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I – THE DMGT'S RATIONALE Chaotic conceptual foundations The field of gifted education defines its population with two key concepts: giftedness and talent. Those who browse through the scientific and professional literature in gifted education soon discover that the existence of two terms does not mean the existence of two distinct concepts.
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The field of gifted education defines its special population around two key concepts: giftedness and talent. Using the entries for these two terms in the Subject Index of the first edition of this book (Sternberg & Davidson, 1986) – or, for that matter, the present edition or any handbook in the field (e.g., Colangelo & Davis, 2003; Heller, Mönks, Sternberg, & Subotnik, 2000) – the ...
- Francoys Gagné
- 2005
- Assumption 1: Potentialities and Achievements
- Assumption 2: Differentiated Assessment
- Assumption 3: Causal Relationship
Human abilities manifest themselves along a continuum anchored by two poles: natural abilities (potentialities) and systematically developed abilities (achievements). This basic distinction explains my use of the term ‘ability’ as an umbrella concept that covers the whole range; thus, I differentiate myself from many scholars in the field of psycho...
Even though we call aptitudes ‘potentialities’, assessing them implies the measurement of some type of performance. So, how can we distinguish aptitude measures from achievement measures if both rely on performances? The difference is not qualitative; there are no ‘pure’ measures of aptitudes on one side and pure measures of achievements on the oth...
Achieving one’s full potential, creating as many competencies as possible with our aptitudes, implies a direct causal relationship between the two types of abilities; human achievements have their origin in potentialities that will influence both their qualitative diversity and their quantitative level of expression. As repeatedly stated in the DMG...
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Dec 1, 2004 · The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding ...
Apr 1, 2015 · The DMGT defines talent development as the progressive transformation of outstanding natural abilities (called gifts) into outstanding knowledge and skills (called talents). Two types of catalysts ...
ABSTRACT. Since its first appearance in Gifted Child Quarterly (Gagné, 1985), the Differentiated Model of Giftedness and Talent (DMGT) has evolved into a full-fledged theory of talent development now referred to as the DMGT 2.0 (Gagné, 2009). No chapter-length text can encompass all the details of its contents and dynamics.
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Jan 1, 2009 · The gifted education provisions offered by the participating schools are guided by a system-wide gifted education policy that follows the definition of giftedness that is commonly adopted in ...
