Using the actiotope model of giftedness to bridge the gap between experiences and practice

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From Giftedness to Gifted Education: Reflecting Theory in Practice


This chapter shows Paula in her initial thoughts on how to develop a new approach for her school for the gifted. Paula has been teaching for more than 30 years at a school specializing in gifted education. She selected the Actiotope Model of Giftedness. There is no universal algorithm to determine the relevant experiences for a gifted educator. Paula believed there are two overarching aims specific to gifted education, namely the remedial aim and the talent-development aim. The remedial aim in gifted education has two aspects. The first is directed at possible negative outcomes resulting from the giftedness itself or from gifted education. The second remedial aim is concerned with keeping the actiotopes of the gifted students operative for talent development. Although the remedial aim was directed at desired homeostatic or homeorhetic states, the talent development aim is ultimately directed at acquiring highly effective action repertoires and learning.

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