My blogs about Gifted Education

Archiv für Mai, 2012

„Building talents on the foundations of giftedness.“- Prof. Françoys Gagné

What is Talent? What is Giftedness? How can we Build talents on the foundations of giftedness?

I think no one can answer these questions better than Prof. Gagné.

Who is Prof. Françoys Gagné?

Professor Françoys Gagné is a French Canadian from Montreal, Quebec. He obtained in 1966 his Ph.D. in Educational Psychology from the University of Montreal. Dr. Gagné has spent most of his professional career in the department of Psychology, at l’Université du Québec à Montréal (UQAM).

After a decade of research on student evaluations of teaching, he became interested in talent development in the late 1970s. Although his research brought him to study a variety of subjects within the field of gifted education (e.g., attitudes toward the gifted and their education, peer nominations, developmental profiles), he is best known internationally for his theory of talent development, the Differentiated Model of Giftedness and Talent (DMGT), which has been endorsed by various educational authorities as their framework to define their target population and plan intervention provisions.

Professor Gagné has won major awards in the field of gifted education, among them NAGC’s prestigious Distinguished Scholar Award (1996), and two awards from the Mensa Society. Although retired from his UQAM professorship since 2001, Dr. Gagné maintains international publishing and keynoting activities.

Title : Honorary professor of Psychology, Université du Québec à Montréal.

I met Prof. Gagné at several international conferences and I am a big fan of him.

For our monthly event , the 20th Global Virtual meeting, I invited him to give a lecture for our audience.

He created an avatar and learned very fast about modern technology in a virtual world like secondlife.

He also provided a handout to his presentation, which you can download here

Prof. Francoys Gagné differentiates clearly between gifts (natural abilities) and talents (systematically developed from gifts) .

The DMGT 2.0

The participants at the global virtual meeting for gifted education were from USA, Germany, Norway, Netherland, Canada,…

I am very grateful for his presentation. His Model is the work of over 30 years of research and I believe it could help us to understand gifted children and nurture their talents and potentials in the best way.

The presentation was over 60 min. I  created a video from the first 30 min. and I hope you have become curious to learn more about his modell in this way.

Video: The 20th Global Virtual Meeting for Gifted Education with Prof Gagné

How to help Gifted Children?- An Interview with Prof. Dr. Karen B. Rogers

Tonight I interviewed a good friend, who I met for the first time at the ECHA conference in Paris, Prof. Dr. Karen B. Rogers. She is a passionate and very lovely lady, who I appreciate very much as  herself and a gifted educator with longtime experiences.

Who is Prof.  Dr. Karen B. Rogers?

Karen Rogers, Ph.D., is Professor of Gifted Studies in the Department of Special Education and Gifted Education in the College of Applied Professional Studies at the University of St. Thomas in Minneapolis, Minnesota. She received her Ph.D. in Curriculum and Instructional Systems from the University of Minnesota and also holds Master’s degrees in Special Education of the Gifted and in Psychological Foundations of the Gifted.

Dr. Rogers has been an invited lecturer at several universities in the United States and Australia and is a frequent keynote speaker for state, national, and international conferences on gifted education. She is the author of more than 150 articles, 18 book chapters, and four books. More than 500,000 people worldwide have read her paper on ability grouping, written for the National Research Center on Gifted and Talented. She was co-developer of a one-week television series on the nature of giftedness, called “One Step Ahead,” which is housed in the PBS Network Library in Nebraska. She has served on the editorial boards of the Journal of Secondary Gifted Education, Roeper Review, Journal for the Education of the Gifted, Gifted Education International, and Gifted Child Quarterly, and she is a regular reviewer for the American Educational Research Journal. She is also Past-President of the Association for the Gifted of the Council for Exceptional Children.

Dr. Rogers has been an elementary classroom teacher and a coordinator of programs for gifted and talented students. She was the curriculum author and creator of the widely heralded OMNIBUS enrichment program for gifted children, a program still being used in 23 states. She is the mother of three gifted children, now grown, and grandmother of five.


