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SYSTEMS and MODELS

In truth, there are dozens of systems and models for the development and programming of gifted programs. Each one takes into account identification criteria, curriculum, and a continuim of services to be provided, with consideration for the specific target audience.  

Major systems and models for developing programs for the gifted are collected in one book,Systems and Models For Developing Programs For The Gifted And Talented, edited by Joseph s. Renzulli and others. Chapters in this text provide compact, yet comprehensive summaries of the major models developed by leaders in the field of gifted education. (Abstract from the Publisher)

Below are links to several of these systems and models should you wish to explore them on your own. There is not one definitive model that best serves the entire population of gifted students. As you will discover, many of them differ in the identification criteria, options available, and curricular ideals. One thing is for certain, they all have the education of the gifted and talented at heart.

The Autonomous Learner Model
The Autonomous Learner Model (ALM) for the Gifted and Talented was developed in 1979 by George Betts and Jolene Kercher to specifically meet the diversified cognitive, emotional and social needs of gifted learners. Emphasis is placed on meeting the individualized needs of learners. - George Betts

The Levels of Service Approach
Levels of Service ("LoS")  is a contemporary, inclusive approach to programming for talent development that can be applied at the school, school district, or state (province/ministry) levels. The model originated with Dr. Don Treffinger's work on the "Individualized Programming Planning Model."in the early 1980's. - Don Treffinger

The Integrative Education Model
Education must take advantage of new information from other fields on how human learning may be enhanced. As new insights are gained in brain research, cognitive psychology, systems theory, linguistics, and other diverse fields, they must be reflected in the classroom. It was for this purpose of synthesizing current knowledge that the Integrative Education Model was first developed. - Barbara Clark 

Integrated Curriculum Model
The Integrated Curriculum Model (ICM), first proposed in 1986 and further explicated in subsequent publications (VanTassel-Baska, 1992; 1994; 1998), is comprised of three interrelated dimensions that are responsive to very different aspects of the gifted learner.Joyce VanTassel-Baska

Pyramid Model Basic to the Pyramid Concept is the premise that students should move ahead as they master content, skills, and concepts. – June Cox

The Purdue Three-Stage Model & The Purdue Secondary Model
A model for educating gifted elementary / secondary students combines acceleration and enrichment opportunities with counseling to match services with students' needs and abilities. – John Feldhusen

The Grid: A model to construct Differentiated Curriculum for the Gifted
The Grid helps curriculum writers make decisions about an overarching theme, the essential elements of curriculum, and the format for the creation of learning experiences. - Sandra Kaplan

The SOI System
The SOI is the application of the Structure of Intellect theory to various learning situations. It has been in continuous use and development from 1965 to the present. – Dr. J.P. Guilford

The Schoolwide Enrichment Model / Enrichment Triad Model
The Schoolwide Enrichment Model (SEM) is a detailed blueprint for total school improvement that allows each school the flexibility to allow each school to develop its own unique programs based on local resources, student demographics, and school dynamics as well as faculty strengths and creativity. - Joseph S. Renzulli & Sally M. Reis

Talents Unlimited
Talents Unlimited is a teaching/learning model which integrates creative and critical thinking skills into the set curriculum in any classroom arena. - Based on Calvin Taylors work, adapted by Carol Schlichter

Parallel Curriculum Model
The Parallel Curriculum offers four parallel approaches illustrating ascending intellectual demand as a means of extending the intensity of challenge as students  develop along a continuum toward expertise in learning. - Carol Ann Tomlinson, Sandra N. Kaplan, Joseph S. Renzulli, Jeanne Purcell, Jann Leppien, & Deborah Burns