Gifted children constitute a highly heterogeneous group. That is why there is no consensus about the characteristics that define them and no single agreed upon definition of giftedness.
As a result, the way in which we see giftedness will be a determining factor when it comes to the identification of gifted and talented children and the development of teaching strategies for meeting their needs.
The Renzulli Three-Ring Definition
Renzulli was one of the earliest theorists who proposed a multifaceted conception of giftedness. He describes it as a multidimensional construct incorporating a variety of traits, skills, and abilities.
In his three-ring conception, Renzulli explains that gifted behaviour consists of behaviours that reflect an interaction among three clusters – above average ability, high levels of task commitment, and high levels of creativity (2011: 459).
Below are characteristics that are often manifested in the clusters.
Above average ability:
- High levels of abstract thought
- Adaptation to novel situations
- Rapid and accurate retrieval of information
Task commitment:
- Capacity for high levels of interest and/or enthusiasm
- Hard work and determination in a particular area
- Self-confidence and drive to achieve
- Ability to identify significant problems within an area of study
- Setting high standards for one’s work
Creativity:
- Fluency, flexibility, and originality of thought
- Open to new experiences and ideas
- Curious
- Willing to take risks
No single cluster "makes giftedness". Rather, it is the interaction among the three clusters that is the necessary ingredient.
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