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sed666models · 6 years ago

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“Underachievement is the notion of a discrepancy between a child’s ability and the child’s productive achievement in school” (P. 348)

An analysis of The Trifocal Model

Synopsis

The Trifocal Model for Preventing and Reversing Underachievement is a six-step framework for identifying and addressing underachievement in gifted populations. The three “foci’ are child, home and school. All three parties (parents, teachers, and students) need to be invested in the program in order for it to have positive outcomes and growth. The focus is on finding out where the underachievement stems from, correcting deficiencies, and specific modifications at home and school. Setting achievable and realistic goals, teaching a growth mindset and finding intrinsic motivations are a few techniques described in how to correct underachievement.

Considerations

This model does not require any formal training and doesn’t need to be implemented school or district-wide. It can be used for students at any ability level but is mostly geared toward gifted students who are underachieving. Unlike other models, it is not a framework for curriculum or a program format for teaching gifted students. This model is a framework for addressing the needs of some gifted students who have fallen off the track or lost their motivation to learn.

What Works

I like that this model can be implemented at any time and by anyone. It is another tool in my toolbox that will help me when I encounter this situation. This model also has suggestions on how to address underachievement with parents in a delicate way, that sets up a positive meeting, where no one is blamed, and team building can occur. The tools that this model provides help to set more students up for success.

What Doesn’t

It can be hard to quantify underachievement. There are IQ tests and achievement tests, but they don't always show the full picture of where and how a child is underachieving. Parent buy-in can also be a challenge, especially in my district where many parents are hands-off or believe that teaching is for teachers only.

Conclusion

This model is not a framework that addresses the enrichment or programming of a gifted student, but rather a framework for addressing specific gifted behaviors and keeping students on a path of success and achievement. It is easily adaptable and flexible in most situations.

#Renzulli Joseph S. et al. Systems & Models for Developing Programs for the Gifted & Talented. 2nd ed. Creative Learning Press 2009.

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rocketqueen · 4 years ago

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thank you for the tag @muriendodeplena <3

17 facts!

nickname: isa, bella, minnicelli (that’s my last name, but sometimes people use it for nickname, i like it)

zodiac sign: pisces (yes, always crying and feeling everything at the same time)

hogwarts house: -

last thing I googled: “joseph renzulli”

song stuck in my head: simple plan - jet lag!!!!!!!!!!!!! the whole morning!!!!!!!!!! love this song

number of followers: 46

amount of sleep: 6 hours, sometimes i get the 8 hours but it’s rare

lucky number: 7!!!

dream job: neuropsychologist

wearing: Slash t shirt and purple pajama pants

fav song: human nature - michael jackson

fav instrument: probably guitar (and bass)

aesthetic: 80s rockstar with basic 2000s bitch

fav author: at this moment probably stephen king

fav animal noise: all kinds of birds

random fact: i love t shirts i have probably 100 t shirts of bands/tv shows and the rest of clothes i don’t care that much, i have some pants and shorts but only the necessary, now t shirts i have A LOT and i want to buy new ones EVERYDAY

im tagging @cinamoonbb @harold-of-the-rocks @chibsytelford @frafru1 and everyone who wantsss

#tag game #17 facts

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96thdayofrage · 4 years ago

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Gifted and talented programs have been the target of criticism ever since the concept took hold in the 1970s as huge demographic changes were transforming urban school districts. White, middle-class families were fleeing to the suburbs. Like magnet schools, accelerated programs for gifted students were attractive to many of these families and provided a way to counteract this flight and maintain diversity in city school systems. The problem was that gifted programs tended to foster racial separation inside schools, undermining the very goal they were supposed to support.

Today, gifted programs still tend to separate students by race. New York City is a case in point. There, the education department has been struggling for years to change the demographic makeup of its gifted program—which is disproportionately white and Asian—and spread access to a more representative group of students. There are a handful of open-enrollment gifted schools in the city, but the district’s efforts at increasing diversity in the bulk of gifted and talented classrooms have largely backfired.

Back in 2006, a quarter of students in New York City gifted classrooms were white, although white students made up only 15 percent of the student population. The district attempted to level the playing field by eliminating a subjective system in which teachers and preschools played a major role in deciding which students were identified as gifted. From then on, students across the city would have to take the same two tests. Decisions about who made it in would be centralized. The hope was that using more objective measures would expand access and prevent in-the-know parents from gaming the system.

But relying on tests produced the opposite effect. Middle-class parents frantically prepped their four-year-olds for testing. This year, 70 percent of students identified as gifted in the city are white or Asian, up from 68 percent last year, while just over a quarter are black or Hispanic.

In 2006, before it changed the admissions system, New York City opened 15 new gifted and talented programs to serve more minority children, bringing the number of schools with the programs to more than 200, according to officials at the time. By 2009, many of those programs had been shuttered. There were only about 140 schools with gifted classrooms that year. This year, there are just 88. The neighborhoods that lost gifted and talented programs tended to be those with high concentrations of blacks and Hispanics: Bedford-Stuyvesant, East New York, Flatbush, Washington Heights.

Asked about the changes, department officials said they have actually increased the number of gifted and talented seats in recent years to meet growing demand. Given the decrease in the number of schools offering the program and the declining percentage of minorities in the program, it follows that the new seats are probably concentrated in just a few schools, many of them in affluent areas. So the question is, should they keep expanding the program? As a recent New York Times article noted, “The accelerated classrooms serve as pipelines to the city’s highest-achievement middle schools and high schools, creating a cycle in which students who start out ahead get even further advantages from the city’s schools.” In places like the D.C. suburbs, gifted and talented programs have the same dynamic.

Proponents of gifted education argue vigorously against doing away with it entirely. “There’s nothing worse than having a bright, talented child just sitting,” says Joan Franklin Smutny, director of the Center for Gifted, a nonprofit based in a Chicago suburb. “They need to be challenged. They need to be inspired.”

Joseph Renzulli, director of the National Research Center on the Gifted and Talented at University of Connecticut, agrees with Smutny: “The biggest problem with bright kids in urban schools besides being picked on, is they are dying from boredom. The longer they stay in school, the lower their scores become.”

Supporting their argument is a 2011 study of high-achieving children by the Thomas B. Fordham Institute, a conservative think tank. It found that many such students lose ground over time, prompting the researchers to worry that “closing achievement gaps and ‘leaving no child behind’ [are] coming at the expense of our ‘talented tenth’—and America’s future international competitiveness.”

