Bloom’s three-phase model of talent development

Benjamin S. Bloom (1985) characterizes three significant phases in youthful talent development:

  1. The student is introduced to the activity in an enjoyable, often playful context. They might demonstrate “promise,” prompting their parents to suggest explicit instruction.
  2. The student embarks on a deliberate program of improvement, engaging in instruction and practice
  3. The student commits to full-time study of that activity, often attending a dedicated academy for that purpose. This phase culminates in the student making a living professionally.

Ericsson et al (1993) suggest a fourth phase: once the student’s a professional practitioner, they work to make unique contributions to that domain (i.e. to become an “eminent” performer).

Q. In Bloom’s model of talent development, what starts the first phase?
A. A student’s introduced to an activity in a playful or enjoyable context ☉

Q. In Bloom’s model of talent development, how does a student transition from the first phase to the second?
A. The student decides to embark on explicit development, i.e. through instruction or practice ☉

Q. In Bloom’s model of talent development, what happens in the second phase?
A. The student engages in serious practice and instruction, though not yet with full-time focus. ☉

Q. In Bloom’s model of talent development, how does a student transition from the second phase to the third?
A. They make a commitment to full-time involvement in that domain, usually investing in much more serious instruction. ☉

Q. In Bloom’s model of talent development, how does a student complete the third phase?
A. They become a professional. ☉

References

Bloom, B. S. (1985). Generalizations about talent development. In B. S. Bloom (Ed.), Developing talent in young people. Ballantine Books.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363. Ericsson et al - The Role of Deliberate Practice in the Acquisition of Expert Performance