Overview Of The Research On Talented Education In The Context Of Industrial Revolution 4.0

OVERVIEW OF THE RESEARCH ON TALENTED EDUCATION IN THE CONTEXT OF INDUSTRIAL REVOLUTION 4 0 Tran Thanh Nam, Lu Thi Mai Oanh (VNU University of Education) Pham Minh Tam (School of Foreign languages – Thai Nguyen University) Abstract Talented education has appeared for a long time and has become a basic requirement of education in the 4 0 era Many studies emphasize that talented education needs to be directed to a multi dimensional scientific approach to build an evidence base for learners, meet st[.]

OVERVIEW OF THE RESEARCH ON TALENTED EDUCATION

IN THE CONTEXT OF INDUSTRIAL REVOLUTION 4.0

Tran Thanh Nam, Lu Thi Mai Oanh

(VNU University of Education)

Pham Minh Tam

(School of Foreign languages – Thai Nguyen University)

Abstract: Talented education has appeared for a long time and has become a basic requirement of education

in the 4.0 era Many studies emphasize that talented education needs to be directed to a multi-dimensional scientific approach to build an evidence base for learners, meet strengths and unique educational needs, and provide a reasonable environment to develop learners to their fullest potential Therefore, the review article of research on talented education of high school students aims to clarify four contents: identification of talented students, talented education programs, talented training models and teachers for talented education, thereby suggesting theoretical and practical instructions towards building a talented training model which is suitable to the Vietnamese context and meets the trend of talented training in the context of the industrial revolution 4.0.

Keywords: talented, gifted, talented education, talented education in industrial revolution 4.0.

1 INTRODUCTION

The industrial revolution 4.0 is considered a new step in the development of science and technology, profoundly changes the face of human civilization around the world Advances in technology have allowed automation to take place in almost every field; and is the motivation to continue operating, innovating, becoming the foundation for scientific and technological developments, including the industrial revolution 4.0, 5.0 and other new industrial revolutions in the future (Sima et al., 2020) New technologies and approaches combine the physical, digital and biological worlds in a way that will fundamentally change humanity Therefore, in order to cope with the industrial revolution 4.0 and future revolutions, it is necessary to prepare well the high-quality human resources, train talented resources, including innovating the learning methods (Oke & Fernandes, 2020) Indeed, talented education and training will play an important role in solving the problem of high-quality human resources to meet the context of the 4.0 revolution (Q Zhang, Jiang, Hu, & Pan, 2017)

In developed countries, the impact on the talent development of an individual who is engaged in a talent search has shown to be pervasive over the long term Finding the talents is seen as the gateway to many other educationally beneficial, important opportunities As a result, between 1995 and 1996, more than 135,000 students registered for the SAT with a talent search agency, and 110,000 of them were actually talented students who took the test (S Graff, 1996) At the same time, another 31,000 students took the AC exam and most of them met the talent search agency’s requirements (Dana, Personal

Communication, October 21, 1996); 11,498 students in grades 3 to grade 6 took the ACT exploratory test (Dana, 1996) and more than 19,000 in grade 5 and grade 6 took the PLUS test (D Freeman, 1996) (compiled from Lee & Olszewski-Kubilius, 2006) It can be seen that early identification of gifted and talented students through many forms of measurement, assessment and testing is very important According to TDSP, early recognition and intervention are considered the key to creating favorable conditions for gifted children to develop and show high potentials (MOE, 2011)

In Vietnam, so far, there have been many young talents in the fields of politics, economics, science and technology, natural sciences, social sciences and humanities, management sciences, military science, culture and art They make important contributions to the stability and development of the country The Education and Training sector in general and universities in particular have obtained certain results through important guidelines and measures to identify, train, foster and employ talents This is partly reflected in the results of the final-year students of gifted high schools who have passed over 80% to universities In which, schools and classes for the gifted have made important contributions

to discovering, training and obtaining many achievements in National excellent student competitions, International Olympic competitions, contributing to the development of high-quality human resources

of the country With the desire to attract gifted and talented students in learning, many colleges and universities have implemented policies and practices to meet the needs of this high-quality resource Many schools decide to increase acceptance through early decision plans; support learners more based

on achievement; develop the instant programs, the honors programs and early enrollment programs