The racial disparities are “a great shame, of course,” wrote Chester Finn, the president of Fordham, in a recent blog post, “but it’s not exactly a surprise that more affluent kids are likelier to end up in gifted programs. Their families don’t face the stress of poverty, and they tend to have two parents who read to their children, send them to preschool, etc.”

Determining whether a child is actually more intelligent than her peers or whether she’s just the product of more affluent, ambitious parents is a difficult task for school systems interested in breaking the cycle of privilege that gifted education tends to fuel. Experts caution against relying heavily on tests, as New York does, but there are no national or even state standards defining giftedness, according to the National Society for the Gifted and Talented, an advocacy group.

The society suggests that parents and teachers check a list of traits, including whether children are “perfectionist and idealistic,” “asynchronous,” meaning they develop unevenly, or “problem solvers.” Smutny says teachers should be trained to look for a different set of characteristics, such as creativity, well-developed imaginations, and curiosity, which she says are correlated with above-average intelligence. They must also be trained to “cut through” stereotypes, she says, so that talented children who are also poor or from a racial minority are not overlooked.

Is there a better way to provide education for gifted children without exacerbating racial inequities? Officials in the Washington, D.C. public schools believe they’ve found a possible answer. This year, for the first time in more than a decade, the D.C. schools have reintroduced gifted education. The decision comes as many city neighborhoods are experiencing a surge of new middle-class, white families, and one reason for the reintroduction of gifted classes is to entice more of them to choose public, not private, schools. The district opened one gifted program in a middle school near the affluent blocks around Georgetown University.

But it also opened one at Kelly Miller in Ward 7, a majority low-income, African-American middle school, and at West Education Campus, in the 16th Street Heights neighborhood, where there is a small but growing population of Hispanic immigrants mixing with the predominantly black population.

Unlike traditional gifted programs, which usually require a test to get in, the D.C. programs are open to any student who wants to enroll. D.C. is aiming the program both at students who are book smart and those who may struggle on traditional measures of achievement but have other extraordinary talents that are harder to measure with a test. The plan is to “build up the gifts they have rather than just focus on their weaknesses,” said Matthew Reif, the district’s director of advanced and enriched instruction.

The principal at Kelly Miller, Abdullah Zaki, explains that the idea is to expand the concept of giftedness. “If there’s a kid who is not reading at grade level but has the gift of gab and can argue you down in a heartbeat, they’re obviously interested in debate,” he says. “We can take their natural gift and talent and hone and polish it.” Working on the skill the student enjoys and is good at might improve other skills that don’t come as naturally—analysis, reading of complex texts, etc., adds Zaki.

Administrators want to reach students who have the potential to excel at school but who haven’t been given the chance to demonstrate their gifts. But there’s another goal, too. “One thing we have learned,” said Reif, is that relying exclusively on tests to identify gifted students “often disproportionately identifies white and Asian students, and that leads to equity issues.”

The open-door policy D.C. has embraced may offer a way around the dilemma of identifying gifted children. “The bias should be to let students who want to try these classes try them,” said Gary Orfield, a political scientist at UCLA who has advocated for more racial integration in schools. “There should be a very explicit commitment to race and class diversity and targeted recruitment to make it happen.”

But simply allowing all comers to participate in gifted education doesn’t erase its problems. When Kelly Miller Middle School in Ward 7 launched its gifted program last fall, principal Abdullah Zaki says he “thought it would be a big clamor throughout our community—parents rushing to get their kids into our building. That didn’t happen the way I wanted.”

Convincing the African-American families in Kelly Miller’s neighborhood to enroll their children has been a challenge, partly because for many the term “gifted and talented” was a foreign concept, Zaki says. He’s taken to using synonyms like “honors” to persuade parents to take an interest, even if it doesn’t quite capture what the school is trying to offer students.

In addition, placing students with a wide range of abilities together is a difficult undertaking for teachers. It takes tremendous skill to create lesson plans that will challenge high-achieving students while not leaving others behind—one reason gifted programs were created in the first place. D.C. has hired three specialized teachers to lead the gifted programs at each of the middle schools with the program. They spend time each week with small groups of students working on projects tailored to the group’s talents and interests. But the specialized teachers’ time is divided among all of the classrooms in the school. And Kelly Miller is also offering a more traditional version of gifted education, with a track of accelerated math and literacy courses for students who score well in those subjects.

The ”schoolwide enrichment model,” as it’s called, has had some success elsewhere, but there’s no data yet to show how the schools are doing. D.C. officials say they’re watching the experiment closely and will look at test scores and teacher, parent, and student responses, and other measures at the end of the year.

The D.C. model may end up being a watered-down version of gifted and talented education that can’t match the more exclusive programs found in New York and other places. But it’s also much fairer, and it may also be a more effective way to reach the students with true innate talent. The Fordham study’s other major finding was that a large number of children are “late bloomers,” whose abilities appear only later in their school careers. At Kelly Miller, Zaki says the whole point is to identify these students—the ones with potential and talent who have so far been overlooked, possibly because of their race or class. “That’s the excellent thing about it,” he said. “These kids exist.”

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lgaretio · 6 years ago

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CUED: Una entrevista a Joseph Renzuli

Escribe Javier Tourón El pasado septiembre el profesor Renzulli, que participó en el I Congreso Internacional Noroeste sobre Alta

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bilgates · 3 years ago

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Superdotados enfrentam 'jornada' por direito à educação adequada nas escolas

