DISCOVER
Developed by: C. June Maker, University of Arizona
Theoretical Underpinnings: Sternberg’s triarchic theory (1985), Gardner’s theory of multiple intelligences
Brief description of the model and/or its philosophy:
Definition of Giftedness:
“ability to solve the most complex problems in the most efficient, effective, and economical ways”
• Response to need for identification measure that will identify a more diverse population .
• Assesses problem solving skill level and identification of students is based upon this.
• Goal to make sure that students of differing backgrounds enjoy proper representation.
Key elements,components, and/or non-negotiables:
• Identification:
o Children observed completing variety of problem-solving tasks (ex. Spatial Artisitc, Interpersonal Abilities and Activity)
o All testing is done in child’s first language
o Trained observers rate children on DISCOVER rating scales (Students receiving “Wow!” and “Definitely” are looked at for
identification)
• Curriculum:
o Multiple intelligences integrated
o Variety of problem types presented
o Collaboration in a student-centered environment
o Organized around a broad-based interdisciplinary theme
o Model a variety of process for transforming information
Intended applications for the model (enrichment, pull-out, whole school,classroom, etc.):
• Specific applications unspecified
• Identification component main take away from this model
• Can be used in multiple settings, combined with other models or curriculum standards
Intended Audiences:
• No specific grade level mentioned
• Mostly tested in Elementary, due to feasibility of thematic organization of curriculum
• Some positive results found with use in high schools
Relative strength and weaknesses:
• Detailed focus on identification
o Strength: Targets underserved populations
o Weakness: Requires intensive training procedure
• Curriculum guidelines
o Strength: Allows for flexibility
o Weakness: Teachers responsible for creating their own curriculum
Resources required:
Trained Interviewers
o Requires 5 days of intensive training
o Can not be directly involved with the children on a day to day basis
Theoretical Underpinnings: Sternberg’s triarchic theory (1985), Gardner’s theory of multiple intelligences
Brief description of the model and/or its philosophy:
Definition of Giftedness:
“ability to solve the most complex problems in the most efficient, effective, and economical ways”
• Response to need for identification measure that will identify a more diverse population .
• Assesses problem solving skill level and identification of students is based upon this.
• Goal to make sure that students of differing backgrounds enjoy proper representation.
Key elements,components, and/or non-negotiables:
• Identification:
o Children observed completing variety of problem-solving tasks (ex. Spatial Artisitc, Interpersonal Abilities and Activity)
o All testing is done in child’s first language
o Trained observers rate children on DISCOVER rating scales (Students receiving “Wow!” and “Definitely” are looked at for
identification)
• Curriculum:
o Multiple intelligences integrated
o Variety of problem types presented
o Collaboration in a student-centered environment
o Organized around a broad-based interdisciplinary theme
o Model a variety of process for transforming information
Intended applications for the model (enrichment, pull-out, whole school,classroom, etc.):
• Specific applications unspecified
• Identification component main take away from this model
• Can be used in multiple settings, combined with other models or curriculum standards
Intended Audiences:
• No specific grade level mentioned
• Mostly tested in Elementary, due to feasibility of thematic organization of curriculum
• Some positive results found with use in high schools
Relative strength and weaknesses:
• Detailed focus on identification
o Strength: Targets underserved populations
o Weakness: Requires intensive training procedure
• Curriculum guidelines
o Strength: Allows for flexibility
o Weakness: Teachers responsible for creating their own curriculum
Resources required:
Trained Interviewers
o Requires 5 days of intensive training
o Can not be directly involved with the children on a day to day basis