In addition, the high-quality, advanced, talented bachelor training programs have been implemented effectively in a number of key schools across the country Therefore, the article aims to contribute

to supplementing theoretical research, suggesting in-depth research directions on talent identification, talent training programs, models and teachers in order to contribute to improving the effectiveness of talented education for the high school to meet the trend of high-quality education in the context of the industrial revolution 4.0

Some related concepts

When referring to the concepts of “gifted” and “talented”, some researchers use the terms interchangeably, while some authors attempt to distinguish the two terms Renzulli (1999) emphasizes, Gifted and talented children are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance (referred to in Leavitt, 2017)

In 1988, the United States Congress updated the concept of giftedness and talent: “the term gifted and talented means students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.” (United States Congress, Education Amendment 1998) (referred to in Leavitt, 2017) However, according

to Françoys Gagné, ‘gifted’ refers to an individual in the top 10% of people of the same age possessing and using outstanding natural abilities which are untrained and manifests spontaneously On the other hand, “talented” refers to an individual in the top 10% who exhibits outstanding mastery of abilities (or skills) and knowledge systematically developed in at least a field of human activity (referred to in Leavitt, 2017) These two concepts are not necessarily mutually exclusive, an individual can be both gifted and talented Gagné also emphasized that, although some gifted children are talented, not all talented children are gifted

2 CONTENTS

2.1 Research organization and methods

In order to bring a comprehensive picture of talented education for high school students to meet the trend of high-quality higher education in the context of the industrial revolution 4.0, the article uses the main method, namely: reviewing and analyzing documents The author group uses researches from

some main pages such as Google scholar, libgen.rs, with some key phrases: “talent development, gifted

education, programming model, gifted and talented, talent development high school model, teachers

of the talented education, teachers of the gifted education, fourth industrial revolution, educational institution, industry 4.0, technology revolution, industrial reform, technical and vocational education and training” Entire studies are selected that met the specific criteria: publication time (from 2005 -2020),

research subjects include issues of talented education in the context of revolution 4.0 The purpose of the review analysis is to find theoretical as well as practical instructions for the author to detect and analyze the research problem At the same time, the review analysis helps the author to synthesize the necessary information and data to point out the gaps in documentation, theoretical tools, and methods to identify the new research tools and methods After conducting data screening, the final result was that 50 studies met the given criteria and were divided into four main content groups: (1) identifying talented students; (2) talented training program; (3) talented model; (4) the teachers meet the talented education

2.2 Research results

Talented training and development is seen as a comprehensive model for school reform It affirms that all children have the same learning opportunities and meets a high-expectation learning environment The central goal of talent development is to help transform urban high schools into strong learning institutions that create positive learning environments that promote high academic standards for all gifted students In addition, educating the talents by using technology is the best way to shift the focus of the education and training system from what students learn to how students learn, which is very important

to improve learning ability Talented education with applying technology needs to be approached from identification, education, talent training model to teaching methods and teacher capacity to meet learners’ needs In particular, thanks to a new educational approach through technology, talented students can experience a professional environment, stimulate brain development and think more comprehensively

As a result, more and more people are advocating for the application of a question-based approach and

a comprehensive approach to learning (Gormally, Brickman, Hallar, & Armstrong, 2009)

