This blog is the first in a series exploring the many catalysts that impact the talent development process as proposed by Dr Françoys Gagné's in his Differentiating Model of Giftedness and Talent (DMGT). The DMGT is a helpful framework for us to conceptualise the development of gifts (aptitudes/ability) into talents (competencies/achievement) and to understand the myriad of catalysts that impact the development of gifted individuals. This blog series will delve into the influence of catalysts on the developmental process, examine case studies of the experiences of gifted individuals, and provide ideas to support optimal talent development.
Differentiating Model of Giftedness and Talent (DMGT) (2020)
This week I am pleased to share the expertise of an esteemed colleague, Esteé Stephenson. Esteé is the Head of Gifted Education (7-12) and Visible Literacy Coordinator at St Andrew's Cathedral School in Sydney, Australia. After completing a Master in Education (Special Education) at the University of Wollongong, Ms Stephenson worked at Autism Spectrum Australia before moving to St Andrew's in 2015. She completed her Master in Gifted Education with Excellence at the University of New South Wales in 2020. She is a Doctoral student at the University of New South Wales, with her research focusing on gifted education. Her professional interests include the science of learning and programs and provisions for Twice Exceptional students.
In this post Esteé demonstrates the powerful effect of using research-informed learning programs to support and scaffold gifted students' academic skills development. We know that gifted children can be impacted by Intrapersonal (I) Catalysts, such as perfectionism and fear of failure, which can not only hinder their development but debilitate them. Providing students with learning opportunities that build skills and increase self-efficacy is vital. I thank Esteé for sharing her expertise with us and hope you find it helpful and encouraging information.
As parents or educators, we often hold high expectations for gifted students, assuming their extraordinary cognitive abilities will naturally extend to all academic areas. However, contrary to popular belief, many gifted students struggle with writing skills. Writing can be even more challenging for twice exceptional (2E) students with exceptional abilities and a learning disability or other special needs. In this blog post, I'd like to share a powerful method to support writing development in gifted and 2E students: The Writing Revolution, developed by Judith C. Hochman. I have seen firsthand the excellent progress students make using this approach. I widely advocate its utility and evidenced-informed approach in teaching writing across all stages and subject areas.
Gifted students may struggle with writing for a variety of reasons. Their advanced cognitive abilities can lead to a mismatch between their ideas and the language needed to express them, resulting in frustration. Moreover, gifted students may be perfectionists, causing them to overthink their writing, procrastinate, or avoid it altogether. On the other hand, 2E students may find writing even more challenging due to their unique combination of strengths and weaknesses. Learning disabilities, processing difficulties, or attention issues can exacerbate their challenges when expressing their thoughts on paper.
The Writing Revolution, pioneered by Judith C. Hochman, provides a comprehensive approach to improving writing skills for all students, including gifted and 2E individuals. It is based on six core beliefs that emphasise the importance of explicit instruction, practice, and feedback:
1. Students need explicit instruction in writing.
2. Sentences are the building blocks of all writing.
3. Writing instruction is most powerful when embedded in the content.
4. Content drives the rigour of writing activities.
5. Grammar is best taught in the context of writing.
6. Planning and revising are paramount
One key aspect of The Writing Revolution is the focus on sentence-level activities. These activities help gifted and 2E students develop their writing skills by concentrating on clarity, coherence, and structure. Examples of these activities include sentence expansion, sentence combining, sentence imitation, sentence deconstruction, and error correction.
Additional activities such as the Because/But/So technique and the use of appositives further enhance students' writing skills by encouraging critical thinking, clarity, and variety in sentence construction. The Because/But/So technique activity encourages students to think critically and create logical connections between ideas. Students are given a sentence stem and asked to complete it using the words "because" "but," or "so." Each of these conjunctions serves a different purpose: "because" indicates causation, "but" introduces contrast, and "so" implies consequence. This exercise helps students improve the coherence and logical flow of their writing. An appositive activity teaches students to incorporate appositives into their writing, adding depth and detail to their sentences. An appositive is a noun or noun phrase that renames or further describes the noun it follows, and its use creates sophisticated sentences.
The Writing Revolution also introduces Single-Paragraph Outlines (SPO) and Multi-Paragraph Outlines (MPO) to teach students how to organise their writing effectively. An SPO is a tool for organising the main idea and supporting details within a single paragraph. Students start by identifying the main idea or topic sentence, followed by a list of supporting details, evidence, or examples, and SPO development helps students develop focused and coherent paragraphs. An MPO builds upon the SPO technique by organising multiple paragraphs into a cohesive essay or composition. Students start by identifying the main idea or thesis statement, followed by a list of significant points that support the thesis. Each central point is then developed using SPOs. Using MPOs, students can create well-structured, logical, and persuasive essays.
Incorporating SPO and MPO techniques in writing instruction equips gifted and 2E students with the skills to create well-organised, clear, and persuasive compositions. However, to maximise the effectiveness of The Writing Revolution method, it is essential to include specific recommendations in a child's Individualised Education Program (IEP). The IEP should outline how teachers can support writing development for gifted and 2E students by offering differentiated instruction, providing targeted feedback, and facilitating opportunities for practice and revision.
Gifted and 2E students may face unique challenges when it comes to writing. However, embracing The Writing Revolution and its various techniques can nurture their writing skills and help them unlock their full potential. As a community of parents, educators, and supporters, let's work together to empower our gifted and 2E students to express their thoughts and ideas with confidence and clarity.
Source:
Hochman J & Wexler N. (2017). The Writing Revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass a Wiley Brand.
Gagne, F. (2020). Building gifts into talents: Brief overview of the DMGT. Accessed online 7/5/2023 https://www.dropbox.com/s/a2w8aoqjjfb12tn/DMGT%20EN%202020%20Overview.pdf?dl=0
NB Bright and Beyond has no affiliation with The Writing Revolution and no payment has been made in exchange for this blog.