Brasil tem 24 mil estudantes com aprendizagem acima da média, segundo Censo Escolar. Especialistas afirmam que número poderia ser ainda maior. Pedro Alonso, 13 anos, identificado como altas habilidades para história. Arquivo Pessoal. O estudante Pedro Alonso, 13 anos, já trocou de escola quatro vezes. Seu raciocínio rápido faz com que termine as tarefas antes do esperado e, quando não tinha o que fazer durante as aulas presenciais, incomodava os professores e alunos. Mas ele não era um “problema”. Identificado com altas habilidades/superdotação, termos identificados pelas siglas AH/SD, saber mais do que a média deveria ajudá-lo na rotina escolar. Não ajudou. O caso ganha contornos ainda mais peculiares porque Pedro também tem autismo, o que demanda uma outra abordagem pedagógica. As leis e regras educacionais preveem atendimentos específicos para AH/SD, mas nem sempre isso ocorre. “A gente cansa de tentar fazer valer os direitos. Quando chega no limite, é mais fácil trocar de escola”, afirma a mãe, Pricilla Alonso, 51 anos. O Brasil tem 24.424 estudantes considerados com altas habilidades/superdotação. Mas o número poderia ser maior, com identificação dos casos e notificação ao governo. Pedro Alonso é um dos “famosos” dentro desta área. Seu canal no YouTube, sobre curiosidades, tem 13 mil seguidores. Ele já frequentou os palcos das palestras “TED” (veja vídeo abaixo) e já fez parte do quadro “Pequenos Gênios”, do programa Caldeirão do Huck. Um talento que foi estimulado por iniciativa da família, segundo a mãe, porque as escolas não adotaram ações que atendessem às habilidades do menino. “Eu tive que brigar na antiga escola do Pedro para eles adaptarem algumas coisas. Em outra, a coordenadora proibiu ele de interromper o professor em sala, para que as outras crianças não achassem que o professor não sabia de nada”, fala Pricilla. “Ele achava as aulas repetitivas, porque outras crianças precisam de repetição. Mas ele fazia tarefa, e saia da sala, ia para a biblioteca. Tinha dias que o professor nem mandava chamar de volta”, lamenta. A legislação prevê: Enriquecimento curricular ou suplementação: o currículo é adaptado para estimular e desenvolver a habilidade do estudante. É comum em casos em que o aluno tem superdotação em uma área, mas fica na média em outras. Nestes casos, o estímulo ao raciocínio e tem que ser direcionado; Aceleração de série: voltado a alunos com altas habilidades em todas as áreas, e maturidade para estudar com crianças mais velhas. Neste caso, o aluno avança de ano e estuda o mesmo currículo que os colegas daquela série. Contraturno escolar: atividades extras após as aulas regulares. Pode ocorrer em uma sala de recursos, dentro da escola. Ou ainda, projetos sociais que atendem estes estudantes. Há ONGs que oferecem reforço escolar para alunos de escolas públicas com altas habilidades. Outras, fazem parceria com colégios particulares de elite para dar bolsas a alunos carentes superdotados. Pedro avançou duas vezes de série e, aos 13, está no primeiro ano do ensino médio. Hoje estuda em uma escola particular em Americana, interior de São Paulo. Não houve adaptação do currículo porque o nível das disciplinas já atendem à curiosidade do menino. Como forma de complementar a educação, Pricilla paga por aulas particulares em um projeto para superdotados. A advogada Claudia Hakim, ela mesma com dois filhos com altas habilidades, acabou se especializando na área para fazer valer os direitos que não eram atendidos. Sua atuação já se estendeu para mais de 200 famílias, que entraram com ações judiciais para garantir os direitos das crianças superdotadas. A maioria, conta, é para fazer aceleração de série ou matricular estudantes aprovados em universidades antes de concluir o ensino médio. “É importante o reconhecimento precoce e o atendimento. A legislação é clara e farta, o problema é a falta de identificação. Falta capacitação de profissionais, professores, diretores, para perceber superdotação. E há desconhecimento da lei por parte da secretaria de educação”, aponta. O risco de não identificar casos de altas habilidades é perder talentos, afirma a doutora em psicologia Christina Cupertino, coordenadora do Núcleo Paulista de Atenção à Superdotação. “Ele desiste. Se a pessoa não for estimulada, ela vai ouvir que é um problema, que precisa ficar quieta, que não pode falar, questionar. Vai se retrair ou colocar fogo no parquinho”, analisa. Especialistas alertam que há falta de capacitação de professores para identificar casos que precisam ser encaminhados para avaliação, e também o despreparo de algumas escolas ou redes de ensino. “Nas faculdades de pedagogia, as altas habilidades são notas de rodapé. Não é que a pessoa não faz [a identificação] porque não quer, ela não faz porque não sabe”, afirma Cupertino. Mas, o que são as altas habilidades e superdotação? Os termos “altas habilidades” e “superdotação” são sinônimos, segundo a mestre em educação de superdotados e membro do Conselho Brasileiro de Superdotação Cristina Delou. Ele está relacionado à aprendizagem, à forma como o raciocínio e a memória se constroem, explica Delou. Os testes geralmente levam meses para serem concluídos. Quem aplica precisa também observar a forma como aquele aluno pensa. Pela definição do psicólogo educacional americano Joseph Renzulli, pessoas com altas habilidades ou superdotação têm três traços predominantes: habilidade acima da média: raciocínio em leitura e matemática, relação especial, memória e vocabulário comprometimento: é a motivação empregada ao desenvolver uma tarefa, um foco ou concentração na atividade, com perseverança e paciência criatividade: pensamentos originais, criativos, flexíveis. Mas há diferentes graus de superdotação, explica Christina Cupertino. “O mais comum de encontrar são pessoas que têm desempenho médio ou baixo em algumas áreas e se destacam em outras”, afirma. Legislação O conceito de altas habilidades/superdotação só passou a fazer parte da Lei de Diretrizes e Bases (LDB), que regulamenta a educação no país, em 2013. Naquele ano, foi promulgada a lei nº 12.796, que altera a LDB e estabelece “atendimento educacional especializado gratuito aos educandos com deficiência, transtornos globais do desenvolvimento e altas habilidades ou superdotação, transversal a todos os níveis, etapas e modalidades, preferencialmente na rede regular de ensino”. Dois anos depois, em 2015, a lei 13.234 foi promulgada para tornar obrigatório identificar, cadastrar e atender estudantes com estas características. O Plano Nacional de Educação (PNE) prevê em sua meta 4 matricular todas as crianças de 4 a 17 anos com deficiências, transtornos de comportamento ou altas habilidades ou superdotação e ofertar atendimento especializado até 2024. Mas, segundo o observatório que monitora o andamento das metas, faltam pesquisas e indicadores que apontem se o objetivo está sendo cumprido. Saiba mais sobre Educação

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cristinabcn · 2 years ago

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NIÑOS SUPERDOTADOS o NIÑOS CON ALTAS CAPACIDADES (II)

GIFTED CHILDREN or CHILDREN WITH HIGH ABILITIES (II) Continuando con el tema tal como hemos apreciado en el artículo anterior véase https://agenciamundialdeprensa.com/2023/02/03/ninos-superdotados-o-ninos-con-altas-capacidades-y-los-padres-que/ Nos encontramos con el Psicólogo Educativo Estado Unidos Joseph Renzulli, psicólogo educativo estadounidense, Director del Centro Nacional de…

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#CARACTERISTICAS #Cristina Barcelona Columnista #HOLA MUNDO #lomasleido #NIÑOS CON ALTAS CAPACIDADES #NIÑOS SUPERDOTADOS #PARTE ii #TIPOS DE SUPERDOTACIÓN

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danilodiazgranadosmanglano · 5 years ago

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Modelo de los tres anillos de Renzulli: ¿en qué consiste?

