Conceptions and models of giftedness. The Munich model Gerhard Ohrband Chisinau, Republic of Moldova

Conceptions and models of giftedness. The Munich model

Gerhard Ohrband

Chisinau, Republic of Moldova

Roadmap of Giftedville

1. What is giftedness?2. Some historical perspectives3. Models of giftedness4. Munich Model of Giftedness5. Munich High Ability Batery6. Conclusion and Discussion

Welcome to GiftedvilleWelcome to Giftedville

Gifted or…

1. Exceptional performance ?

1. Well trained ?

1. High achiever?

1. Successful learning process?

1. Talented?2. Achievement eminence?

What is giftedness?1. Intelectual abilities, creative thinking, scientific abilities, social leadership qualities, mechanical

abilities and artistic abilities (DeHaan & Havighurst, 1957)

1. Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance.

(Marland, 1972)

1. The individual cognitive and motivational potential for- as well as social and cultural conditions of –achieving excellent performance in one or more areas such as mathematics, languages or artistic areas with regard to difficult theorethical vs practical tasks.

(Heller, 1989)

Giftedness from the historical perspective

Auguste Comte

Giftedness

1.Theological State

3. Scientific State

2. Abstract State

Renzulli's Three-Ring Conception of Giftedness

Gifted behaviour occurs in certain people, at certain times, under certain circumstances.Joe Renzulli

Tanenbaum model (1983)

Creativity Test - Class Activity

Now try to think of some unusual uses of books. List the cleverest, most interesting, and most unusual uses you can think of for books. The books may be of any size.

1. Unusual uses of books


See how many objects you can make from the circle. A circle should be the main part of whatever you make. Your lines can be inside the circle, outside the circle, or both inside and outside the circle.

2. Circle


List the cleverest, most interesting, and most unusual uses you can think of for changing this toy dog so that children will have more fun playing with it. Don’t worry about how much it will cost - just so it would be more fun to play with.

3. Toy Dog

TTCT – Scoring :1. Unusual uses for books

Buy, Destruction,

Gift, Information,

Pleasure, Record

The most common responses

TTCT – Scoring 2. Circles task The most common responses

2. Circles task

Balloons Doughnuts

Human faces Clocks

Designs BallsPans ButtonsPlanets TiresFruits WheelsSymbols (alphabet, numbers, etc.)Pies


TTCT – Scoring 3. Product Improvement

Bow wow!

3. Product Improvement Task (Toy Dog)

Bark, speak Fuzzy or hairyBells on it Hat on

headBigger Leash, addChange color Legs

moveEars flap Walk,

able toMouth moves Collar,

addTail moves Tail

longerSqueak when squeezedEyes roll (when tongue is pulled, etc.)Clothing on it, cap, shoes, glasses


Simplified Munich Model of Giftedness (MMG)

Noncognitive personality

Characteristics (moderators)

Talent Factors

(predictors)

EnvironmentalConditions

(moderators)

Performance Areas(criteria)

Munich Model of Giftedness

Non-cognitive personality Characteristics (moderators)

Talent Factors(predictors)

EnvironmentalConditions(moderators)

Mathematics

NaturalSciences

Technology

Computerscience, chess

Art (music,painting)

Languages

Athletics, sports

Socialrelationships

Coping with stress

Achievement motivation

Learning strategies

Test anxietyControl expectations

Intellectualabilities

Creative abilities

Socialcompetence

PracticalIntelligence

Artisticabilities

Musicality

Psycho-Motorskills

Familiar learning environment

Familyclimate

Quality of instructions

Classroomclimate

Criticallife events

Performance Areas

(criteria)





Mathematics

NaturalSciences

Technology



Languages

Athletics, sports

Socialrelationships

Coping with stress


Learning strategies



Creative abilities

Socialcompetence


Artisticabilities

Musicality

Psycho-Motorskills


Familyclimate


Classroomclimate

Criticallife events

Performance Areas

(criteria)

Non-cognitive Personality Factors (Moderators)

Coping with stress

Non-cognitive personality characteristics (moderators)

Learning & Working Strategies

Achievement Motivation

Control Expectations

Test Anxiety





Mathematics

NaturalSciences

Technology



Languages

Athletics, sports

Socialrelationships

Coping with stress


Learning strategies



Creative abilities

Socialcompetence


Artisticabilities

Musicality

Psycho-Motorskills


Familyclimate


Classroomclimate

Criticallife events

Performance Areas

(criteria)

Environmental Conditions (Moderator)


Familiar LearningEnvironment

Critical Life Events

Family Climate Quality ofInstruction

Classroom Climate





Mathematics

NaturalSciences

Technology



Languages

Athletics, sports

Socialrelationships

Coping with stress


Learning strategies



Creative abilities

Socialcompetence


Artisticabilities

Musicality

Psycho-Motorskills


Familyclimate


Classroomclimate

Criticallife events

Performance Areas

(criteria)

Performance Areas (Criteria)

Natural Sciences

ComputersMathematics

The Munich High Ability Battery (MHBT)

By K.A. Heller and Ch. Perleth

1. Available for grades 1 to 122. Two versions

Elementary school students (MHBT-P)High school students (MHBT-S)

Purchase on: www.testzentrale.de

Munich High Ability Battery MHBT-S

(For high school students)

Measurement of characteristic relevant for giftedness:

1. Cognitive abilities (verbal, mathematical, physical-technical, spatial)

2. Creativity3. Social competence4. Intrerests, Motivation, Working behaviour5. Social climate and Family climate

Additional: Teachers checklist

Talent Factor 1: Cognitive Skills KFT

1. Cognitive Ability Test

2. Reflection and ‘Unrolling‘

3. Tasks in Physics and Engineering

Cognitive ability test: Verbal Part 1

1. Select one of the five choices which has the same or a similar meaning like the bold word

Rose A Musik B Flower C Food D ViewE Lasso

Cognitive ability test: Verbal Part 2

2. Select the word which best suits the sentence!

I like to _______ TV.

