It is important to point out that all the traits need not be present in any given individual or situation to produce a display of gifted behaviors. Sensitive to detail, aesthetic characteristics of ideas and things willing to act on and react to external stimulation and one’s own ideas and feelings.Īs is always the case with lists of traits such as the above, there is an overlap among individual items, and an interaction between and among the general categories and the specific traits. Openness to experience receptive to that which is new and different (even irrational) in thoughts, actions, and products of oneself and others.Ĭurious, speculative, adventurous, and “mentally playful” willing to take risks in thought and action, even to the point of being uninhibited.
The following description of behavioral manifestations of each cluster is a summary of the major concepts and conclusions emanating from the work of theorists and researchers who have examined these concepts:įluency, flexibility, and originality of thought. A graphic representation of this conception is presented in Figure 1. Essentially, this research tells us that highly productive people are characterized by three interlocking clusters of ability, these clusters being above average (though not necessarily superior) ability, task commitment, and creativity. The system for identifying gifted and talented students described in this article is based on a broad range of research that has accumulated over the years on the characteristics of creative and productive individuals (Renzutli, 1986). Key words: screening for gifted programs, gifted, talented, identification process A detailed process is presented illustrating how students can be effectively screened for gifted and talented programs through the three-ring conception approach. This article presents the three-ring conception of giftedness.
The National Research Center on the Gifted and Talented
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