[La inteligencia](/inteligencia/tipos-de-inteligencia) es uno de los más importantes objetos de estudio de la Psicología desde que empezara a considerarse su evaluación en la última década del siglo XIX. Se trata de una capacidad que todo animal presenta en algún grado. Su definición no es en absoluto sencilla, y a menudo ha implicado descomponerla en dimensiones más discretas y cuantificables. No obstante, el constructo de inteligencia ha quedado condicionado por habilidades sobre todo de naturaleza académica, obviando otras expresiones valiosas (como la creatividad o la flexibilidad cognitiva). En este artículo expondremos un modelo teórico dirigido a explorar el modo en el que el ser humano desarrolla producciones creativas, para las cuales la inteligencia clásica es solo un factor más: **el modelo de los tres anillos de Renzulli**. ## Modelo de los tres anillos de Renzulli **Joseph Renzulli** es profesor de Psicología Educativa en Connecticut (EE.UU.), y ha dedicado gran parte de su trayectoria profesional al estudio de las personas con altas capacidades. Es por ello que se le considera una de las grandes autoridades en la materia a nivel mundial, siendo además el director del Centro Nacional de Investigación sobre Dotados y Talentosos. La teoría de los tres anillos es una de sus más reconocidas aportaciones. Este relevante autor considera que las altas capacidades no pueden ser entendidas como una dimensión estable o rasgo, esto es, como un atributo cuya expresión en un sujeto dado se manifiesta de forma regular y sin cambios. Asimismo, rechaza la idea de que se trate de un fenómeno reductible a sus propiedades psicométricas, destacando que a él subyace la interacción de otros factores que pueden ser potenciados con los recursos pedagógicos adecuados. Por este motivo, **subrayaba el concepto de conductas dotadas (o gifted) como una forma de actuar que puede suceder en todos los individuos bajo condiciones concretas** y en determinados momentos de la vida. En este mismo sentido, propone que un macrosistema educativo dirigido a estimular las dimensiones de base promovería un proceso de toma de decisiones altamente dotado, no solo entre los alumnos, sino también en población general. @image(21205, left) Renzulli reconoce a la inteligencia como un constructo poliédrico y complejo, conformado por habilidades tanto prácticas como creativas y analíticas. No obstante remarca que la aptitud no es una simple sumación de todas ellas, sino que también necesita de un modo concreto de gestión, con independencia del nivel en el que se presenten en un individuo dado. Sus estudios sobre la cuestión, que se han prolongado durante décadas, han llegado a la conclusión de que esta dotación (giftedness) se expresa de dos maneras cualitativamente diferentes. Además, supone la convergencia armónica de tres dimensiones (o anillos): **altas habilidades, creatividad y compromiso con la tarea**. En lo sucesivo se procederá a detallar todas estas cuestiones, con el fin de arrojar luz sobre el interesante modelo de los tres anillos de Renzulli. ## Dos tipos de Giftedness Renzulli y su equipo concibieron dos tipos de personas talentosas o "gifted" (vocablo que no dispone de un equivalente exacto en español): los académicos y los creativos productivos. Consideró que ambos eran importantes, y que a menudo podían estar sujetos a estrechas relaciones entre ellos y ser susceptibles de una mejora significativa mediante el oportuno entrenamiento, siendo este el propósito más elemental de su propuesta (por encima de la clasificación o la identificación). ### 1. Talentos académicos Quienes disponen de esta forma de talento **muestran una inteligencia relacionada con la solución de las demandas que se despliegan en entornos escolares o universitarios**, y que puede ser medida con precisión mediante el uso de procedimientos estandarizados (WISC, por ejemplo). Es, por este motivo, el tipo de dotación que se detecta con mayor frecuencia en general. La identificación de un [elevado CI](/inteligencia/cociente-intelectual) supondría una necesidad educativa especial que habría de abordarse con el diseño de adaptaciones curriculares. Existe una estrecha asociación entre este tipo particular de inteligencia y los altos resultados académicos, pues parte de un modelo teórico en el que se concibe como la adaptación a este tipo particular de entorno. No obstante, no tiene por qué estar relacionada con el éxito en otros ámbitos de la vida, incluyendo el personal y el laboral. Así, es una aptitud que no se generaliza necesariamente, ni resulta en exceso informativa cuando es entendida por separado. ### 2. Talentos creativos y productivos La inteligencia propia de personas altamente creativas, contrariamente a lo señalado en el supuesto precedente, no está representada en las pruebas de evaluación clásicas (diseñadas en función de las destrezas del currículum académico). **Se trata de individuos que están internamente motivados para el desarrollo de sus logros personales**, y que además suelen ser inspiradores para los demás. Así pues, describe toda forma de actuar cuya prioridad se orienta al desarrollo de ideas originales, así como de soluciones novedosas y de productos genuinos; cuya concepción contempla un impacto sobre la propia vida y la de los demás. Supone el abandono de los caminos convencionales a través de los que se prevé posible alcanzar el éxito, con el fin de explorar senderos inhóspitos (y no siempre evidentes a primera vista) mediante los que se obtendrán rendimientos de alto valor personal y social. ## Los tres anillos La teoría de los tres anillos de Renzulli explora las dimensiones constitutivas del segundo de los talentos citados, el creativo productivo, cimentado sobre la interacción entre el sujeto y su ambiente. Todas ellas son variables que pueden fortalecerse mediante procedimientos concretos, con la excepción de la primera de ellas, arraigada a aspectos genéticos y del neurodesarrollo. Seguidamente **procedemos a describir las características de cada uno de los anillos** que componen este modelo teórico. ### 1. Altas habilidades Las altas habilidades pueden ser entendidas de dos maneras. La primera de ellas describe la presencia acentuada de rasgos cuyo efecto es transversal (como la inteligencia general) o más específico (matemáticas, lectura, etc.); mientras que la segunda se refiere al modo particular en que todas estas destrezas se expresan en la vida cotidiana, en situaciones distintas al controlado contexto de las pruebas de evaluación escolar (generalización). El autor de este modelo entendió como altas habilidades la capacidad (o potencialidad) de ejecutar una tarea concreta (que requería un dominio cognitivo específico), como mínimo, sobre el percentil 80-85 (en contraste con el grupo de referencia). **Se trata de una manera de cuantificar, en términos operativos, qué rendimiento sería necesario para ser considerado como de óptimo funcionamiento** (atendiendo a que se trata de conjuntos de habilidades que pueden ser cuantificados con un método psicométrico tradicional). Pese a que este tipo de capacidades se asocia de una forma estrecha a logros que en edad escolar resultan muy relevantes, la literatura sobre esta cuestión indica que no predicen con eficacia la consecución de metas de mayor relevancia social o personal en la vida adulta. De hecho, trabajos clásicos sobre este tópico obtienen que tales habilidades únicamente explican el 10% de la varianza en el desempeño total (promedio) en el puesto de trabajo. ### 2. Compromiso con la tarea Esta dimensión **se refiere al modo en el que la persona se siente motivada por realizar una tarea concreta, mostrando perseverancia y dedicando tiempo a su desarrollo**. Se asocia a otras variables, tales como la autoeficacia, que describe la capacidad percibida para llevar a cabo con éxito una actividad particular. En este caso, la motivación que se desprende es puramente interna, por lo que la conducta se mantiene sin necesidad de que se vea sucedida por incentivos externos. La motivación interna o intrínseca estimula la necesidad fundamental de sentirnos útiles, por lo que se relaciona directamente con la misma autoeficacia y la generación de sentimientos positivos como la autosatisfacción y la competencia. Este grado de implicación también se ha asociado con un estado de flow, esto es, la fusión entre el pensamiento y la acción que conduce al desempeño de una tarea significativa de modo profundamente atento y fluido. ### 3. Creatividad La creatividad **puede ser entendida como el recurso a un pensamiento original que permite aproximarse a los aspectos estructurales del problema que se aborda**, de manera que las soluciones no se limiten a incidir sobre su superficie, sino que establezcan alternativas cognitivas o conductuales de las que se derive un producto de mayor eficiencia o eficacia. Supone en muchos casos una mirada deliberadamente ingenua, desprovista de los convencionalismos, que alberga un poder constructivo e innovador. De esta manera, la creatividad puede expresarse como un cuestionamiento hacia lo establecido, de modo tal que el discurso que se articula ante la toma de decisiones se construya sobre planteamientos transversales y divergentes. El resultado de un pensamiento creativo suele suponer un impacto cualitativo sobre el avance de las disciplinas en las que este se despliega, abriendo nuevos senderos que con el tiempo se incorporan al acervo normativo de sus procedimientos de base. ## La conducta dotada (Gifted Behavior) Los talentos creativos y productivos, como puede comprobarse, requieren también de altas habilidades en los dominios cognitivos convencionales. Por este motivo, suponen el punto exacto en el que converge la inteligencia convencional con la creatividad y la alta motivación orientada a la tarea, dos dimensiones que resultan particularmente susceptibles de entrenamiento. Así pues, la superdotación se aleja del criterio psicométrico clásico (dos desviaciones estándar sobre la media de la inteligencia poblacional, que equivalía a una puntuación bruta de 130). Por todo ello, **sería posible reforzar la motivación y la creatividad recurriendo a métodos específicos a partir de los cuales toda persona podría llevar a cabo**, en condiciones propicias, una conducta dotada. En conclusión, la alta dotación no sería un rasgo estable, sino una actitud o disposición que podría fluctuar a lo largo del tiempo, y sobre la cual recae la responsabilidad de los profesionales que participan en el sistema educativo. #### Referencias bibliográficas: * Renzuli, J. (2005). The Three Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity. En Reis, S.M. (Ed.) Reflections on Gifted Education, 55-86. Waco: Prufrock Press. * Renzulli, J. y Gaesser, A. (2014). A Multi Criteria System for the Identification of High Achieving and Creative/Productive Giftedness. Revista de Educación, 368, 96-131. Ver Fuente Ver Fuente

