Theory
A Differentiated Model of Giftedness and Talent
An outline of Francoys Gagné's Differentiated Model of Giftedness and Talent, which proposes a clear distinction between the two basic concepts of giftedness and talent. Summarises differences between the two concepts, describes catalysts for talent development, and suggests additional related readings.
Joseph Renzulli
A collection of recommended readings and links related to Joseph Renzulli's concept of giftedness. Includes articles on the Three Ring Conception of Giftedness, the Enrichment Triad Model and the Schoolwide Enrichment Model.
Gardner's Multiple Intelligences Theory
An outline of Howard Gardner's theory of multiple intelligences and its relationship to concepts of giftedness. Suggests books for further background information and practical ideas.
Māori Children with Special Abilities
This essay discusses differences between Māori and Pakeha views of the concept of giftedness. It explores problems with identifying gifted Māori students, related to cultural stereotyping, low teacher expectations, and negative attitudes. Positive actions towards resolving some of these problems are suggested.
Kazimierz Dabrowski
A collection of recommended readings and links related to Kazimierz Dabrowski's theory of understanding the emotional development of gifted and talented students.
Gifted Children with Learning Disabilities: A Paradox for Parents
An article by Sarah Macfarlane, outlining the identification and characteristics of gifted children with learning disabilities. Discusses issues in meeting the needs of these students in the New Zealand education system, issues facing the parents of these children, and the role of parents in supporting the education of these children.
Teachers' Recognition of Children with Special Abilities: A Change in Direction
This paper discusses growing concern that specific ethnic and socio-economic groups are overlooked when children are nominated to participate in enrichment programmes. The writer suggests that moving from a narrow identification to a more inclusive programming approach can be a powerful catalyst in promoting children's special abilities and prompting teacher recognition.
Assessing for Differentiation: Getting to Know Students
This article describes the theoretical principles and practical tools utilized in assessing the strengths and interests of gifted and talented students. To appropriately differentiate for gifted and talented students, teachers are required to 'pre-assess' their abilities, qualities, and interests. This article describes the 'why' and 'how' of pre-assessment.
Creating a Learning Environment for Differentiation
The differentiation of content, process, and product for gifted and talented students can only be effective in an appropriate learning environment. This article describes the physical and psychological attributes of a learning environment suited for differentiation.
Differentiation for Gifted and Talented Students: Principles and Practices
This article elaborates upon the principles of differentiation for gifted and talented students. It begins by investigating differentiation for all students, asking key questions of teachers. The focus then shifts to qualitative differentiation for gifted and talented students via content, process and product.
Planning for Differentiation
This article elaborates upon the process of planning for differentiation for gifted and talented students. It includes practical planning strategies and links to planning guides. A checklist for planning is also featured.
Future Problem Solving
An article New Zealand kids can foot it with the best in the world ... and win! But are the media interested? by the National Director of Future Problem Solving New Zealand, Robyn Boswell, reports on New Zealand's successful Future Problem Solving representatives who traveled to an international Future Problem Solving competition in Athens, Georgia, USA.
The Schoolwide Enrichment Model: Education for the Future?
This article describes and critically evaluates an American schoolwide enrichment model, and highlights it applicability to the New Zealand education system.