There are many difference in defining what exactly talent is. Many theories and research has been conducted by scientists regarding the definition of talent itself. Some scientists said that talent is the result of hard work and deliberate practice, but others scientist, in their research says that talent is an innate ability that everyone have. Daniel Coyle, a two-time National Magazine Award finalist and a contributing editor for Outside Magazine (2009, in www.thetalentcode.com), is trying to figure out where does talent come from and how does it grow.
The sweet spots are the subject of chapter 1 of Daniel Coyle’s book The talent code : Greatness isn’t born. It’s grown. Here’s how. In this chapter, Coyle defining talent as “the possession of repeatable skills that don't depend on physical size” (p. 11). He contrasts the general way to explain that talent is simply a combination of genes and environment, a.k.a nature and nurture (p. 14). The main idea to be conveyed by him is how to grow talent and built skills in any discipline by deep practice. He made a smaller arguments to explain more about deep practice using Bjork, the chair of psychology at UCLA arguments “struggling in certain targeted ways, operating at the edges of your ability, make mistakes to makes you smarter, or put a slightly different way, experiences where you're forced to slow down, make errors, and correct them”. He also strengthen his argument using Bjork theory, which describes that the human brain can work efficiently through test and continuous challange. This method applied when we find the ‘sweet spot', the point where learning starts. “It's all about finding the sweet spot. There's an optimal gap between what you know and what you're trying to do. Whe...
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...t talent is, what influences it and how to grow it, in a different ways. Beside that, there is one point that i agree with Coyle that talent is not born but it is grown. His first chapter shown that deep practice can create talents. According to Gagné (2002), a Professor of Psychology, Université du Québec à Montréal, Canada, who made a differentiated model of giftedness and talent, argue that talent is an ability/skill that has been developed exceptionally well, whereas giftedness is a superior natural ability a to perform at a level significantly beyond what might be expected from one's age-peers in any area of human ability. In my opinion, every person might be born gifted, but if these gift is not appropriately trained, it will not develop into fully-formed talents. From this perspective, a talent implies a gift, but a gift does not automatically imply a talent.
In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press. Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311).
Famous singer/actor,doctor,engineer,or the president of Canada, all these things require one thing;setting a goal and working hard to achieve it.Houdini was a famous illusionist,a person who performs tricks that deceive the eye. Some people have natural talents but others work hard to achieve their goal. In order to become something you must create a goal and complete the steps to reach it by planning,researching,working hard,and not giving up.
In the second chapter of his book “Outliers: The Story of Success,” Malcolm Gladwell introduces what he believes to be a key ingredient in the recipe for success: practice. The number of hours he says one must practice to obtain expert-level proficiency in a particular skill is ten thousand hours. He goes on to list several examples of successful individuals and makes the correlation between the amount of hours they practiced their skill and when they achieved expert-level proficiency (almost always around ten thousand hours of practice). While the magic number appears to be the main focus of the chapter when it comes to success, Gladwell seems to put more emphasis on the advantage and opportunities each individual experienced. However, I believe the determining factor that distinguished their successful careers was their drive, passion and dedication to put in the hours necessary to turn those unique opportunities into success.
I thought that creativity was something you were born with, and that I just wasn’t present when God was giving it out. Florida describes that theory as the “romantic myth of creative genius,” and says that creativity is inherent in all people. Ordinary abilities foster creativity. I never thought of it that way.
Daniel Cole´s book The Talent Code is a call to all of us-MOOC students, academics, musicians, latinos, workers, blacks, and whites- to get up, go forward, and be brave, that excellence and talent is within our grasps. He throws out the window the belief that talent is produced by the combination of genes and environment, of innate talent. The author also tells us how to do it: showing methods, examples, and studies of how persons like you and me achieved excellence.
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
In Daniel Coyle’s, The Talent Code he studies talent and tries to explain how people become talented by going to several “talent hotspots”(12). In the chapter, “The Sweet Spot”, Coyle explains that people who struggle to do something “increase their learning velocity” (5-16). By struggling to do something you are more likely to learn faster. Coyle calls this method of training “deep practice” (16). Coyle tries to explain this deep practice by giving many examples of people who have unknowingly used this method before. For example, Coyle visited Brazilian soccer players to learn about how they became talented playing soccer. He finds out that they play a unique Minigame called futebol de Salao which is like soccer, but in a confined area where
His anecdotes presented in the article are appropriate in terms of his subject and claims. The author responds back to the naysayers by saying that people only look at the test scores earned in school, but not the actual talent. He says, “Our culture- in Cartesian fashion- separates the body from the mind, so that, for example we assume that the use of tool does not involve abstraction. We reinforce this notion by defining intelligence solely on grades in school and number on IQ tests. And we employ social biases pertaining to a person’s place on the occupational ladder” (279). The author says that instead of looking at people’s talent we judge them by their grades in school or their IQ score, and we also employ them based on these numbers. People learn more each time they perform a task. He talks about blue collared individuals developing multi-tasking and creativity skills as they perform the task they are asked to
If you have a talent then it’s worth nurturing and developing it. It can be anything from painting to pot making, from sports to music, find what you are good at and capitalize on it.
Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311). New York: Cambridge University Press.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
The Natural Human Learning Process is a process that the brain goes through when learning different skills. According to Dr. Smilkstein’s this process is divided into six steps. The first step is the motivation stage. This step is when the brain begins to gain the desire to do something for many different reasons. Sometimes, she says, we learn things because we feel as though “we have too”. The second step is the beginning practice step. This is the trial and error stage. The third step is the advanced practice stage, where you start doing the action over and over. The fourth step is the skillfulness stage, where you are starting to get really good at what you’re doing. You become more confident about your skill in this stage. The skill starts to become natural because the skill has been tried over continuously. The fifth step is the refinement stage. In this step you start to experiment with doing different things. For example the ingredients might change if the skill is cooking. In the last step mastery, is when the skill is able to be taught to others (Smilkstein).
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Creativity is a skill parents can help their children develop. Since creativity is a key to success in most of what we do, creativity is a core skill that should be practiced with children. Creativity is not limited to artistic and musical expression—it is also essential for science, math, and even social and emotional intelligence. Creative people are more flexible and better problem solvers, which makes them more able to adapt to technological advances and deal with change—as well as take advantage of new opportunities. All in all, creativity is the ability to form new ideas, often from old ideas. Therefore, the factors that affect creativity are not inherited.
The term “gifted” can mean many things. Up until recently it was the word used to describe people with profoundly high intelligence. Now, adding the words “creative” and “talented”, the category of giftedness has been extended to include not only exceptionally intelligent people, but also people with extraordinary ability in other areas, not just with IQ tests (Drew, Egan, & Hardman, 2002).