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sed666models · 6 years ago

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“ Teaching concepts in a discipline is a better way to produce long-term learning than teaching facts and rules.” (P. 655)

An analysis of The Integrated Curriculum Model

Synopsis

The Integrated Curriculum Model (ICM) is a well researched and implemented model created by Joyce Van Tassel-Baska that works with three dimensions for establishing curriculum: Issues/Themes, Advanced Content, and Process/ Product. Much of this model is based on Vygotsky’s Zone of Proximal Development. Gifted children need to be learning new things that push their thinking. One way to do this is content acceleration. The ICM also uses themes and broad concepts to address learning in a more creative and in-depth way. The Process/product dimension focuses on problem finding and problem-solving, engaging the student and making them a part of the process of learning.

Considerations

This model has been designed and researched for a long time, so there is ample evidence to support its effectiveness. There are prewritten units that can be purchased, however, they only work well in a full time Gifted and Talented class, and the lessons need to be followed explicitly to ensure fidelity. The ICM raises the bar for gifted students and accelerates their learning based on individual ability, and districts need to be open to acceleration for this model to work. This model is designed for Gifted students, but could work for high achieving students as well, but would not work as a regular ed curriculum model because of the foundational underpinning of advanced content.

What Works

I have a few of the prewritten curriculum books that are designed using the ICM. The resources are really useful, even when not following the program (the hamburger model for writing is my favorite). The ICM uses broad themes (I have Utopia) to delve into learning. ICM has well-developed resources for scaffolding and in-depth study. I like that the ICM operates on the concept of advanced curricula and that it is already differentiated for high ability learners.

What Doesn’t

This model does not fit well into an enrichment model that sees students only a few hours a week, which is the format in the district I am in. In order to implement with fidelity, the prewritten units must be followed directly, but it would take years to get through a full unit only seeing kids for an hour or two a week

Conclusion

The three-ring approach of advanced content, themes, and process/product learning address the needs of gifted learners by pushing them to learn at the outer edge of their zone of proximal development. The designed curriculum that follows this model is well researched and effective. The predesigned curriculum would work well in schools that have full-time classes for gifted students. The concepts and theories of the ICM can be useful in designing any type of curriculum for gifted education.

#Renzulli Joseph S. et al. Systems & Models for Developing Programs for the Gifted & Talented. 2nd ed. Creative Learning Press 2009.

