Theories

This is the list of theories/models that I have so far. I'll try to add notes later when I don't have any students in front of me. Please add to the list if you see that something is missing. This is the part that scares me the worst, since there are so many of these to keep straight.

Gardener's theory of multiple intelligences (8 intelligences)** bodily-kinestetic, linguistic, visual-spatial, interpersonal, intrapersonal, musical, naturalistic, and logical
 * __Theories of Intelligence: (JBumpers)__

Analytical intelligences-:problem-solving capabilities Creative Intelligence: ability to deal with new situations using past experiences and current skills Practical intelligence: refers to the ability to adapt to a changing environment
 * Sternberg's Triarchic Theory of Intelligence**

Verbal comprehension, reasoning, perceptual speed, numerical ability, word fluency, associative memory, spatial visualization
 * Thurstone's Primary Mental Abilities**

__Creativity Models: (J. Bumpers)__ Preparation, Information, Incubation, illumination, verification, communication, validation Big Idea Stage, Elaboration Stage Fact finding, problem finding, idea finding, solution finding, acceptance finding
 * Wallas Model**
 * Two-Stage Model**
 * Creative Problem-Solving Model**

__Curriculum Models: (J. Bumpers)__ Triad Model Secondary Triad Model Schoolwide Enrichment Model Multiple Menu Model (series of 5 planning guides that suggest sequencs and alternatives for teaching content efficiently.) knowledge, instructional/student activities/instructional stragegies, instructional sequence, artistic modification
 * Renzulli:**

mainstream, special classes, special schools
 * Cox:** Pyramid Project

genetic, emotional, cognitive, talent
 * Piirto:** Piirto Pyramid of Talent Development


 * Truffinger and Sortore:** Programming aat 4 Ability Levels

Stage 1: develops basinc thinking skills, largely with short term exercies Stage 2: more complex creative problem solving by teaching creativity techniques Stage 3: develops independent study and research skills via independent projects
 * Feldhusen and Kolloff:** The Three-Stage Enrichment Model (focuses on fostering creative thinking, but also on research, independing learning skills and positive self-concepts)

learning activiites focus on developing academic ability, creativity, planning/organizing, communication, forecasting/predicting, and decision making/evaluating
 * Schlichter:** Talents Unlimited

content(facts, ideas, principles, theories) process (thinking, research, computer, learning-to-learn skills) product (integrastes content knowledge with many process skills)
 * Kaplan:** Constructing Differentiated Curriculum for the Gifted

Zone 1: only level for all young children; emphasizes learning tasks based on children's experiences Zone 2: builds on existing knowledge with more varied and complex learning experiences. Zone 3: adds other contexts to supply additional abstract and complex concepts. Zone 4: extends learning into new contexts. Zone 5: adds still higher complexity and abstractness with interdisciplinary activities.
 * Morelock and Morrison:** Multidimensional Curriculum Model

Orientation Individual Development Enrichment Seminars In-Depth Studies
 * George Betts:** Autonomous Learner Model


 * Guilfrod, Meeker, and Meeker:** Structure of Intellect Model

__Gifted Theories: (J. Bumpers)__
 * de Bono:** 6 thinking hats

Flow involves: challenges activity that requires skill clear goals and feedback concentration on the task at hand a sense of control loss of self-consciousness transformation of time
 * Csikszentmihalyi:** Theory of Flow

Overexcitabiliies: psychomotor, sensual, imaginational, intellectual, emotional
 * Dabrowski:** Theory of postitive disintegration