Calvin Taylor: Multiple Talent Approach

1. Calvin Taylor: Multiple Talent Approach Alicia Kirk Shannon Vickers Debra Westbrook

2. Background Controversial – “Nearly all students are talented: Let’s reach them.” = bad for funding Gifted Ed. Taylor’s definitions of Gifted vs. Talented= degree (talented is between average and gifted; gifted means students at very top of a talent area

3. What does Taylor think? • Statistically, Taylor figured that: • 1 talent = 50% of students will have a chance to be above the median • 2 talents= 60% for one of the 2 talents • 3 talents= 70% • several talents= nearly 90% will be above average • 1/3 will be highly gifted in at least 1 multiple-talent areas.

4. What does Taylor want ? • Reform of not only methods for identifying and teaching gifted learners, but reforming the entire educational system so that a variety of talents (creativity, forecasting, communicating, decision making, planning, and academic abilities) are a focus in all classrooms. We should recognize and develop many different talents, rather than the narrow range of academic abilities.

5. Summary of Student Roles and Activities in Multiple Talent Approach

6. Summary of Student Roles and Activities in Multiple Talent Approach Continued

7. Summary of Student Roles and Activities in Multiple Talent Approach Continued

8. Now let’s look at the “talent Totem poles” • show the placement of 7 hypothetical children on 6 talent totem poles • children at different places • no one child is consistently at the top or bottom • does not reflect real life- often the same children excel in almost everything, while others do not

9. In conclusion • The goal is to have teachers develop open-ended activities that will allow expression and development of several different talents. • Or, teachers can deliberately plan activities that will develop each of the different types of talent.