– Re-Forming Gifted Education: How Parents and Teachers Can Match the Program to the Child

– A Menu of Options for Grouping Gifted Students (Practical Strategies Series in Gifted Children)

 My Interview

These are my questions, which I asked her;

Here are my questions:
– What originally got you involved with gifted children and their needs?
– How do you define giftedness?
– What kinds of assistance do you believe that parents need?
– What does the current research say about the benefit or lack of benefit to gifted children?
– What do you advise to teachers of gifted children?
– In this age of No Child Left Behind, do you think that gifted kids are having their educational needs adequately   addressed?

I created 2 videos for us.

The first part is about understanding gifted kids and the definition of giftedness. Also there is some information for parents of gifted children.

SENG- Supporting Emotional Needs of the Gifted 

Hoagies‘ Gifted Education Page

I would like to invite you to join Prof. Gagné ´s  lecture at the global virtual meeting on May 26th 2012.

Gagné’s Differentiated Model of Giftedness and Talent:

Interview with Prof. Dr. Karen B. Rogers – part1

The second part is about some good advise for teachers,  research and good tips.

Interview with Prof. Dr. Karen Rogers – Part 2

I am very grateful for her time to make this interview for all interested parents, educators and teachers.

Fact is that we can make a change to support gifted kids, because they need us.

To understand gifted children, we have to ask experts with experience, wherever they are. Technology makes a lot of things easier for us to contact, ask, share and create a better environment for those kids today.


Gifted Education in Spain – Interview with Prof. Dr. Javier Tourón

Today I interviewed Prof. Dr. Javier Tourón from Spain. He is one of the members of our Scientific Advisory Board of the Global Center for Gifted and Talented Children. Javier Tourón is a professor in the Department of Education, University of Navarra, Doctor of Science in Education and Sciences. He is Professor of Research Methods and Diagnosis in Education.

Past-President of the European Council for High Ability (2000-2004) and Member of the National Advisory Board of the Center for Talented Youth at Johns Hopkins(2003-2011) was the founder and director of the center for providing education tostudents in high capacity CTY Spain, Johns Hopkins University Center for TalentedYouth International Charter Member.

I am very grateful, that he gave me time for this interview via skype.

My special thanks to my dear colleague, Mrs. Dagiadi Wagner, who helped me with  translating  from english to spanish.

What motivated you to become a researcher in Gifted Education?

In 1993, I discovered the world of high ability children out of professional curiosity. Of course, giftedness has always been one of the most important variables in differential pedagogy.

In 1994 I attended the first congress of ECHA in Holland and since then actively participated in all that have been held around Europe.

Another important fact that has helped me to further study and research in this field was my relationship with Julian Stanley whom I met in Iowa in 1995. My relationship with CTY at Johns Hopkins led me to found and direct CTY Spain between 2001 and 2011.

When you discover the potential and the need of many children, parents and teachers get the feeling that you are doing something that deserves a life of dedication. As Professor Stanley „they need us now to us, but we need them tomorrow.“

What would you advise teachers of gifted kids?

I would recommend teachers to make themselves aware of the research and studies carried out in the world and to constantly improve their educational practice. Study and be convinced that their work is important for our students and their families.

Share their experiences with other teachers and be true advocates of a worthwhile cause. Many of our colleagues believe that equality is to treat all students the same way, but this is only true for those who are equal, and children of high ability and talent are different and need help and a differential.

Teachers must convince their colleagues that an education that caters for diversity is a bad education.

– It seems everyone has an opinion about No Child Left Behind, so could you share your thoughts or feelings about it?

The No Child Left Behind is a great effort to help less able children, but that should not mean ignoring the most advanced capabilities.

In fact in international studies it is clear that opting for systems not including curriculum differentiation in the classroom effectively end up not helping anyone.

Nobody is left behind to be understood, in my view, so comprehensively. A high-capacity child does not develop its full potential too far behind.

 – What frustrates you the most regarding gifted education?