2.2.1 Research on talent identification

Up to now, there have been many tools to assess intelligence, identify gifts and talents such as the Bine-Simon intelligence test released in France (1905); Stanford - Binet test published in the United States (1016); Wechsler – Bellevue test for adults (1939) and Wechsler test for children (1949); Wechsler intelligence scale for pre-school and primary school (1967); the modified version of the Wechsler test (WAIS-R) (1981); published WPPSI-R (1989); WISC-III (1991); WAIS-III (1997); WPPSI-III (2002); WISC – IV (2003); WAIS-IV (2008) (compiled from Pomerantz, 2011) Previous researchers such

as Terman, Hollingworth mainly identified gifted and talented students based on their IQ scores and general intellectual ability tests administered individually or in groups (Bracken & Brown, 2006) Some individual tests such as the Stanford-Binet intelligence scale have produced a general measure

of intelligence, rather than scores for individual abilities (Karnes & Stephens, 2009) The group test

is expressed through the Otis - Lennon School Aptitude Test (OLSAT) on the thinking and reasoning

ability of children before the age of K to 18; Cognitive Ability Test (CogAT) presented through verbal, quantitative and non-verbal testing The Kaufman Children’s Intelligence Tests - 2nd Edition (KABC-II) and the Kaufman Educational Achievement Test (KTEA-(KABC-II) assess the student’s academic level and overall level of reading, math, and writing skills Different from the Wechsler Intelligence Assessment

of Children (WISC-IV); Wechsler intelligence scale for adults (WAIS-IV); KABC is a test set based on theories of intelligence with 2 theoretical foundations: Luria’s neuropsychological model and the Cattell/ Horn/Carroll (CHC) approach In general, individual tests are more reliable, but group tests also show advantages in terms of low cost, efficient management, and entry requirements with minimal expertise (Karnes & Stephens, 2009) However, according to Karnes and Stephens (2009), group tests show some limitations when limiting the assessment of cognitive skills (reading, math, language, spelling, verbal and nonverbal problem-solving, etc.) while neglecting to assess other important abilities such as the thought process to answer questions

Renzulli (2005) at the same time emphasizes the gifts and talents that can be found in some people at certain times and in certain circumstances The talent identification model needs to focus

on a combination of the three required components regardless of IQ scores Those are creativity, task commitment, and above-average intelligence Some identification models such as Renzulli’s Three-Ring Conception of Giftedness; Abraham Tannenbaum’s “Sea Star” model; High Performance Learning (HPL) framework ; Gagné’s Differentiated Model of Giftedness and Talent (DMGT) Gagné’s model supports the idea that all talents, who are developed from the natural ability and the learning, are influenced by internal and external catalyst factors Gagné ranks gifted children in the top 10% of students In addition, a number of other tools are measured to identify students such as the SAT student assessment test; Clinical Assessment of Behavior (CAB) (Bracken & Keith, 2006) Kaplan, Rodriguez, and Siegel (2000) suggest another screening option, in which extracurricular activities can be used to assess student’s abilities, rather than the discrete measurement tools (compiled from El Khoury & Al-Hroub, 2018) Extracurricular activities can be designed in a way that gives students many opportunities

to express their potentials by interacting with the materials

According to Al-Hroub (2016), these tests only provide an estimate of a student’s intellectual ability, and IQ tests cannot be the sole measure of gifted and talented students Therefore, there is a need to provide more valid and reliable talent identification methods in addition to suitable programs Identifying the gifted and talented students in the experimental phase means that relying more on scientific methods and research, and being able to measure intelligence with different scales ( Sternberg & Davidson, 2005) In favor of placing more students in gifted and talented programs has led to the consideration of a variety of methods of student identification rather than just IQ scores (Bracken & Brown, 2006) The identification tools have a more multi-dimensional approach such as providing a test toolkit, a scale to evaluate the learning motivation, creativity in addition to intellectual characteristics (Al-Hroub, 2013) Results are typically based on a combination of checklists, assessment scales, academic transcript, and teacher/ parent/colleague’s nominations According to Bracken & Brown (2006), a teacher’s beliefs, experience, and expertise can greatly assist in the process of identifying students’ talents The research by Schroth and Helfer (2008) on teachers’ beliefs in identifying talented students shows very high efficiency, only after achievement assessment In a study conducted in Jordan by Al-Hroub and Whitebread (2008), it also found that the accuracy of teachers in nominating special students accounted for a very high accuracy rate of 57.6% Similar to Renzulli, Al-Hroub proposes to use psychometric test results, combined with dynamic and informal assessment, historical data and task analysis, and information collection from parents, teachers and students This proposed model includes teacher and parent’s nomination and uses