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education30and40blog · 6 years ago

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CUED: Una entrevista a Joseph Renzuli

Escribe Javier Tourón El pasado septiembre el profesor Renzulli, que participó en el I Congreso Internacional Noroeste sobre Alta

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tonyascholz · 6 years ago

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The American Association of Stem Cell Physicians Round Table Live Webcast 2018~ via @Youtube

youtube

Recorded from The American Association of Stem Cell Physicians Round Table Live Webcast 2018

Prospects for living to 120 years or more while playing racquetball, tennis, golfing, and enjoying life.

The Technology is already here to live a Healthy 100 Years. There are so many people turning 100 years old now this milestone is no longer celebrated on the local news.

A.J. Farshchian MD

Medical doctor, medical author and humanitarian in Miami Florida. He is director of The Center for Regenerative Medicine in Miami, Florida. In 2005 he performed the first autologous live cell transplantation into an arthritic knee in U.S.A. For the 2012 London Olympics and 2016 Rio Olympics, Farshchian served as team physician for the Team USA track-and-field team.

Dr. Martin Dayton, DO

Dr. Martin Dayton, D.O. is a licensed Florida Osteopathic Physician and Surgeon. He holds two doctorates MD and DO. Dr. Dayton has been integrating conventional and alternative medicine for over 40 years. His practice is primarily outpatient although he does maintain hospital privileges.

Dr. Joel Kahn

At his core, Dr. Joel Kahn believes that plant-based nutrition is the most powerful source of preventative medicine on the planet. Having practiced traditional cardiology since 1983, it was only after his own commitment to a plant based vegan diet that he truly began to delve into the realm of non-traditional diagnostic tools, prevention tactics and nutrition-based recovery protocols. These ideologies led him to change his approach and focus on being a holistic cardiologist. He passionately lectures throughout the country about the health benefits of a plant-based anti-aging diet inspiring a new generation of thought leaders to think scientifically and critically about the body’s ability to heal itself through proper nutrition. through to the public to educate and inspire a new holistic lifestyle. Now is the time to focus on educating the public to eat clean, sweat clean and apply cutting edge science to their lifestyle.

Dr. Joseph Purita, DO

Dr. Joseph Purita, a pioneer in the use of Stem Cell and PRP therapy for orthopedic conditions, graduated from Georgetown University Medical School and served his surgical internship at the University of Florida Medical Center. Following completion of a residency in orthopedic surgery at University of Miami-Jackson Memorial Hospital, where he served as the Chief Administrative Resident, Dr. Purita joined the Boca Raton Orthopedic Group in 1981.

Dr. Purita is a member of the following professional organizations:

Southern Medical Association

Palm Beach Medical Society

Broward County Medical Society

Palm Beach Orthopedic Society

Florida Medical Association

International Cartilage Repair Society

American Academy of Regenerative Medicine (founding member)

American Academy of Anti-Aging

Dr. Purita is a member of the following fellowships:

American Academy of Orthopedic Surgeons

American College of Surgery

American Academy of Pain Management

Board Certified in Anti-Aging Medicine

Dr. Purita is Board Certified by the following organizations:

American Board of Orthopedic Surgery

American College of Orthopaedic Surgery

American Board of Pain Management

American Board of Regenerative Medicine

Dr. Marc Abreu, MD

Innovator, medical doctor and academician, Dr. Abreu has a background from Harvard Medical School and Yale University, where he served as clinical faculty in the Department of Anesthesiology and was a post-doctoral fellow and faculty in the Department of Ophthalmology and Visual Sciences.

He discovered the brain thermal tunnel (BTT), which for the first time in history enabled noninvasive, continuous measurement of human brain temperature. He also developed proprietary thermal measurement systems, devices and applications based on the BTT. Brain Tunnelgenix Technologies Corp, with offices in Connecticut and Florida, is currently developing subscription-based services to help consumers manage chronic conditions such as sleep disorders, Multiple Sclerosis, Parkinson’s Disease and Alzheimer's Disease.

Dr. Abreu is a pioneer in research on body thermal energy, having studied brain thermodynamics for two decades and inventing technologies that resulted in multiple patents.

Dr. Doug Spiel, MD

Douglas J. Spiel, M.D., a Board Certified Radiologist, is a member of the World Institute of Pain, and was the first radiologist in the country to become a Diplomat of the American Board of Interventional Pain Physicians. For the past few years he has also served on it’s executive board. As a fellow of interventional pain practice (FIPP), he is credentialed to both teach and practice abroad.

Specializing in surgical and non-surgical treatment options of the spine and joints, Dr. Spiel is one of the world’s leaders in relieving pain. He treats patients with both spine and non-spine related pain – including disc herniations, pinched nerves, failed back surgery, CRPS, RSD and numerous other maladies. Over the last decade, advances in medical technology have enabled him to utilize lasers and endoscopes through key hole incisions to remove disc herniations and treat pinched nerves. Today, even fusion procedures can be performed through tiny incisions, minimizing structural damage while shortening rehabilitation time significantly.

With his background in radiology, Dr. Spiel utilizes cutting edge technologies including fluoroscopy (real time x ray) and ultrasound to precisely diagnose and treat specific pain generators. His ability to utilize different imaging modalities enables him to guide his hand through both bony and soft tissue land marks.

Dr. Thomas J. Lewis, PhD

Thomas J. Lewis, PhD is an Inorganic and Physical Chemist with degrees from (MIT) Massachusetts Institute of Technology and (WPI) Worcester Polytechnic Institute. He is the founder of the RealHealth companies including RealHealth Innovations. He based these businesses on the work of Dr. Clement L. Trempe and Dr. Kilmer McCully. These clinicians are pioneers in systemic chronic diseases, disease detection using ocular biomarkers, germ theory, inflammatory diseases, and micronutrient balance in immune health.

In addition to obtaining a Ph.D., Dr. Lewis’ has training from the Harvard School of Public Health in Toxicology, Industrial Hygiene, and a certificate from the University of Massachusetts, Amherst, Massachusetts in Industrial Hygiene. He is a frequent presenter at scientific and medical conferences, and has published scientific papers. Dr. Lewis holds patents (pending) on novel approaches to treating cancer and methods and approaches for treating chronic diseases of aging including Alzheimer’s disease and macular degeneration. In addition he has patents pending on a new risk calculator for chronic disease which he has trademarked "chronic disease temperature(tm)."