For me, no doubt, the most frustrating thing is the slowness of managers to make decisions and set effective educational policies quickly. Children do not have time.

On the other hand the prejudices of teachers and principals who have little idea of the problem talking as if they had read whole libraries. You have to read more and comment less

– What do you wish for a better future of gifted education worldwide?

That governments are persuaded that the best guarantee for the future lies in developing the talents of the ablest and legislate accordingly.

Teachers to become partners in the exciting task of educating these children, rather than enemies.

Finally, families come together effectively and do not hide the talent of their children, to fight for their developed life.


1. Que lo ha motivado a ser un investigador en el área de la educación de los sobredotados?

En el año 1993 descubrí por mero interés intelectual el mundo de los niños de alta capacidad. En realidad la capacidad siempre ha sido una de las variables más importantes dentro de la Pedagogía Diferencial. En 1994 asistí al primer congreso de ECHA en Holanda y desde entonces participé activamente en todos los que se han celebrado alrededor de Europa. Otro hecho importante que me ha ayudado a profundizar en el estudio y la investigación en este campo fue mi relación con Julian Stanley a quien conocí en Iowa en 1995. Mi relación con CTY de la Universidad Johns Hopkins me llevó a fundar y dirigir CTY España entre 2001y 2011. Cuando se descubre el potencial y la necesidad de tantos niños, padres y profesores uno tiene la sensación de que está haciendo algo que merece todo una vida de dedicación. Como decía el profesor Stanley „ellos nos necesitan ahora a nosotros, pero nosotros los necesitaremos a ellos mañana“.  

Que recomendaría usted a profesores de niños sobredotados?

A los profesores les recomendaría que estuviesen muy al tanto e la investigación y de los estudios que se llevan a cabo en el mundo constantemente para mejorar la práctica educativa. Que estudien y que estén persuadidos de que su trabajo es esencial para sus alumnos y para sus familias. Que compartan sus experiencias con otros profesores y que sean verdaderos abogados de una causa que merece la pena. Muchos de sus compañeros creen que la igualdad es tratar a todos los alumnos de la misma manera, pero eso solo es cierto para los que son iguales, y los niños de alta capacidad y con talento son diferentes y necesitan y¡una ayuda diferencial. Los profesores deben convencer a sus colegas de que una educación que no atiende a la diversidad es una mala educación.

– Parece que hay muchos puntos de vista acerca de no dejar a Ningún niño atrás (inclusión educativa), podría entonces compartir con nosotros sus opiniones y sus puntos de vista acerca de este tema?

El No Child Left Behind es un intento estupendo de ayudar a los niños de menos capacidad, pero eso no debe significar el ignorar las capacidades de los más avanzados. De hecho en los estudios internacionales se ve claramente que los sistemas que optan por la inclusión, pero sin diferenciación curricular en el aula acaban por no ayudar eficazmente a nadie. Que nadie se quede atrás debe entenderse, a mi juicio, de manera comprensiva. Un niño de alta capacidad que no desarrolla todo su potencial también se queda atrás.

– Que lo frustra mas acerca de la aplicación en el tema de educación del niño sobredotado?

Para mí, sin duda, lo más frustrante es la lentitud de los administradores para tomar decisiones y establecer políticas educativas eficaces con rapidez. Los niños no tienen tiempo. Por otra parte los prejuicios de los profesores y directores escolares, que sin tener mucha idea de la problemática opinan como si se hubiesen leído bibliotecas enteras. Hay que leer más y opinar menos

– Cual es su deseo para un mejor futuro de la educación para niños sobredotados en el mundo?

Que los gobiernos se persuadan de que la mejor garantía de futuro está en el desarrollo del talento de los más capaces y legislen de acuerdo a ello. Que los profesores se conviertan en aliados en la apasionante tarea de educar a estos niños, en lugar de en enemigos. Finalmente que las familias se unan eficazmente y que no escondan el talento de sus hijos, que luchen por su desarrrollo.

Interview with Prof. Dr. Javier Tourón – May 2nd 2012