools and studying longitudinal data to find children who are making rapid progress.

• Advanced classes and other special program offerings are made available to all students whose current levels of achievement or rapid improvement suggest that they would not be challenged appropriately by the general education classes in their schools.

Implications for Practice:Ability Is Malleable

� Ongoing assessment so as to identify late bloomers and students whose talents emerge later due to poverty or lack of early opportunity

� Judgements of ability made with appropriate comparison group

� Creation of multiple opportunities and multiple paths for students to enter gifted programs (e.g. testing and portfolios, local norms)

� Intense frontloading of opportunities in early years for students from poverty, under-identified gifted students

� Reverse the typical process of “identification, followed by programming” to “development, then assessment”

Giftedness Becomes More Domain Specific

General Ability

Mathematical Ability

Verbal Reasoning

Spatial Ability

Early Elementary

Adolescents/Middle School

Foundational

Domain Specific

“As one picks up domain knowledge and skills, the predictive power of general aptitude measures diminishes” (p. 58).

Mathematical Ability(Spatial Ability)

Verbal Ability

Astronomy and Physics, Mathematics and Statistics,Computer and Information Sciences, MBA,

Engineering, Economics

Mathematical Ability

Verbal Ability

Social Sciences, Biological Sciences, Arts, History, English Literature

General AbilityAchievement Childhood

AchievementGeneral Ability

Adulthood

24

Giftedness tends to be demonstrated more generally initially but becomes more focused over time into particular domains of interest and ability.


• At the beginning stages of talent development, gifted education programs should place greater emphasis on identifying potential, particularly with individuals who have had limited opportunities to develop the knowledge, skills, or other characteristics that are assessed in determining gifted program eligibility.

• As children mature, the gifted program services they receive should be adjusted to provide a real-time match to their current levels of demonstrated need, gradually placing more emphasis on achievement and productivity within domains.

Implications for Practice:Domain Specific Abilities

� IQ test and general ability tests are useful, especially with young children and with students who have had limited opportunities to learn, e.g. low income students

� Domain specific assessments need to be used no later than middle school but a variety of assessments can be used, depending upon the domain, e.g. tests, auditions and judgments by professionals and experts, portfolios

Pote

ntia

l Universal screening on general IQ

Response to challenging enrichment/problem-based units

Enrichment for all

Local Norms

Com

pete

ncy Domain specific tests

Domain specific achievement

Developing psychosocial skills Ex

pert

ise Domain specific

achievement

Domain specific psychosocial skills

As one picks up domain knowledge and skills, the

predictive power of general aptitude measures diminishes” (p. 58)

Giftedness is Developmental

Ability/Potential

Competency

Expertise

Artistry, Scholarly Creative Productivity

Talent Development Is A Continuous Process

Early exposure and playful engagement through family activities, formal enrichment activities

School-based and outside-of-school programs that develop foundational knowledge and skills at appropriate (accelerated) pace

Independent research and projects, mentorships, apprenticeships, authentic work in domain

Talent DevelopmentProgramming

Math games and puzzles, math enrichment

Acceleration in math in school, math clubs and competitions, math courses in summer programs, early access to AP Calc, Dual enrollment

Independent research and projects, mentorships, apprenticeships, authentic work in domain, exposure to math oriented careers

Talent Development

Process in Math

Talent Development Programming

� Domain oriented as students get older

� Matched to the stage of talent development

� At early stages, more latitude for under-achievement

� Demonstrated achievement required at higher stages

� Exposure to more authentic work in the domain at higher stages

� Levels of Service approach is ideal

I. Services for ALL StudentsExamples: Creative and critical thinking skills and tools, individual

learning styles, field trips, guest speakers

The Levels of Service [LoS] Model

II. Services for MANY Students Examples: Extended group projects, Destination

ImagiNation®,Future Problem Solving, mini-courses, inventing programs

or contests, science fair, interest or hobby groups

III. Services for SOME Students Examples: Honors or advanced classes, acceleration in classrooms or grade advancement, advanced programs

at school or in the community, performing groups

IV. Services for a FEW Students Examples: early admission, grade advancement, dual enrollment, early graduation, mentorships,

advanced independent research or inquiry projects, internships

©2003, Center for Creative Learning

Implications for Practice:Developmental Paths� Early exposure to domains for all students via

enrichment in early grades, especially for low income students

� Students need different kinds of instruction/programming at different stages of talent development--Levels of Service

� Articulated sequence of programs K-12 within major domains enable students to move ahead at a faster pace and provide continuous skill development

Implications for Practice:Developmental Paths� Earlier exposure to some fields, such as philosophy or

engineering, typically not studied until college

� More varied program models for secondary students are needed (e.g. mentorships, research opportunities, apprenticeships)—beyond AP and IB.