school records, documentary evidence, behavioral observations, personally administered tests, the perceptual and literacy skills tests, and dynamic assessments (compiled from Leavitt, 2017)

2.2.2 Research on the talented training program

While talent identification refers to formal and informal processes for finding and recognizing talents, the talented training refers to the nurturing and development of talent by skilled and knowledgeable people in this area (Subotnik et al , 2011) Diversity in talent curricula is of paramount importance

It requires educators and service providers to recognize individual strengths and acknowledge that common curriculum cannot meet the needs of gifted and talented learners Many studies emphasize that gifted and talented students can grasp the content of the general education curriculum before the school year begins, so shortening the curriculum will help learners to have more time with learning resources

at a more difficult level (Reis & Renzulli, 2005) Bloom and colleagues developed a classification of educational goals that has proven useful in distinguishing the curriculum in six levels: knowledge, understanding, application, analysis, synthesis and evaluation However, to modify the curriculum, instruction and outcomes to meet the needs of each student (Adams & Pierce, 2010); at least four components should be considered: (a) information (content) provided to the student; (b) instructions given to the student (procedure); (c) the end result or product the student must produce (product); or (d) where instruction takes place and the relationship between members of the gifted and talented class (the learning environment) Differentiation allows the diverse cultural and academic needs of students to be met while mastering the same learning content (Tomlinson, 2009)

Gagne (2011) believes that developing students’ academic talents should provide a diverse K-12 curriculum; systematic daily enrichment; full-time ability grouping; custom tempo/acceleration; outstanding personal goals; highly selective lesson access and early interventions Besides, the talent development process can be divided into three parts, namely: operation, investment and advancement Talent development activities begin when the individual has access to a structured program of rich learning activities and a specific learning format The investment component emphasizes the process of developing talents over time, the psychological or financial energy The progressive component includes stage, speed, and turning point In the school system there is only one system that recognizes the stages

of development as levels/classes and how quickly students master the curriculum compared to their classmates Moderate acceleration and radical acceleration are other important approaches recommended for addressing the learning needs of gifted, talented children The BILSEMs program emphasizes adaptation; supportive education; recognition of individual talents; special ability development; the project development Goodlad, Klein & Tye proposed the ideological curriculum; the formal teaching; teaching or awareness; (d) operations; and (e) experiential teaching In addition, talented students can participate in extracurricular activities and courses offered from 12-30 hours in a semester The primary goal of the gifted curriculum is the adjustment of learning arrangements, curriculum, materials, resources, and activities to individual students or small groups or entire homogeneous classes in order

to achieve a higher level, compared to a heterogeneous classroom

Thus, for gifted and talented curriculum, it is necessary to ensure academic rigor; demonstrate interdisciplinary (to expose students to the structures, terminology, and methodologies of different disciplines); respond to and respect the academic characteristics of gifted students These characteristics include “a student’s ability to learn at a faster pace; the ability to think abstractly about the challenging content; the ability to think effectively, critically, creatively and analytically; and the ability to continuously and rapidly increase knowledge; both factual knowledge and process knowledge” (Piirto, 2007)

