Donald J. Treffinger

Director of the Center for Creative LearningProfessor of Creative Studies, State University College, Buffalo

Board of Directors, National Association of Gifted ChildrenEditor, Gifted Child Quarterly (1980-84)

1984 NAGC Distinguished Service Award

Veronica KrapfAubrey Chaffin

In partial fulfillment of the course Program Development for the Gifted

Prepared By

Treffinger’s Definition of Giftedness

• Is expressed by independent and creative learning which combines student ability, skills and motivation.

• Is expressed by the student applying what is learned in creative and productive ways not just recalling and reciting information.

What is Creative Thinking?• Teachers have been considering imagination and

creativity and their impact on student learning since ancient times.

• Experts didn’t begin developing modern definitions of creativity until the 1950s.

Four Key Aspects of Creativity• Generating Ideas• Digging Deeper into Ideas• Openness and Courage to Explore Ideas• Listening to One’s Inner Voice

Dr. Treffinger, Creativity Guru• Modern thinking regarding creativity has shifted from a

“How creative are you?” to a “How are you creative?”.

• According to Treffinger, creativity can be manifested in almost infinite ways and situations. This makes it difficult to evaluate (“Assessing Creativity”).

• Creativity can be practiced and developed. It can be more strongly expressed at different times in one’s life.

• Treffinger’s creativity studies have influenced his Individualized Program Planning Model (IPPM).

Treffinger’s Vision for Gifted Education in Schools

• Significant attention to individual unique strengths, talents and needs.

• Opportunities for students “with promise” in any area to reach as high as they are able, not just to repeat information learned previously, and function effectively and independently; successful programming for the gifted demands this vision.

• Too often students are lost in current visions; we should be asking if students are benefiting from what is currently being delivered.

Treffinger’s Vision for Gifted Education in Schools

• Treffinger’s Individualized Program Planning Model (IPPM) is committed to the goal of promoting effective, independent learning based on strengths and talents of students. It attempts to meet student needs and promote personal development and creativity.

Treffinger’s IPPM Identification Process

• Comprehensive, open-ended and a flexible process. “Sift down” identification model approach in which many students are screened, then evaluated, then identified, and then officially designated as gifted.

• More concerned with identifying “needs for services” instead of “identifying students”. Teacher referrals, test scores, class performance, school records, parent input, peer information, self-report data, and product samples are sources of identification.

Treffinger’s IPPM Identification Process

• Doesn’t concern itself with whether or not the student is a “bona fide” gifted person or should be “in” or “out” of a gifted program. Concerns itself with being an “on going” process which attempts to recognize and respond to the needs of “as many students as possible,” not just a select few.

Treffinger’s IPPM Model Guidelines for Schools Once Students are

Identified• Differentiated instruction rather than curriculum.• Delivered using a diverse array of services in and out of school.• No single program or curriculum is sufficient.• Offered to many, varied students in different times and places. • Supervised by many different individuals.• Emphasizes the need for effective instruction to respond to the

unique characteristics, many strengths and talents of gifted students.

Treffinger’s IPPM Model Guidelines for Schools Once Students are

Identified• Requires schools to ask themselves if there is

evidence of strengths in a child that would prompt them to modify the way the present educational curriculum is delivered to the student.

• No “pull out” programs but more “pull in” services in student’s regular education because student spend most of their time there.

• Can be accomplished by way of regular education program plus additional services in six (6) programming areas.

Ways Treffinger’s IPPM Model contrasts with current common practices and

procedures1). Characteristics & Identification

*inclusive rather than exclusive

*identification should direct instructional decisions for child not just get them in a gifted program

*focuses on selecting an individual to be served in the gifted program not just a group of students who meet criteria.

*Doesn’t rely so heavily on IQ tests. Supports multiple criteria testing approach.

