Working with gifted pupils is a specific problem which differs from the work with other pupils. It wouldn't be correct if we say that working with talented pupils is the same with the general pedagogical work. Even though we accept the gifted students as a particular problem, it is not right to see them as a world in its own, divided from other…

Three decades ago, Dr. Joseph S. Renzulli reflected on the state of the art in gifted and talented programs. His work in schools and his evaluation of existing programs made it patently clear it was time to review existing definitions of gifted and talented students and to develop defensible programs for the gifted and talented. The result was the…

The New Zealand Marine Studies Centre has developed a programme for secondary gifted and talented students offering hands-on science in the real world. These programmes are designed to include elements of the Enrichment Triad Model (ETM), specifically the three types of enrichment, and, to a lesser degree, some aspects of the Schoolwide Enrichment…

Based upon the models of differentiated instruction (Tomlinson and Edison 2003) and Layered Curriculum (Nunley 2004), the author created the Unit Pages strategy. Just like Layered Curriculum, the pages can be handed directly to students, allowing them to take charge of their own learning rather than requiring the teacher to individually monitor…

E. P. Torrance: His Life, Accomplishments, and Legacy is a tribute to the renowned creativity researcher, university teacher, and mentor to numerous individuals throughout the world. This monograph is presented in three sections which include a discussion of Torrance's life, followed by an overview of his accomplishments, including his creativity…

This article describes a model for curricular adaptations for gifted students. A distinction is made between non-significant curriculum adaptations that can be easily made by the regular teacher and significant curriculum adaptations that involve deep changes in aims, content, and evaluation criteria. (Contains references.) (DB)

This article describes the implementation in Brooklyn, New York, of the Diagnostic Testing and Prescriptive Instruction mathematics instruction model, which establishes the level of knowledge of each student and then offers instruction at the student's pace. Implementation involves teacher training, student selection, curriculum development, and…

The Multimethods Model organizes the learning activities of preschool classes for gifted children and assures a differentiated curriculum geared to the individual student. Model components include prescriptive instruction, acceleration of content, building self-direction, creative divergent problem solving, affective guidance, cultivation of…

This article provides a new definition of collaboration within the context of gifted education and expands on the utilization of coteaching as a collaborative strategy. Five models of coteaching developed for teaching students with disabilities were adapted and examples of their use with gifted students in inclusive classrooms are provided.…

This article reviews the development of gifted education in Taiwan and identifies some current problems such as negative effects of entrance examinations and unchallenging curricula. It describes the development of a pilot program using Renzulli's Enrichment Triad Model. Findings related to curriculum compacting, group training activities, and…

This updated 1987 article argues that teaching of thinking skills, common in gifted education, has wider value in regular school instructional programs. It describes programs which have implemented Talents Unlimited, a classroom-level, research-based model for teaching creative- and critical-thinking skills which encompasses productive thinking,…

A strategy of problem solving in the teaching of gifted learners is explored as a possible way of differentiating the curriculum in order to optimize learning. The Teaching Actively in a Social Context Model (TASC) and Renzulli's Enrichment Triad Model are cited as valuable teaching-learning programs. (Contains references.) (Author/CR)

The Other 3Rs Project began with an investigation into the most important psychological components of academic success. The research pointed to reasoning, resilience, and responsibility. The objective of the project was to integrate these components into a useful problem solving model that could, with practice and guidance, be applied both inside…

The paper outlines how the principles of the "Thinking Actively in a Social Context" (TASC) model have been adopted to provide an extension program through Telematics, which delivers lessons to remote sites using teleconferencing equipment, fax machines, and computers linked by modems. Describes use of the TASC model for remote…

The Cognitive Enrichment Network Educational Model (COGNET) is a comprehensive elementary school approach to assist children in becoming effective, independent, life-long learners, by using mediated learning to address each child's personal and cultural characteristics and social milieu. This paper describes the COGNET approach for nurturing…