This presentation describes several Talent Development Models that can be used in a variety of settings.

1. Talent
Development:
Means & Methods
Dr. Karen A. Kraeger
Cobb County Schools
Karen.Kraeger@cobbk12.org

2. Why is it Important?
+ Increase student achievement
+ Increase percentage of Gifted Identification
+ Promote Equity in Gifted Education for
Underrepresented Groups

3. Talent Development Models
+ Academic Content
+ Thinking Skills:
Convergent
Divergent

4. ACADEMIC
CONTENT
READING

5. READING
Models
• Small Group Pull-Out
• Push In
• Collaboration
• Book Club

6. READING
Small Group Pull-Out
• Twice Weekly Novel Study
• Based on Lexile/DRA levels
• Read Aloud & Independent Reading
• Grades/Progress shared with teachers
• Critical Thinking Activities & Projects
• Inferencing, Evaluating
• Synthesizing: Creativity & Engagement

7. READING
Push-In
• Whole Class (Weekly, Biweekly, Monthly)
• Model Best Practices
• Shines a light on unexpected talent
• Use class Read Aloud or Short Readings
• Critical Thinking Activities & Projects
• Inferencing, Evaluating
• Synthesizing: Creativity & Engagement

8. READING
Collaboration
• Plan with teacher for Extension
• Provide Extension Activities
• Share Best Practices
• Critical Thinking Activities & Projects
• Inferencing, Evaluating
• Synthesizing: Creativity & Engagement

9. READING
Book Club
• Weekly
• Enrichment Time
• Morning
• Afterschool
• Critical Thinking Activities & Projects
• Inferencing, Evaluating
• Synthesizing: Creativity & Engagement

10. ACADEMIC
CONTENT
MATH

11. Models
MATH
• Small Group Pull-Out
• Push In
• Collaboration
• Math Club

12. Small Group Pull-Out
MATH
• Once or Twice Weekly
• Based on IOWA/MI levels
• Grades/Progress shared with teachers
• Critical Thinking Activities & Projects
• Investigating, Exploring, Extending
• Synthesizing: Creativity & Engagement

13. Push-In
MATH
• Whole Class (Weekly, Biweekly, Monthly)
• Model Best Practices
• Shines a light on unexpected talent
• Critical Thinking Activities & Projects
• Investigating, Exploring, Extending
• Synthesizing: Creativity & Engagement

14. Collaboration
MATH
• Plan with teacher for Extension
• Provide Extension Activities
• Share Best Practices
• Critical Thinking Activities & Projects
• Investigating, Exploring, Extending
• Synthesizing: Creativity & Engagement

15. Math Club
MATH
• Weekly
• Enrichment Time
• Morning
• Afterschool
• Critical Thinking Activities & Projects
• Investigating, Exploring, Extending
• Synthesizing: Creativity & Engagement

16. THINKING SKILLS

17. IDEAS:
• Analogies
• Logic Puzzles
• Math Puzzles
• Visual Patterns

18. RESOURCES: Logic Puzzles
• Primary Education Thinking Skills
• Building Thinking Skills
• Logic Countdown
• AIMS Logic Puzzles
• Brainzilla-Online Logic Puzzles
• Puzzle Baron-Online Logic Puzzles

19. RESOURCES: Word Puzzles
• Getting Started with Analogies-Blog Post
• Analogies
• Word Shake Online

20. RESOURCES: Math Puzzles
• Sudoku Online
• Ken Ken Puzzles Tutorial
• Ken Ken Puzzles Online
• Kakuro Puzzles Online
• Hitori Puzzles Online

21. March F2OE-From Creativity Calendar

23. Name:______________________________________________________
Goldf ish Transf ormat ion
Use your creat ivit y t o t ransf orm your Goldf ish int o somet hing else. Give your
creat ion a t it le and describe it below.
Tit le:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________________
__________________________________________________________________

27. Name:___________________________________
SCA M PER A Cookie
Subst it ut e-
What if cookies were made f rom somet hing
else inst ead of f lour, sugar, but t er, et c. What
would t he new
cookie be made
f rom? What would
it s name be?
Combine-
Combine a cookie wit h somet hing else. Show
your new creat ion and
describe it .
A dapt -
Change a cookie in some way.
M aybe your cookie never makes
crumbs. H ow does it do t hat ?
M aybe your cookie has all t he
separat e part s and it magically
comes t oget her t o f orm a cookie
somehow.
M aybe you change your cookie so it isn’t
considered a dessert . What would t hat look
like?
M agnif y or M inif y a Cookie
Remember t o show ot her t hings in your
drawing t o compare against your VERY large
or VERY t iny cookie!
Eliminat e or Put t o Ot her U ses-
What would happen if cookies were
eliminat ed? Show & describe t he wacky
out comes t hat might happen
OR
What else could cookies be used f or? Imagine
some ot her way t o use cookies. Show &
describe t his new use.
Rearrange-
Change around cookies. M aybe t he part s
inside are on t he out side, maybe t he out side
st uf f is on t he inside.
What would it look like? H ow would it t ast e?
Show & describe your new creat ion!

30. RESOURCES:
• Creativity Calendar
• Writing Prompt Videos-John Spencer
• Transformation
• F2OE Template
• SCAMPER Template

31. Citations
Carolyn M. Callahan (2005) Identifying Gifted Students From Underrepresented Populations, Theory Into
Practice, 44:2, 98-104, DOI: 10.1207/s15430421tip4402_4
Ford, Donna Y (2010) Underrepresentation of Culturally Different Students in Gifted Education: Reflections
about Current Problems and Recommendations for the Future. Gifted Child Today, v33 n3 p31-35 Sum.
https://journals.prufrock.com/IJP/b/gifted-child-today
Gentry, M. (2009). Myth 11: A Comprehensive Continuum of Gifted Education and Talent Development
Services: Discovering, Developing, and Enhancing Young People’s Gifts and Talents. Gifted Child
Quarterly, 53(4), 262–265. https://doi.org/10.1177/0016986209346937
Worrell, F. C., Szarko, J. E., & Gabelko, N. H. (2000). Multi-Year Persistence of Nontraditional Students in an
Academic Talent Development Program. Journal of Secondary Gifted Education, 12(2), 80–89.
https://doi.org/10.4219/jsge-2000-646