� Ways to capture late bloomers via enrichment or multiple entry points to talent development paths must be in place

Psychosocial Skills Are Critical to Talent Development

36Giftedness is multi-dimensional, involving both abilities and critical psychosocial skills.


• If gifted programs are to help high-ability children progress successfully through the stages of talent development, educators must recognize the importance of social-emotional well-being and intentionally develop psychosocial variables such as persistence, strategic risk taking, and self-confidence.

• Appropriately challenging opportunities for learning and achievement, including specific instruction and coaching on psychosocial skills, both promote talent development and enhance psychological health.

Psycho-Social Dimensions of Giftedness

Traditional� Some social-emotional

attributes seen as enduring characteristics of all gifted individuals and defining of and inherent within giftedness

� Gifted children have special psychological needs

Talent Development� Most not inherent in being gifted;

great variability

� Characteristics result from interaction between gifted individual & environment, influenced by culture and opportunity

� Psychosocial skills are critical to talent development, these change with domain of talent and stage of developed talent, and can be cultivated

� Gifted children do have special psychological needs

I’m OverOverexcitabilities!!

Research on OE

--Russell Warne—validity of OE instrument

---Daniel Winkler—meta-analyses

---Sal Mendaglio—conceptual issues

Do gifted children have a unique psychological profile?

Can gifted children have unique psychological needs?

NO!

YES!!

The Psychology of High Performance

Critical Psychosocial Skills for Olympic Athletes

(Gould, Dieffenbach & Moffett, 2001)

� Ability to focus

� Mental toughness

� Hope/goal setting ability

� Sport intelligence

� Ability to cope

� Competitiveness

� Confidence

� Coachability

� High drive

� Intrinsic motivation

� High optimism

� Adaptive perfectionism

� Automaticity: The ability to click into automatic performance

� Emotional control: Ability to relax and activate

Psychological Skills for High Academic Performance

� Ability to spend time alone

� Teach-ability-Being open to feedback, focused on improvement

� Daring to be different—courage

� Being able to work on the edges of your competency

� Being able to handle competition and criticism

� Being able to rebound from setbacks

� Coping skills for perfectionism, pressure/stress, performance anxiety, threats to self-confidence

� Developing strategies to resist negative peer pressure, negative stereotypes.

� Appropriate interactions with peers, teachers, gatekeepers

� Having a social support system

� Being able to set goals for improvement

Implications for Practice:Psychosocial Skills are Critical� Must be actively and deliberately cultivated via

programming, counseling, and mentoring of students

� Must involve parents in assisting with psycho-social skill development at home

� Develop a plan for what skills to focus on at different stages of talent development (e.g. attitudes towards effort and ability, attitudes towards competition, resiliency and coping skills, a scholar identity)

� Build resilience through offering “challenge + support”

Outcome of Gifted Education(Dai and Chen, GCQ, 2013)

� Serving the gifted, thinking and leadership qualities as the goal…or

� Diagnosis of strengths and needs for educational purposes in a particular educational context

� Supporting domain excellence and innovation, modeling after authentic professions and creativity…

Outcomes In A Talent Development Program

� Teaching for falling in love or for technique

� Facilitating positive mindsets and attitudes towards ability and effort

� Using acceleration practices

� Providing experiences that build foundational knowledge

� Getting students to the next stage of talent development

Implications for Teachers• Raise expectations for all students

• Seek training in gifted pedagogy

• Seek training to work effectively with CLD students

• Provide a truly multi-cultural curriculum

• Incorporate the cultivation of psycho-social skills into programming

• Learn how to identify giftedness in all cultural and racial groups

• Provide academic supports to emergent learners

Implications for Practice:Outcome is Artistry and Scholarly Productivity

� Opportunities to engage in creative production must be available to students early

� Cultivation of attitudes and mindsets (e.g. openness, risk-taking) conducive to being a creative producer needs to be deliberate and a part of programming

� *Emotional support for students choosing a path of creative productivity needs to be continuous

� *Programming for students needs to go beyond high school and extend into the post secondary years of education and early adult development

Implications for Administrators• Raise expectations for all students—e.g. more students scoring at the

highest levels on NAEP, state tests, PISA and earning 5s on AP tests

• Find ways to increase time on task and extend the school day for students with potential

• Expand access to gifted programs, AP and IB programs through equitable identification procedures and preparatory programming

• Implement a levels of service approach

• Create acceleration policies

• Make sure all teachers are trained to work with CLD students

• Make sure all teachers are trained in gifted pedagogy

• Remove barriers for gifted students (e.g. barriers to acceleration, earning credits for outside of school courses)

• Enlist community members and organizations to assist in the cultivation of talent (e.g. mentors, job shadowing, enrichment)

Talent Development as a Framework for Gifted … Convention...perfectionism, pressure/stress, performance anxiety, threats to self-confidence Developing strategies to resist negative

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