ABSTRACT
The Differentiated Model of Giftedness and Talent (DMGT) proposes a clear distinction between the two most basic concepts in the field of gifted education. The process of talent development manifests itself when the individual engages in systematic learning and practicing; the higher the level of talent sought, the more intensive these activities will be. This process is facilitated by the action of two types of catalysts; intrapersonal and environmental. Natural abilities can be observed through the various tasks that confront children in the course of their development. Measuring talent is a straightforward enterprise: it simply corresponds to outstanding performance in the specific skills of a given occupational field. Some of the practical applications of the DMGT have been recently codified in the form of “commandments” addressed to educators.
