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Francyos Gagne updates his model for gifted education
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Differentiated Model of Giftedness and Talent
DMGT 2.0
Francyos Gagne updates his model for gifted education
• Gagne has defined each component in greater detail,
e.g. the Socio-affective and Sensi-motor aspects have been clearly divided into Social and Perceptual in the Mental Gifts category, and Muscular and Motor Control in the Physical Gifts category.
Main Changes
• Gagne has defined each component in greater detail,
e.g. The Developmental Process has been further elaborated on in terms of Activities, Process and Investment.
Main Changes
• Gagne has put greater emphasis on the role of chance.
AE: In reading your documentation you talk about chance being a larger factor in the education of gifted children. This leaves me with the impression that we as educators have less ability to positively impact the development of a gifted child than you first thought. Do you feel this is the case?
FG: Yes, there are limits to teachers’ power of influencing children’s development. It is also the case with parents, peers, etc. Chance has two major points of entry: genetics and family environment. They will play a major role in early childhood. Still, when they get to school, teachers have some power to influence them in many ways, especially in motivating them and guiding them.
Main Changes
• An Analogy with Physics
D = S x TDistance = Speed x Time
T = G x PTalent = Gifts x Practice
Gagne describes the process further
• V – THE DYNAMICS OF TALENT DEVELOPMENT• He describes how the components of:
Gifts (G), Intrapersonal Skills (I), Environmental conditions (E) and the Developmental Process (D), can have different weightings in individuals but may reach the same level of talent.
Gagne describes the process further
Peter
Paul
Gagne describes the process further
G I E D
G I E D
• “Building gifts into talents: Brief overview of the DMGT 2.0”, Françoys Gagné, Ph.D.
• “The DMGT: Building Talent on the Foundation of Giftedness” Presentation at the University of Auckland, July 2011, by Françoys Gagné, Ph.D.
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