Talents Unlimited Model

Synopsis

The Talents Unlimited Model (TU) was developed primarily by Carol Schlichter based on the works of Howard Gardner, Calvin Taylor, and Robert Sternberg. TU is a whole school model that views all students as having multiple talents across disciplines. This model allows students to develop their talents as they learn and acquire knowledge in 6 areas: Productive Thinking, Decision Making, Planning, Forecasting, Communication, and Academic, through the belief that traditional education is not the only way students learn and show knowledge. Teachers must become certified Talents Unlimited practitioners trained in developing creative and critical thinking in their students.

What Works for Me

• All students are celebrated in this model, and are seen as having multiple talents and multiple ways of learning
• The use of higher level thinking and creativity is appealing
• On page 449 in Schlicter's chapter in "Systems and Models for Developing Programs for the Gifted and Talented," she explains, "A major strength of the TU model is its effectiveness with groups of students diverse in intellectual ability and achievement, socioeconomic level, and interests."
• Thinking skills are embedded through this model throughout a student's K-12 education, which I think can provide consistency. Schlicter elaborates on page 439, "The operational procedures for thinking productively do not change from grade to grade, but the content into which lessons are integrated reflects the developing sophistication of the curriculum at varying grade levels and for varying audiences and purposes."

What Doesn't Work for Me
As I think about implementing this model in my district, specifically through the lens of G/T Math, I see a few challenges that could occur.

• "Talents Unlimited: A Critical and Creative Thinking Skills Model" (http://files.eric.ed.gov/fulltext/ED411382.pdf) states, "the mathematics curriculum often proves to be the most challenging content for employing all of the thinking skills" (page 27). In this cross-disciplinary model, math often suffers.
• I am also concerned that because this is a whole school model, gifted students may not receive enough differentiation. The model is based on creative and critical thinking skills, but teachers would need training in gifted modifications and enrichment.
• The cost and time for staff development in this model would be a strain for my district and a hurdle for implementation.
• This model is not qualitatively different for gifted students.

Considerations

• Political: School policy would need to support the training and faithfulness to this program. Parents of gifted students may not see the benefits of this programs as it doesn't explicitly look different from the regular curriculum.
• Budgetary: The cost of implementing this program can be expensive as teachers must go through two years of training and evaluation in fidelity to the model. Chapter 104 through the state of Maine budget may be able to alleviate some of the cost needed to train practitioners.
• State/District Guidelines: The needs of gifted learners (as described by the state and district) could be met through this model as it is a whole school approach, honoring the talents of individual students. Chapter 104 requires "specialized advanced curriculum" which would need to be emphasized in implementing this model. 
• Population: The whole school population is served in this model, with enrichment available of G/Ts.
• Time: The time for staff development and full implementation, can take several years. Schools are asked to spend two years implementing the model before evaluating effectiveness.