Ways Treffinger’s IPPM Model contrasts with current common practices and

procedures2). Process Development

*Teachers need to teach students the necessary methods and techniques that they need to take part in “higher level processing”.*Process Development instruction necessary for “higher level processing” should be taught at 3 levels: 1). Training in specific creative & critical thinking skills. 2). Practicing complex systems

like creative problem solving. 3). Students own a problem and

carry out it’s solution.

Ways Treffinger’s IPPM Model contrasts with current common

• 3).Content Competence

• * teachers need to stop the steady diet of “skill and drill” and replace it with making knowledge acquisition and comprehension efficient and effective.

• *teachers need to provide for students opportunities to become involved in more complex processes like higher level thinking and independent investigation with opportunities to try and solve real problems.

*teachers should vary instruction and ensure a common “core” of experiences based on student learning and interests styles that were discovered during the identification process.

Ways Treffinger’s IPPM Model contrasts with current common practices and

procedures• 4). Management/Environment

• *teachers need to create more of an atmosphere in their classrooms that encourages curiosity, experimentation, exploration and divergent thinking.

• Students should be able to generate many possible ideas without fear of being judged swiftly.

• Students should be encouraged to discover something new everyday.

• Take the time to teach students to become “self directed” learners and manage their own class time.

How Treffinger’s IPPM theory can be translated into practice and remediate what many say is wrong

with gifted education in schools

• There should be an effective blend of services provided in the regular education classroom and through the gifted program at schools for identified students.

• A commitment should be made towards effective, independent learning based on each identified student’s strengths and talents.

Six practical questions schools should ask themselves if using Treffinger’s IPPM Model

to improve their gifted model1). What do we mean by giftedness?

2). What unique characteristics are we associating with our definition?

3). How could we describe and document our gifted students’ characteristics?

4). What is our comprehensive plan to respond to the needs of our gifted students? Who does this include? What services does this include?

5). How can we carry out our plan for our gifted students? How will we document this?

6). How will we know if we have obtained success? How and when will we make changes?

Options schools should employ when using Treffinger’s IPPM Model to improve their

gifted model1). Provide gifted programming

services for students with “outstanding talent or potential” in regular education class because he/she is there most of the day.

2). Reflect on gifted student’s characteristics and needs and then provide additional services in six (6) general areas that match up with their unique individual needs.

Six General Areas that Treffinger’s IPPM Model Advocates

• 1). Individualized Basic Instruction – teachers adjust their content and rate of pace of instruction according to student needs and provide opportunities for higher level thinking skills.

• 2). Effective Acceleration – teachers must allow students who display outstanding ability advanced learning opportunities.

• 3). Appropriate Enrichment – teachers must not use “busy work” but true enrichment activities that promote effective independent learning.

Six General Areas that Treffinger’s IPPM Model Advocates

• 4). Independent, Self-Directed Learning Skills – teachers must train students how to manage and direct their own learning effectively; systematic instruction.

• 5). Personal Growth & Social Development – teachers must help students create a healthy perspective about their talents and limitations.

• 6). Career Exploration with Futuristic Prospective – teachers must help students become aware of careers after school.

IPPM Eleven Keys to Success in Schools

• 1). Commitment to Vision

• 2). Explicit Plan of Action

• 3). Healthy Regular Education Program

• 4). Effective Needs Assessment

• 5). Core Support Group

IPPM Eleven Keys to Success in Schools

• 6). Ongoing In-service Training

• 7). Administrative Leadership Support

• 8). Building is Critical Unit of Intervention

• 9). Specialized Professional Services Needed

• 10). Willingness to deal with new program

• 11). Hard Work & Problem Solving Required

SourcesSystems and Models for Developing Programs for the Gifted and

Talented. Ed. Joseph S. Renzulli. Mansfield Center, CT: Creative Learning Press, 1986.

Treffinger, Donald J., et al. “Assessing Creativity: A Guide for Educators. Research Monograph Series.” The National Research Center on the Gifted and Talented, 2002. ERIC Document Reproduction Service, ED477675.