Talents Unlimited
Developed by:
Carol Schlichter
Theoretical underpinnings:
• Calvin W. Taylor--Multiple Talent Theory (1985)
• Howard Gardner--Theory of Multiple Intelligences (1983)
• Robert J. Sternberg--Triarchic Theory of Intelligence (1985)
Brief description of the model and/or its philosophy:
Talents Unlimited (TU) is an empirically based staff development model structured to help educators develop the creative and
critical thinking skills, or talents, of their students. This model embraces the philosophy that traditional academic success is
not the only indicator of somebody’s ability to think and solve problems, and that a person can express his or her intellectual
potential in a variety of forms. The model categorizes six talent areas-- Productive Thinking, Decision Making, Planning,
Forecasting, Communication, and Academic-- and outlines a staff development program to help teachers nurture each of
these talents in the classroom.
Key elements, components, and/or non-negotiables:
• Teachers only become Talents Unlimited Certified Teachers after they have…
o completed training
o successfully implemented the model for at least one school year
o been evaluated
o contributed to developing the TU model
• Schools need to commit to using the model for at least two years
Intended applications for the model:
• Entire schools (ideal)
• Individual classrooms (both gifted and general education classes diverse in ability levels, socioeconomic statues, etc)
• A summer enrichment camp for gifted students
Intended audiences:
• Talents Unlimited, Inc. program is specifically designed for grades K-6
• Talents Unlimited to the Secondary Power is structured for secondary grades
Relative strengths and weaknesses:
Strengths
• Relatively easy to adapt to current school structures (uses current personnel, TU strategies can be implemented into normal
school day, etc)
• Beneficial to a wide range of students (low performing to gifted, many ages, wide variety of talents and interests)
• Relatively inexpensive to implement (especially if school budget already includes professional development)
• Can be combined with other models (Differentiated Instruction, TechPrep, etc)
Weaknesses
• Does not necessarily address ways to adjust for students who transfer to a school in the middle of the year
• Proven to meet the specific and unique needs of gifted students, but not qualitatively different for gifted students
• TU is optimal when implemented with students over consecutive years, so it requires a significant commitment from schools
• Schools need to navigate logistical and financial issues to implement TU’s teacher development program
Resources Required:
• Money: Total cost of ongoing development for a small cohort is about $500
• Materials: Other than training materials (provided with professional development costs) TU does not require more specific
materials
• Personnel: TU can be used with current teachers (no need to hire new people)
• Time: Requires at least a two year commitment from schools
Carol Schlichter
Theoretical underpinnings:
• Calvin W. Taylor--Multiple Talent Theory (1985)
• Howard Gardner--Theory of Multiple Intelligences (1983)
• Robert J. Sternberg--Triarchic Theory of Intelligence (1985)
Brief description of the model and/or its philosophy:
Talents Unlimited (TU) is an empirically based staff development model structured to help educators develop the creative and
critical thinking skills, or talents, of their students. This model embraces the philosophy that traditional academic success is
not the only indicator of somebody’s ability to think and solve problems, and that a person can express his or her intellectual
potential in a variety of forms. The model categorizes six talent areas-- Productive Thinking, Decision Making, Planning,
Forecasting, Communication, and Academic-- and outlines a staff development program to help teachers nurture each of
these talents in the classroom.
Key elements, components, and/or non-negotiables:
• Teachers only become Talents Unlimited Certified Teachers after they have…
o completed training
o successfully implemented the model for at least one school year
o been evaluated
o contributed to developing the TU model
• Schools need to commit to using the model for at least two years
Intended applications for the model:
• Entire schools (ideal)
• Individual classrooms (both gifted and general education classes diverse in ability levels, socioeconomic statues, etc)
• A summer enrichment camp for gifted students
Intended audiences:
• Talents Unlimited, Inc. program is specifically designed for grades K-6
• Talents Unlimited to the Secondary Power is structured for secondary grades
Relative strengths and weaknesses:
Strengths
• Relatively easy to adapt to current school structures (uses current personnel, TU strategies can be implemented into normal
school day, etc)
• Beneficial to a wide range of students (low performing to gifted, many ages, wide variety of talents and interests)
• Relatively inexpensive to implement (especially if school budget already includes professional development)
• Can be combined with other models (Differentiated Instruction, TechPrep, etc)
Weaknesses
• Does not necessarily address ways to adjust for students who transfer to a school in the middle of the year
• Proven to meet the specific and unique needs of gifted students, but not qualitatively different for gifted students
• TU is optimal when implemented with students over consecutive years, so it requires a significant commitment from schools
• Schools need to navigate logistical and financial issues to implement TU’s teacher development program
Resources Required:
• Money: Total cost of ongoing development for a small cohort is about $500
• Materials: Other than training materials (provided with professional development costs) TU does not require more specific
materials
• Personnel: TU can be used with current teachers (no need to hire new people)
• Time: Requires at least a two year commitment from schools