Dr. Michael Renzulli

Dr. Michael Renzulli is a Naturopathic Physician with a compelling story of how he attained remarkable early success only to go bankrupt a few years later. His journey has inspired him to become passionately mission oriented to help other Drs and providers in the anti-aging / wellness arena to become massively successful helping millions globally reverse the hands of time and drink from the true fountain of youth. He has written a best selling book, “Cracking The Code To Success” on this subject together with internationally acclaimed business and self development expert Brian Tracy. His purpose has been to show thousands of health care providers in integrating revolutionary non & minimally invasive technologies into their practices as CEO of ZiyaBody.com. Dr. Renzulli has appeared on CBS, NBC, ABC, Fox network affiliates around the U.S.A, as well as outside the U.S.

Duncan Ross Ph.D

Duncan Ross Ph.D trained in the University of Miami’s hematology transplant department under Krishna Komanduri MD and Robert Levy PhD. Dr. Ross is a published scientist with works that appear in a number of the most respected peer-reviewed transplantation journals in the industry including: The Biology of Blood and Marrow Transplantation, Blood, and many more. He was an assistant professor of immunology at Miami Dade College and completed PhD coursework in Biochemistry as well as Immunology studying rejection in allogeneic stem cell transplantation and protein expression and purification. Dr. Ross began his career subsequent to his father’s death due to Acute Myeloid Leukemia. His scientific work then focused on cancer and mechanisms of controlling inflammation using chemotherapeutic, regulatory T cell, and now, mesenchymal stem cell methods. Dr. Ross is joined in the laboratory by a team of scientists, engineers, quality assurance and medical device experts. This team of scientists and research experts that help Dr. Ross push forward into new Exosome frontiers also afford him a collective knowledge base about his subject matter 2nd to none.

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socialchats · 6 years ago

Text

The American Association of Stem Cell Physicians Round Table Live Webcast 2018~ via @Youtube

youtube

Recorded from The American Association of Stem Cell Physicians Round Table Live Webcast 2018

Prospects for living to 120 years or more while playing racquetball, tennis, golfing, and enjoying life.

The Technology is already here to live a Healthy 100 Years. There are so many people turning 100 years old now this milestone is no longer celebrated on the local news.

A.J. Farshchian MD

Dr. Martin Dayton, DO

Dr. Joel Kahn

Dr. Joseph Purita, DO

Dr. Purita is a member of the following professional organizations:

Southern Medical Association

Palm Beach Medical Society

Broward County Medical Society

Palm Beach Orthopedic Society

Florida Medical Association

International Cartilage Repair Society

American Academy of Regenerative Medicine (founding member)

American Academy of Anti-Aging

Dr. Purita is a member of the following fellowships:

American Academy of Orthopedic Surgeons

American College of Surgery

American Academy of Pain Management

Board Certified in Anti-Aging Medicine

Dr. Purita is Board Certified by the following organizations:

American Board of Orthopedic Surgery

American College of Orthopaedic Surgery

American Board of Pain Management

American Board of Regenerative Medicine

Dr. Marc Abreu, MD

Dr. Abreu is a pioneer in research on body thermal energy, having studied brain thermodynamics for two decades and inventing technologies that resulted in multiple patents.

Dr. Doug Spiel, MD

Dr. Thomas J. Lewis, PhD

Dr. Michael Renzulli

Duncan Ross Ph.D

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edivupage · 5 years ago

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Concepts and Strategies for Serving the Whole Gifted Child

Are you a gifted education teacher who wants to ensure that you are serving the needs of your gifted and talented students? Well, you have come to the right place. In this short piece, I will list and discuss concepts and strategies for serving the whole gifted child.

Three Ring Model

A concept of gifted intelligence that visualizes giftedness with three rings: creativity, goal focus, and above-average ability. The concept was developed by Joseph Renzulli.

Asynchronous Development

The tendency of gifted children to be at a state of mental development beyond their age, physical development or other areas of development.

Personal Meaning

One of five aspects of a strong gifted program. The concept that students become more motivated and engaged in learning when they have the opportunity to choose their topic of study for a project and direct their learning and research.

Internal Consistency

An attribute of a strong, gifted program. Each element of the gifted program: the goal, student selection process, student services, and assessments, should all be consistent with each other.

Enrichment Cluster

A series of meetings planned around on a topic of interest to a group of students (not necessarily gifted students) to enhance student learning. The student group will meet with an adult expert in the area of interest for a period of 2 to 3 months.

Matrix Identification Models

Models that can be used to identify gifted children from minority or disadvantaged communities. These models combine information from multiple sources.

Baldwin Identification Matrix

A matrix identification model that has increased the identification of African-American students for gifted programs. It considers both objective and subjective criteria. This model was created by Baldwin.

Dynamic Assessments

Assessments in which a student is tested, instructed in test-taking skills by a teacher, then retested to assess the change in test score. This method of assessment is thought to identify gifted students from disadvantaged backgrounds through their above-average improvement in score. Developed in Israel to assess immigrant students with learning disabilities.

Shelters

Persons that children can seek out whenever their safety or survival needs are threatened. These persons most often are used by gifted children who may feel intellectually, socially, or developmentally threatened. Ideally, a shelter should be an empathic counselor who is aware of the local conditions related to economic status and ethnic backgrounds and who is genuinely concerned about a child’s welfare.

Gifted Disabled

Individuals who are capable of having high achievement academically despite other disabilities. These disabilities can include issues with their hearing, speech, or vision. They may also include emotional impairments, learning disabilities, and other health problems. A student needs to have only one of these issues to qualify as gifted disabled, though they may have a combination of them.

What concepts or strategies did I miss?

The post Concepts and Strategies for Serving the Whole Gifted Child appeared first on The Edvocate.

Concepts and Strategies for Serving the Whole Gifted Child published first on https://sapsnkra.tumblr.com

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riilsports · 7 years ago

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Jonathan Lefoley & Joseph Renzulli clinch the Division III tennis title for Prout with their win at 3rd doubles. @Proutschool VIDEO/CAROLYN THORNTON, RIIL (at Slater Park)

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mutiarabeningg-blog · 7 years ago

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CIRI-CIRI ANAK BERBAKAT

DEFINISI ANAK BERBAKAT

Terman berbpendapat bahwa anak berbakat adalah anak yang memiliki IQ di atas 140 atau anak yang termasuk superior. Dari pengertian yang dikemukakan Terman, anak berbakat hanya ditentukan oleh tingkat intelektualnya, tanpa memerhatikan aspek yang lain.

