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A comprehensive Talent Development model
This document discusses talent development and giftedness. It begins by exploring the idea that intelligence can be developed, not just determined by genes, as some philosophers had argued. Over 100 years of psychological research supports the idea that abilities are malleable with practice and effort. The document then summarizes various views on academic talent development, including Carol Dweck's work on mindsets and a 2011 model proposing talent development is a two-stage process of identification and development providing opportunities for young people. Examples are given of students who achieved through accelerated development involving thousands of hours of practice and study. The presentation concludes by distinguishing schoolhouse from creative giftedness and emphasizing the importance of developing a positive mindset.
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A comprehensive Talent Development model
- 1. A Comprehensive Talent DevelopmentModel - Confluence of Psychology and Pedagogy DV Satya Kumar CKO, MyPal Online School LLC Knowledge Seminar 31st October, 2013
- 2. I know somuch that I don’t know where to begin !
- 3. Is intelligence inthe genes or can it be developed ? “Some philosophers seem to have given their moral approval to deplorable verdicts that affirm that the intelligence of an individual is a fixed quantity, a quantity that cannot be augmented. We must protest and react against this brutal pessimism; we have to try and demonstrate that it is founded on nothing.” - Alfred Binet, inventor of the first IQ test
- 4. Over 100 yearsresearch later … Modern Psychological Science vindicates Binet’s assertion and holds that abilities are malleable and that practice, commitment and effort and psychological strengths such as mental skills, persistence etc play an important role in talent development.
- 5. Some Views onAcademic Talent Development • Renzulli (1978) defined giftedness as a dynamic interaction among three traits – above average abilities, high levels of task commitment, and high levels of creativity. • Carol Dweck, 2006, in her book “Mindset, the New Psychology of Success” explores the idea that it is the mindset we approach issues with that bring success rather than ‘talent’ or ‘intelligence’ alone. • Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell - a monograph article published 2011 in Psychological Science titled ‘Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science’.
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- 7. PoP Quiz Albert Einsteinwon the Noble Prize for ……..
- 8. Talent Development Model RenaF. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell, (2011)
- 9. Talent Development Model TwoStage Process – Talent Identification and Talent Development abilities matter, doma ins of talent have varying development al trajectories opportunities need to be provided to young people and taken by them as well psychological strength training is as important as content and skill instruction and practice in a talent area eminence is the aspired outcome of TALENT / GIFTEDNESS
- 10. Accelerated Talent Development… Arvind Mahankali, a 13year old from NY wins the Scripps National Speliing Bee Contest. Over four years, Arvind spent more than 5,000 hours studying more than 300,000 words. Rohan Agarwal who is not even a teenager and is building Robots for OLogic in California. The VP Engg of OLogic was quoted "The challenge for us was keeping one to two steps ahead of him and keeping him busy.” Sushma Verma, a thirteen-year-old child prodigy has made it to the MSc Microbiology course at Lucknow University. Her Father is a daily wage earner.
- 11. Talent Development Process Identify Talent Develop Talent Formaland informal processes of talent identification Continuous targeting of precursors to domain specific talent Instruct, guide and encourage Provide opportunities for systematic and targeted efforts
- 12. Schoolhouse giftedness Vs CreativeProductive giftedness Renzulli distinguished between schoolhouse giftedness (manifested by high test scores) and creative productive giftedness (manifested in recognized high level performance and innovative ideas). Teachers with high levels of content knowledge and technical expertise are needed even at the earliest levels of education or training to meet the needs of young, very advanced children. Understanding talent development trajectories in different fields is critical so that windows of opportunity for talent identification and talent development are not missed.
- 13. Power of ‘Yet’ ATake Home to develop a POSITIVE MINDSET in yourself & your kids Set limits to control what you buy and what you keep
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Editor's Notes
- #9 Talent-development process in the Model is emphasizing by the several transitions whereby abilities are developed into competencies, competencies into expertise, and expertise into eminence. These transitions are distinguished by levels of creativity beginning initially with “little-c” creativity (independent thinking, creation of novel projects), and ultimately the “big-C” creativity required for eminence. These transitions involve shifting emphasis from “person” (creative approach and attitude”) to “process” (acquiring process skills and mind-sets) to “product” (creation of intellectual, aesthetic, or practical products or performances). Each stage in the talent-development process is also characterized by different strategies and goals of instruction; initially, to engage young people in a topic or domain (“falling in love”), then helping the individual develop the needed skills, knowledge, and values (“teaching for technique”), and finally helping the talented individual develop their own unique niche, style, method, or area of application (“mentoring for personalized niche”).