ARMSTRONG'S DIFFERENTIATING AND PLANNING TECHNIQUE (ADAPT)
The following three papers include all the directions and forms for implementing Armstrong's Differentiating and Planning Technique (ADAPT). Use these to understand and meet the talent development needs of students either individually or in groups K-12.
Paper 1: Understanding Your Talent Development Challenge using ADAPT
There are so many possible ways that educators can engage programming for talent development. This paper helps you to target where to begin.
Form: Finding Your Talent Development Challenge
Paper 2: Appraising Talent Development Tasks using ADAPT
The individual's particular learning strengths, interests and abilities should frame talent development planning. The forms included here allow you to target your observations to determine the nature and extent to which individuals display the characteristics research shows are indicators of talent.
Forms:
Talent Development Recognition Forms
1) Individual, 2) Group, and 3) Student (self-report)
ADAPT Learning Activity Record is a summary form for planning activities based on the needs you observe.
Paper 3: Generating Ideas for Talent Development using ADAPT
Research has shown that certain recommended practices successfully promote the talents of students. Many of these practices can be used either to enhance strengths or remediate weaknesses. This paper shows you how to link these recommended practices to the specific talent development needs that you have now identified. These forms can be used for an individual, for classes or a district's talent development planning.
Forms:
ADAPT Individual Talent Response Form
ADAPT Group Talent Response Form
ADAPT Classroom Cues (40 cards)
ADAPT Student Classroom Cues Response Form (Alternate self-report format)
Individual Student ADAPT Classroom Cues Record Form (For teacher use to record student response)
ADAPT Classroom Cues Response Form (For teacher use to predict student's preferences)
ADAPT Classroom Cues Individual Summary Form (Provides summary of an individual's preferences for use in talent development planning)
ADAPT Classroom Cues Classroom Summary Form (Allows clustering of students with similar preferences)
I want to thank all the students and their teachers who have contributed to the development of ADAPT. In addition I want to acknowledge and thank Dr. Donald Treffinger of the Center for Creative Learning, P.O. Box 14100-NE Plaza, Sarasota, Florida 34278-4100 for his support in the development of these papers.
For the complete ADAPT Handbook or with any questions, contact Dr. Dorothy Armstrong at armstrod@gvsu.edu.
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