Key Philosophies,
Theories, Models,
and Research
Supporting Gifted
and Talented
Education
Lesson Outline
Key Philosopies
Theories, models
and Research supporting Gifted
and Talented Education
Key
Philosophies
Underpinning
Gifted
Education
Humanistic Philosophy
Emphasizes self-actualization
(Maslow) and nurturing the whole
child.
Gifted learners are seen as
having unique potentials that
must be developed holistically.
Progressivism (John Dewey)
Progressivism emphasizes
student-centered learning,
experiential education, and the
development of critical thinking.
John Dewey believed education
should be relevant to students’
lives and experiences.
Essentialism
Essentialism is a more traditional
educational philosophy that
advocates for a strong core
curriculum and mastery of
academic subjects. While often
applied to all students,
essentialism supports curriculum
acceleration for gifted learners,
ensuring they are not held back by
the pace of standard instruction.
Renzulli’s Three-Ring Conception of Giftedness
Renzulli says giftedness is the interaction of
above-average ability, creativity, and task
commitment (motivation and perseverance).
Programs should aim to develop all three
Bloom’s Taxonomy
Bloom classified learning into six levels—from
simple recall to evaluation and creation. Gifted
learners benefit from working at the higher levels
of thinking, like analyzing, evaluating, and
creating.
Theories
Supporting
Gifted
Education
Howard Gardner’s Multiple
Intelligences Theory
Intelligence is
multifaceted (e.g.,
linguistic, logical-
mathematical, spatial,
musical).
Supports identifying and
nurturing diverse
giftedness beyond IQ.
Sternberg’s Triarchic Theory of
Intelligence
Robert Sternberg proposed that
intelligence includes:
Analytical (problem-solving)
Creative (innovation, divergent
thinking)
Practical (real-world application
and social skills)
Gagné differentiates
giftedness (natural
abilities) from talent
(developed skills). He
emphasizes that
environment, training, and
motivation all play a role
in turning giftedness into
talent.
Educatio
nal
models
The Schoolwide Enrichment Model (SEM)
Developed by Renzulli and Reis, SEM
promotes creativity and talent
development for all students, especially
the gifted. It includes enrichment clusters,
independent projects, and real-life
investigations.
Core Principles of SEM
Every child has the potential for gifted behavior
when exposed to appropriate learning
experiences.
Talent can and should be developed across all
domains—not just academics.
Enrichment should be interest-based, student-
driven, and real-world connected.
Parallel Curriculum Model (PCM)
PCM offers four interconnected
types of curriculum:
Core Curriculum – essential
content
Connections Curriculum – how
concepts relate to other fields or
real life
Practice Curriculum – how
knowledge is used by experts
Identity Curriculum – how
learning shapes self-concept
Autonomous Learner Model
(ALM) – George Betts
The ALM fosters self-directed
learning, encouraging gifted
students to take responsibility
for their education. It includes
five dimensions: orientation,
individual development,
enrichment activities,
seminars, and independent
study. This model builds
motivation, leadership, self-
awareness, and lifelong
Acceleration Models
Acceleration includes skipping
grades, compacting
curriculum, or entering
college early. Research shows
that when done appropriately,
gifted students thrive in these
settings.
Foundationa
l Research
Supporting
Gifted
Education
Terman’s Longitudinal Marland Report (1972)
Study (1921)
Terman followed This U.S.
gifted children government
throughout their report defined
lives and found giftedness in
they excel multiple areas
academically, (not just
socially, and academic) and
professionally whe emphasized the
n supported need for
properly. specialized
programs and
services.
A Nation Deceived / A
Nation Empowered
(2004, 2015)
These landmark
reports argue that
schools often
underestimate the
benefits of
acceleration and fail to
support gifted
students properly.
They provide strong
evidence that
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