2.2.3 Research on talented training model

The basic premise of the talent development model is the recognition of the importance in all areas

of talent and the nurturing and training environments in different areas of the development process of society in order to provide opportunities to develop individual talents In which, psychological and social skills are an important factor contributing to developing, increasing and reforming effectively the talented and gifted education goals (Subotnik et al 2011) Up to now, there have been many studies which are interesting in talent model such as The Stanley Model of Talent Identification and Development; Renzulli Schoolwide Enrichment Triad Model; Active/Autonomous Learner model; Gardner’s multiple intelligence model; Kaplan’s grid model; Maker matrix model; Meeker’s intellectual structure model; parallel curriculum model; Sternberg’s three-component intellectual model; VanTassel-Baska’s integrated curriculum model, Tannenbaum’s talent development model, WICS model, DMGT model There are also a number of talent incubation models applied to achieve the goal of cultivating students

as a dual-script system model with a combination of businesses and schools with a commitment to the talent training The CBE model developed by Canada and the United States aims to train competencies according to actual needs of vocational training positions with a proposed competency scale based on course building, the teaching content organization, and capacity assessment TAFE (Australia) model with many levels, emphasizes a combination of government, industry and schools, student-focused teaching activities that combine the secondary and higher education The MES (Modules of employable skills) model uses systems theory, information theory and control theory, and designs the necessary knowledge and skills that are demonstrated in each module

The talent development theory also emphasizes the core elements of the talent education model and the main goals and outcomes that need to be achieved in order to improve student’s learning results The main content emphasized in the theory-based talent development model is expressed through the first content, that is a structural element to have changes in organization, policy, and curriculum contents, resource allocation and relationships with organizations outside the school These include five key elements: reorganization of schools into small learning communities; the research-based curriculum, advanced course design in English and mathematics; opportunities for rehabilitation and additional support for learners; developing a professional system of teachers to meet students’ needs; and parent and community involvement to encourage students’ career development and higher education continuation The second is the learning opportunities and the support to improve the learning environment with positive changes in behavior, experiences, and expectations of teachers and students; effective use of resources inside and outside the school Then, intermediate outcomes that improve student’s attitudes, engagement, feelings of effectiveness, and competence will enhance student’s readiness and performance Ultimately, performance outcomes from intermediate outcomes lead to variation in learning outcomes such as achievement, graduation, and successful transition to post-secondary education The stages in the talent development model structure in schools have shown an ideal orbit but are not entirely simultaneous in practice Some researchers have presented a more concise model of school talent development based on students being attracted to school, attending school regularly, taking and passing more courses, tending

to continue to go to school The result is a recognition of achievements, graduation of the study program The variety of talent models have contributed to providing a more comprehensive talent education program when ensuring the resource room, the model includes clustering, self-contained classrooms, and curriculum designed for special students Each model has advantages and disadvantages and needs

to base on the diversity of talent types to apply the appropriate model Therefore, the talent model is

only effective when programs and guidance are provided and implemented effectively (Bakken et al 2014) However, to choose the right model, it should be based on the criteria affecting the effectiveness

of learners; has been applied to the practical curriculum; positive reception of teachers and training of teachers to meet the teaching capacity; sustainability of the model or conformity with world standards

in general and Vietnam in particular

2.2.4 Research on the contingent of teachers who meet talent training

Until the mid-1960s, it was widely believed that schools and teachers made little difference to student achievement, which was largely determined by genetics, family background, and socio-economic context (Dinham, 2007b) However, there has recently been international evidence that the main influence in schools on student achievement is the quality of teachers on class (Hattie, 2007; OECD, 2005) The goal of the gifted education program for students is the fullest possible development of the learner’s proven abilities and potential In addition to maximum academic achievement, study programs must help students develop self values, the self-reliance and national pride, worker responsibility, career guidance, capacity and potential Therefore, in the broadest sense, in order to identify the learning needs and create favorable conditions for the learning of talented students, teachers need to ensure knowledge

of cultural specificities as well as cognitive, academic, personal, and social characteristics

