Identification of
High Potential Students
Scaling-Up Project CRITICAL
Harlem Renaissance Technology Center
August 17, 2009
NRC
G/T
The National Research Center
on the Gifted and Talented
www.gifted.uconn.edu
[email protected]
“Schools are places for talent
development.”
Joseph Renzulli
Theme: A Rising Tide Lifts All Ships
 The main focus of Joe Renzulli’s work
has been to apply the pedagogy of
gifted education to all students.
Not every child has an equal talent or an equal ability
or equal motivation; but all children have the equal
right to develop their talent, ability, and motivation.
~John F. Kennedy
What is Gifted & Talented?
Gifted Behaviors vs. Gifted People
How We Perceive “Gifted?”
Matilda
What is Gifted & Talented?
Identification
Activity
Two Types of Giftedness
School House or Lesson
Learning Giftedness
Creative/Productive
Giftedness
Conservative vs. Liberal
Identification Methods
• Conservative
• Liberal
– IQ/Cognitive test
scores only
– Top 1%-5% of
student population
– Under
representation of
culturally,
linguistically,
economically
diverse & twice
exceptional
students
– Multiple
identification criteria
– Top 10%-15% of
student population
– More inclusive
Factors Influencing Gifted Behavior
• Personality Factors
 Perception of Self, SelfEfficacy
 Courage
 Character
 Intuition
 Charm/Charisma
 Need for Achievement
 Ego Strength
 Energy
 Sense of Destiny
 Personal Attractiveness
• Environmental Factors
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SES
Parental Personalities
Education of Parents
Stimulation of Childhood
Interests
Family Position
Formal Education
Role Model Availability
Physical Illness and/or Well
Being
Chance Factors
Zeitgeist
It’s difficult to reprimand some children
for inattention in class.
Three Ring Conception of
Giftedness
WHAT MAKES
GIFTEDNESS?
Task
Commitment
Above Average
Ability
Creativity
Above Average Ability:
Characteristics
• General Ability
Above
Average
Ability
 High levels of abstract
thinking, verbal &
numerical reasoning,
spatial relations, memory
and word fluency
 Adapts to novel situations
 Automization of
information processing;
rapid, accurate &
selective retrieval of
information
Above Average Ability:
Characteristics
• Specific Ability
Above
Average
Ability
 Application of various
combinations of general
abilities to one or more
specialized areas of
knowledge or
performance
 Capacity for acquiring
and using advanced
knowledge, techniques,
logistics and strategies
 Capacity to determine
relevance of information
Task Commitment:
Characteristics
• High levels of interest,
Task
Commitment
•
•
•
•
enthusiasm, fascination, &
involvement
Shows perseverance,
endurance, determination, hard
work & dedicated practice
Self-confident, belief in own
ability, driven to achieve
Ability to identify problems;
tune in to new developments in
field
Sets high standards, open to
criticism, developing sense of
taste, quality & excellence
about work products
Creativity: Characteristics
• Fluency, flexibility & originality
Creativity
of thought
• Openness to experience;
receptive to new and different
thoughts, actions & products
• Curious, speculative,
adventurous, and “mentally
playful”; willing to take risks in
thought and action; uninhibited
• Sensitive to detail, aesthetic
characteristics of ideas and
things; willing to act on and
react to external stimulation
and own ideas and feelings
Three Ring Conception of
Giftedness
WHAT MAKES
GIFTEDNESS?
Task
Commitment
Above Average
Ability
Giftedness
Is Evident
Creativity
Giftedness Appears…
At Certain
Times
In Certain
People
A
I
Under Certain
Circumstances
U
C
C
T
P
Identifying Talent Pool
Students
What
are we looking for?
Learning Profile?
Personality Traits?
IQ?
We realize you do better on your IQ tests than you do
in anything else, but you just cannot major in IQ.
The Renzulli Identification
System
• Based on the 3-Ring Conception of
Giftedness & the Enrichment Triad Model
• Strives for equity, excellence & economy
• Designed to be flexible (e.g. to follow state
guidelines on cut-off scores)
• Based on research of behavioral
characteristics of highly creative &
productive people
WHAT MAKES GIFTEDNESS?
Task
Commitment
Above Average
Ability
Creativity
Talent Pool Membership
• Students who demonstrate above average
ability on cognitive tests
• Students who would most benefit from
supplementary services
• May be based on state guidelines
Test Score
Nominations
[Automatic, and Based on
Local Norms]
Step 1
92nd
%ile
Step 2
Alternative Pathways
Teacher Nominations
[Automatic Except in Cases of Teachers
Who Are Over or Under Nominators]
Step 3
Alternative Pathways
Step 4
Special Nominations
Step 5
Notification of Parents
Action Information Nominations
Step 6
Renzulli Identification System
Total Talent Pool Consists of Approximately 15% of the General Population
99th
%ile
Student Profile: Trina
• Curious, quick learner
• Achieved English
proficiency in one year
• Family fled Bosnia
• Self-Motivated
• Likes languages
Student Profile: Jake
• Learning disabilities
• Verbal, curious
• Parents helped with
reading & writing
• Wide range of
interests
• IQ
• Junior herpetologist
Student Profile: Iris
• Shy, quiet
• Good grades
• First generation
American
• Family values
education
• Gifted writer
Student Profile: Reynaldo
• Reluctant student
• Easily disappointed &
frustrated
• Problems at home
• Poor grades
• Deep thinker, curious
Student Profile: Keith
•
•
•
•
Precocious learner
Impatient with peers
Needy mother
Acts out
• Great writer,
mathematician,
scientist
Student Profile: Angelo
•
•
•
•
Voracious reader
Highly educated family
Socially awkward
Hates writing
• Excellent
mathematician,
creative thinker
Top 1% IQ
Reading,
Writing,
Math
Top 5-10% IQ
Reading,
Writing, Math
Top 10-15%
Alternate
Pathways
Identifying Talent Pool
Students
Local
decision for criteria
Use multiple criteria
Top 10-15% - About 2-5 students
Look beyond the obvious - look for
potential as well as talent that is already
developed
Gifted class indeed! One is gifted in science but can’t
read; one is gifted in reading, but won’t even try in math…
The Golden Rule of
Gifted Education
There should be a direct
relationship between the
identification system and the
types of services provided by
the program!
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www.gifted.uconn.edu