US Office of Education (USOE), dalam Marland (1971), menyepakati yang dimaksud dengan anak berbakat adalah anak yang diidentifikasi oleh orang-orang profesional, di mana anak tersebut karena kemampuannya yang sangat menonjol dapat memberikan prestasi yang tinggi. USOE menekankan bahwa anak berbakat diperkrakan mampu menunjukkan prestasi keberbakatannya dan mampu mengaplikasikan keberbakatannya untuk sekitarnya. Sehingga, keberbakatannya dapat membawa manfaat untuk negaranya

Renzulli mengemukakan bahwa yang termasuk dalam kategori anak berbakat adalah anak yang harus memiliki tiga kemampuan yang disebut The Three Ring Conception of Giftedness. Tiga kemampuan ini adalah anak yang memiliki kemampuan umum di atas rata-rata (melalui tes IQ), kreativitas di atas rata-rata, dan memiliki komitmen yang tinggi teerhadap tugas (task commitment).

CIRI-CIRI ANAK BERBAKAT

Anak berbakat itu memiliki karakteristik yang menonjol dalam aspek-aspek kesiagaan mental,kemampuan pengamatan, keinginan untuk belajar, daya konsentrasi, daya nalar, kemampuan membaca,ungkapan verbal, kemampuan menulis, kemampuan mengajukan pertanyaan yang baik, menunjukan minat yang luas, berambisi untuk mencapai prestasi yang lebih tinggi, mandiri dalam memberikan pertimbangan, dapat memberikan jawaban yang tepat dan langsung kesasaran, mempunyai rasa humor yang tinggi, melibatkan diri sepenuhnya dan ulet menghadapi tugas yang diminati.

Menurut Balitbang Depdiknas (1986) mengungkapkan ciri-ciri keberbakatan peserta didik dilihat dari aspek kecerdasan, kreativitas, dan komitmen terhadap tugas: 1. Lancar berbahasa ( mampu mengutarakan pikirannya)

2. Memiliki rasa ingin tahu yang besar terhadap ilmu pengetahuan

3. Memiliki kemampuan yang tinggi dalam berpikir logis dan kritis

4. Mampu belajar/bekerja secara mandiri 5. Ulet menghadapi kesulitan (tidak lekas putus asa) 6. Mempunyai tujuan yang jelas dalam tiap kegiatan atau perbuatannya 7. Cermat atau teliti dalam

8. Memiliki kemampuan memikirkan beberapa macam pemecahan masalah; 9. Mempunyai minat yang luas; 10. Mempunyai daya imajinasi yang 11. Belajar dengan cepat 12. Mampu mengemukakan dan mempertahankan pendapat; 13. Mampu berkonsentrasi 14. Tidak memerukan dorongan (motivasi) dari luar.

IMPLIKASI DALAM PEMBELAJARAN (TEORI BARBE DAN RENZULLI) :

Menurut definisi yang dikemukakan Joseph Renzulli (1978), anak berbakat memiliki pengertian, “Anak berbakat merupakan satu interaksi diantara tiga sifat dasar manusia yang menyatu ikatan terdiri dari kemampuan umum dengan tingkatnya di atas kemampuan rata- rata, komitmen yang tinggi terhadap tugas dan kreativitas yang tinggi. · High Potential Ability (Kecerdasan Tinggi) Standard yang ditetapkan untuk anak berbakat oleh Diknas tahun 2003 adalah 140 . Kalau hasil tes menunjukkan IQ anak mencapai 140 ke atas, maka anak itu otomatis disebut gifted child. Tetapi kemudian muncul pembagian tertentu untuk anak berbakat dilihat dari IQnya. Keberbakatan ringan (IQ 115 – 129), keberbakatan sedang (IQ 130 – 144), keberbakatan tinggi (IQ 145 ke atas). · Task Commitment adalah sejauh mana tanggung jawab dalam meyelesaikan tugas. Tidak hanya tugas dari sekolah tapi juga tugas di rumah. Task commitment dapat diukur melalui tes tertentu yang hanya boleh dilakukan oleh psikolog. Task commitment ini mencakup tanggung jawab, motivasi, keuletan, kepercayaan diri, memiliki tujuan yang jelas sebelum melakukan sesuatu dan kemandirian. · Kreativitas bisa diartikan sebagai kemampuan untuk menciptakan hal-hal baru atau kemampuan untuk membuat kombinasi-kombinasi baru dari yang sudah ada. Kreativitas dapat dinilai dari 4 hal, produk, pribadi, proses dan pencetus / penghambat. Suatu produk dikatakan kreatif kalau produk itu baru, berbeda dari yang sudah ada, lebih baik dari yang lain dan tentu saja berguna. Sifat pribadi kreatif yang lain adalah terbuka pada hal-hal baru, punya rasa ingin tau yang besar, ulet, mandiri, berani mengambil resiko, berani tampil beda, percaya diri dan humoris.

implikasi bagi guru disimpulkan oleh Barbe dan Renzulli (1975), sebagai berikut:

1. Pertama-tama guru perlu memahami diri sendiri, karena anak yang belajar tidak hanyadipengaruhi oleh apa yang dilakukan guru, tapi juga bagaimana guru melakukannya.

2. Di samping memahami diri sendiri, guru guru perlu memiliki pengertian tentang keberbakatan.

3. Setelah anak berbakat diidentifikasi, guru hendaknya mengusahakan suatu lingkungan belajar sesuai dengan perkembangan yang unggul dari kemampuan-kemampuan anak.

4. Guru anak berbakat lebih banyak memberikan tantangan daripada tekanan.

5. Guru anak berbakat tidak hanya memperhatikan produk atau hasil belajar siswa, tetapi lebih-lebih proses belajar.

6. Guru anak berbakat lebih baik memberikan umpan-balik daripada penilaian.

7. Guru anak berbakat harus menyediakan beberapa alternatif strategi belajar.

8. Guru hendaknya dapat menciptakan suasana di dalam kelas yang menunjang rasa percaya diri anak serta dimana anak merasa aman dan berani mengambil resiko dalam menentukan pendapat dan keputusan.

Sumber:

https://www.kartunet.com/memahami-pengertian-anak-berbakat-1231/

https://prezi.com/cmp5ogkr-yqz/teori-teori-keberbakatan-renzulli-dan-barbe/

http://endahsayo.blogspot.co.id/2015/06/anak-berbakat-porto4.html

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