According to Roeper (1997), real success in teaching the gifted and talented children can only be achieved when passions, souls, and minds are accepted as the foundation for teachers to connect with social expectations As a result, with success as a measure of learning, teachers need to be involved in intensive research instruction and appropriate curriculum recommendations to diverse learning styles and skill levels of learners (Ford, 2011) The National Association for Gifted Children (NAGC, 2013) emphasized that one of the standards for teachers to train gifted and talented students is to be aware of their own professional learning needs and understand the meaning of lifelong learning, participation

in professional activities and the learning communities” NAGC proposes standards of knowledge and skills of teachers teaching the gifted students who need to recognize the differences in learning, developmental milestones, perception/emotional values of gifted and talented students based on cultural background, language and individual needs in terms of learning, social awareness; tailored learning process design, creative attention, acceleration, depth and complexity in each intensive topic; adjusting and using the teaching strategies to promote the learning motivation and activities of students

With the trend of developing education 4.0, teachers must also change and catch up with the trend Teachers in education 4.0 must be the guide, limit to teach on the class, but instead be the one who orients and communicates more with the learners, supervises and takes responsibility for the progress of the learners in self-study process Teachers must pay attention to the real knowledge needs of learners, encourage and support learners to find the right knowledge for each learner Teachers themselves must make students constantly improve and supplement knowledge; Self-study must be extended not only within the classroom, in the school but also in society With education 4.0, learners also change, there is

a faster connection between academic knowledge and real life Learners have easy access to a huge store

of data, information and events that will appear online Social connections are expanded, learners have the opportunity to interact not only with teachers but also with experts inside and outside the social field Individual learners can communicate themselves through other people, and their access to celebrities becomes easier Education is always changing from orientation, strategic approach and educational management (Hill & Kumar eds., 2009) Therefore, towards education for sustainable development, training teachers to meet talent needs to take strategic steps, ensure interdisciplinary knowledge, grasp trend values, and be proficient in applying technology in the context of the current industrial revolution 4.0

3 CONCLUSION AND DISCUSSION

In the context of the industrial revolution 4.0, talent education is extremely important to meet the needs of a quality workforce in general and the high-quality resources in particular With the connection

of things thanks to the internet, students are not only met with the ability to self-study through the application of technology, but also support to improve their skills in using technology, mastering technology, helping accelerate the learning speed as well as expand the learning network Hadley Ferguson, CEO of Edcamp Foundation emphasized, change and access to modern technology is not only about having computers in the classroom, but also about proper understanding of the applications

of technology to handle problems more rationally and effectively (Nguyen Hong Phuong, 2019) Hadley also predicts that educational needs will change with technology, not that technology will change the nature of education, and that modern educational technology will assist students in completing their learning independently (Miraz, Ali, Excell, & Picking, 2015) So far, there have been many organizations and programs that have offered contests, professional development, teacher resources, and information

on ideas for accessing in-depth subjects that have not been found in textbooks, or traditional schools have been limited Therefore, technology is a part that talented students can have access to, especially for disadvantaged talented students and the difficult living conditions

Talented education in the context of the industrial revolution 4.0 has shown the importance of talent identification and access; talent program; talent training model and teachers to meet the trend

of talent training according to individualization of students If in the past, education was often a one-way approach in class, today, with the trend of personalized education, the modern education system requires the application of pedagogical approaches or innovative delivery methods to enhance the way

of learning in order to encourage exploration and creativity Therefore, the talented education program should promote differentiation and increase challenges with specific talents In addition, the curriculum needs to have a multi-dimensional approach with high science to serve as a basis for evidence for talented students such as cognitive ability, language ability, problem-solving, outstanding achievement Student-centered teaching method meets four factors: empowering students for autonomy, the personalized education, building a learning society, and the competency-based teaching At the same time, the talented training model needs to be approached comprehensively, meeting educational trends and developing psychological and social skills for learners to contribute to future success To do all of the above, a change is needed in the way education systems attract, prepare, support learners and develop the talented teachers who can teach in a more attractive way (Darling-Hammond, 2007)

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