Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

A program model for gifted preschool children incorporates a differentiated curriculum into an open classroom environment. The Structure of Intellect model serves as the basis for classroom activities (10 examples of which are provided) which stress creative and productive thinking. (CL)

The authors propose a three-stage model for gifted education which proposes a hierarchy of instructional activities to enhance creative thinking, problem-solving skills, project abilities, exploratory reading, and independent learning capacity. Activities which extend the three-stage model to career education for the gifted are described. (SBH)

The model involves the following five steps: (1) brainstorm the problems; (2) evaluate the brainstorm list and select the most important one; (3) brainstorm solutions to the problem; (4) create a synthesis of 3; and (5) develop a plan to implement 4. (PHR)

Modeling is an important step in the engineering process. In this activity, students create a model of an object of their choice using LEGOs (plastic building blocks), giving them skills and practice in techniques used by professionals. Students sketch as they build their objects. This activity facilitates a discussion on models and their…

This paper describes how secondary teachers can use the Purdue Three-Stage Model as a framework for instruction that facilitates talent development in both heterogenous and homogenous classrooms. In the first two stages, students master the core content of a discipline and practice thinking creatively and critically about the content. In the third…

Intended for teachers of theatrical design who need to describe a design process for their students, this paper begins by giving a brief overview of recent research that has described the different functions of the right and left cerebral hemispheres. It then notes that although the left hemisphere tends to dominate the right hemisphere, it is the…

The reprinted 1978 article with a 1988 update advocates a combination of enrichment and acceleration to meet the needs of gifted youth. It presents a three-stage enrichment model to develop: (1) divergent and convergent thinking abilities; (2) creative thinking and problem solving strategies; and (3) independent learning abilities. (VW)

This monograph presents commentaries on the book "Dimensions of Thinking: A Framework for Curriculum and Instruction" (which organizes research and theory from several sources into a framework for teaching thinking), by four of its seven authors. The four articles are as follows: "The Development of 'Dimensions of Thinking'"…

E. Paul Torrance's Instructional Model uses an integrated approach to teach thinking skills and creative productivity along with subject content for gifted students. Thinking skill objectives include such skills as developing originality, keeping open, imagining the future, using movement, etc. Two sample lessons apply the model to creative…

Notes need for outdoor education programs for gifted students. Describes a 1981 survey of such programs provided by New York's Board of Cooperative Educational Services and outdoor education centers. Renzulli's Enrichment Triad Model and Parents' Creative Problem Solving Process are suggested as models to teach gifted students through outdoor…

Focusing on the role of language in learning, this paper discusses schemata and symbolic thinking that help students learn from unfamiliar experiences. The first part of the paper introduces the idea of symbolic thinking by comparing students encountering new ideas with convention-goers making their way around a new city. The section suggests that…