A seeB watchC buyD listenE eat

Cognitive ability test: Quantitative Part 1

3. You are shown two quantities. SelectA if quantity 1 is bigger than quantity 2B if quantity 1 is equal to quantity 2C if quanitity 1 is smaller than quantity 2

Quantity 1 Quantity 2

4. Calculation rules:Use all numbers and arithmetic operators in any order, but: Calculate the brackets first!Multiply before you add!

1 2 3 + x ()

Cognitive ability test : Quantitative Part 2

Select a choice!

1 2 3 + x ()

A4 B7 C9 D10 E11

1 x (2 + 3)= 5

2 x (1 + 3)= 8

1 + (2 x 3) = 7

2 + (1 x 3) = 5

3 + (1 x 2) = 5

(1 + 2) x 3 = 9

Is not part of a choice


Not valid, as bracket is redundant



CORRECT ANSWER






CORRECT ANSWER

Cognitive ability test: Nonverbal Part 1

5. Select the figure which belongs to the three figures

A B C D E

Cognitive ability test: Nonverbal Part 2

6. Select the figure which relates to figure 3 in the same way figure 1 and 2 are related to each other

A B C D E

Cognitive ability test: Unrolling AW

7. Which of the plastic bodies can be folded with this template?

Cognitive ability test: Reflection SP

8. Which figure has to be flipped in order to be congruent to the other figures?

Cognitive ability test: Tasks in Physics and Engineering APT

9. Which picture shows the most correct positioning of the fluids in a rotating Cylinder?

If none of the options are correct then mark E.

A C DB

Cognitive ability test: Tasks in Physics and Engineering

10. Which boat will move straightest with the shown wind directions?

Talent factor 2: Creatitivy

Creativity: Questionnaire on Group Inventory for Finding Interests

GIFFI

Please answer the following questions.Mark A, if you agree with the answerMark B, if you don`t agree with the answer

11. I would like to be a pilot and fly airplanes.

12. I like stories from old times.

13. I like to invent new things.

Talent factor 3: Social Competence SK-S

Social Competence

Please answer the following questions.Mark A, if you totally agree Mark B, if you rather agree Mark C, if you rather disagreeMark D, if you disagree

14. Not everybody needs to know how I feel

15. I am not sure how I should approach other people.

16. I take a time to speak with my friends about personal issues.

Noncognitive Personality characteristics

1. Interests2. Achievement

Motivation3. Work Behavior

Noncognitive personality characterstics: Interests IFB

Please answer the following questions.Mark A, if it exactly applies to you Mark B, if it widely applies to you Mark C, if it applies to you slightlyMark D, if it doesn`t apply to you

17. I enjoy practicing a sport.

18. I always set up goal to myself which I want to reach after I did something with techniques.

19. I can forget everything around me when I am hanging out with my friends.

Please answer the following questions.Mark A, if you agree with the answer Mark B, if you don`t agree with the answer

Noncognitive personality characterstics: Achievement

motivation FES

20. Knowing more then others constantly drives me.

21. I don’t stop until I completed a task successfully.

22. I am searching the library for material that enhance the class.

Classroom Climate SCHUL

Please answer the following questions.Mark A, if the answer is correct Mark B, if the answer is rather correct Mark C, if the answer is rather not correct Mark D, if the answer is not correct

23. Most teachers try to make the lessons as interesting as possible.

Family Climate FAM

Please answer the following questions.Mark A, if you agree with the answer Mark B, if you don`t agree

24. Everybody in my family has at least 1 or 2 hobbies.

Congratulation,...You completed MHTB!!!!

Have a laugh…

And some more…

Conclusion

It is difficult to establish a general theory of giftedness which would be entitled to universal domain validity.

Questions to think about?

1.Is there a difference between talent and giftedness?

2.Can talent be measured and if so, does it differ from person to person in gradients or in quality?

3.Is giftedness determined through genetics or learning processes?

Questions to think about when dealing with different giftedness models

1. Is giftedness an inert ability or a dynamic result of interaction?

2. What are the roles of creativity, intelligence and other concepts for giftedness?

3. Are the results of gifted behaviour socially acceptable or can they be evil?

4. Is the model multifactorial or does it rely on one or a few characteristics?

5. Is the model the result of theoretical reflection or the result of empirical research?

6. What is the cut-off point for giftedness in the model (1%, 5%, or 20%)?

7. What are the functions of the model (e.g. for identification)?

8. Is the model based on linear functions or on a systemic approach (non-linear)?

Conclusions1. Gifts are concerned with psychological

personality characteristics or even configurations of such characteristics which must be empirically identified, demonstrate an empirical correlation to reality.

2. Gifts are not immune to falsification that for a specific type of achievement eminence, no specific gift may exist.

3. In order to evaluate current conceptions of giftedness one should deliberate complete and thorough of the theorethical foundations of giftedness research.

Critique

1. It is difficult to establish a general theory of giftedness, which could be entitled to universal domain validity

2. The conceptual model of giftedness must be confirmed for every manifestation of achievement eminence.

3. Giftedness research is mainly a receptive research of psychology whereby methodological standards suffer from deficits

4. A frequent definition of giftedness equates it with high levels of intelligence.

Thank you for your attention!

Documents

Conceptions and models of giftedness. The Munich model Gerhard Ohrband Chisinau, Republic of Moldova