Describe the Controversy Associated with Identifying Giftedness

Joseph Renzulli and Three-Ring Conception of Giftedness- Renzulli's theory defines how IQ does not make giftedness. This theory is a developmental approach that has revolutionized gifted and talented identification. Gifted behaviors are a result of three traits or “the three rings” which include: above average ability, creativity, and task commitment. These three traits build off each other to create gifted or talented behavior. Students who possess the combination of these three traits exhibit gifted behavior. This theory is more focused on nurture than nature as it puts its attention on an individual and their traits. Robert Sternberg and the Triarchic Theory of Intelligence- Sternberg's theory is attempting to understand human intelligence in terms of distinct components rather than single ability. Those who are gifted understand their strengths and weaknesses. They know what they can do well and use that knowledge for their entire life, but they also identify their weaknesses and work around them. Sternberg believed that a person’s adaptation to the changing and his contribution of knowledge in shaping the world around them had a significant importance in determining one's intelligence. This model proposes that there are three distinct types of intelligence: practical intelligence, creative intelligence, and analytical ability. This theory is focused more on nature as it explains how many know what their strengths and weaknesses are. It explains the relationship of the internal world of the individual, the external world of the individual, and the role of experience and focuses on analytical, creative, and practical intelligence. Howard Gardner and Multiple Intelligences Theory- Gardner's theory proposes that people are not born with all the intelligence they will ever have. It challenged the thought of only one intelligence also called general intelligence and focuses only on cognitive abilities. Gardner suggested that multiple different types of intelligence may exist, more specifically eight intelligence types. This model makes it hard to determine if it focuses more on nature or nurture as Gardner wrote that we may all have these intelligences, but our profile of these intelligences may differ individually based on genetics or experience. We are not born with all the intelligence we will every have our experiences and environments will have a play with our intelligence. Renzulli To what extent can you describe the theory to a colleague, administrator or parent? 4 I feel as though I can explain this theory easily. Gifted behavior occurs when there is an interaction among three basic human traits. The theory is self-explanatory as a student who possesses all three traits exhibits gifted behavior. To what extent does the model lend itself easily to the identification of children? 2 Because this theory insists on the clear expression of giftedness this model often overlooks many gifted children. These children for many different reasons don’t Sternberg 2 I feel as though I could explain this to someone that already has an idea of what this theory is saying but if I had to add every detail, I would be unable to. I understand the concept of this model but feel it could have included more information when it came to identifying giftedness. 2 This model lacked information about the identification of giftedness. It included three distinct types of intelligence, however there is a grey area Gardner 3 I feel as though I would be able to explain this theory very well, but it would be a challenge as there are eight different topics to touch on which could get confusing when trying to explain them. 2 This model can be challenging when it comes to the identification of children mainly because of intelligence. It can restrict approaches in different want to share their talents in the ways they are being measured. Therefore, this theory makes it hard to identify with children. To what extent would the model create controversy in your community? To what extent does the model take context into account (ex: culture, gender, socio-economic status etc.) in explaining giftedness? To what extent does the model translate itself easily into school-based programs? To what extent does the model address the talent development process? 4 I believe this theory would cause most controversy as it is a harsh way to identify giftedness. There is controversy with the argument that all three traits are needed. What if only one or two traits are showing but they lack the third. Does that just mean they are average and not gifted at all? This theory broadened the concept of gifted students but with that it could mislead people who don’t know what a gifted student really means. 3 This theory really didn’t mention context for an individual. It stated that all three rings were needed in order to be seen as gifted which does mean that the context of an individual needs to be present when examining the three traits to determine giftedness. 1 This theory would be difficult for school-based programs as it lacks schoolbased testing. It also leaves out the “gifted underachievers” who lack the motivation to show all three rings. This theory would require that schools focus less on test scores and more on ability, creativity, and task commitment. For a student to reach their full potential they will require challenges that go above and beyond what is offered in the classroom. 3 This model addresses the talent development process by going based off the accomplishments made by individuals. While it could have touched base more on talent it did mention successful people who may not have had a high IQ or when it comes to the identification of gifted students. problem solving to areas of skill. It would be hard to identify with children as the theory shares the idea that we are not born with all the intelligence we will ever have. 4 I believe this theory would create controversy because it seems too simple. Its three types of intelligence seem like they are becoming more common with how different teaching is these days. I feel as though analyzing problems and putting things you’ve learned to use are simple abilities most people have. This could cause confusion regarding the idea of giftedness. 3 I believe this theory would create controversy due to the areas of intelligence. For example, mathematics is associated with scientific thinking, just because one is good at math doesn’t make them gifted so this theory can be confusing at times. It also lacks the ability to share ideas for building other areas of intelligence. 2 This model mentioned very little regarding context, but it defines intelligence in terms of the ability to achieve success in life based on one’s personal standards and within one’s sociocultural context. 1 This theory doesn’t really explain anything when it comes to context in defining giftedness. It focuses on different areas of skill that one can identify as being gifted in. 2 I feel as though this theory would do better in schools than the first but still would not be the best idea. This model would be too broad to put into schools as it doesn’t really share any specific requirements. It has three types of intelligence that most people have. 3 Much like the first theory this model has a focus on creative intelligence. This could be a talent in art, music, etc. But while creativity is one of the main points it does not specifically talk about talent. 4 I feel as though this theory could do good in schools as it is a very broad model on gifted students. This model can be used in a variety of settings with most children, including in a regular classroom setting. Students can apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. 3 This model addresses talent development in each different category of intelligence. This understanding of intelligence allows us to think differently about defining intelligence and giftedness. It also allows us to broaden our ideas of To what extent does the model address social and emotional needs of gifted children? To what extent could you pursue research studies based on this model? To what extent does this model allow for the concept of creativity? test scores. For a student to reach their full potential they will require challenges that go above and beyond what is offered in the classroom. 2 This theory does add the idea of creativity which does go off thoughts and ideas it lacks details on social and emotional needs of gifted students. I still would give it a two as it does add that a gifted student would need to be challenged beyond what a classroom could give them, but it does not share how these students would need help emotionally. 3 I feel as though I could do research based off this model relatively easily as it is a broad theory. According to this theory if the student shows all three rings, then they are considered gifted. I feel like researching this would be interesting. Being able to see if the traits do correlate with identifying giftedness in students and the results based on the traits. Seeing how people show these traits differently would also be fun to see. 4 This model allows for the concept of creativity as that is one of the qualities they are required to have. Creativity is one of the main identifying traits. It goes off thoughts, ideas, and being experimental which is seen in many gifted students. how to approach a child's intelligence and giftedness. 4 This model does touch base on social and emotional needs by talking about how people use their knowledge to find their strengths and weaknesses and use that knowledge in everyday life to help them succeed. This can also mean they use it for their emotional needs. 4 I feel as though researching this model more in depth would be very interesting. I would love to see these ideas in everyday situations of a gifted person. I would put my focus on creative intelligence as seeing how people use that differently would be incredibly interesting. Being able to see how the gifted use their creativity would be amazing. 4 This model does include creativity as a major focus. It mentions how art, musical ability, relationships, and even thinking in new and different ways. 4 This model does a great job in addressing social and emotional needs of gifted children. It states that by using this model we can address the needs of all gifted learners, regardless of their approach to intelligence. This model focuses on the students' needs. 4 I feel as though researching each intelligence and how to identify gifted children through this theory would be very interesting. There are many ways you could go about researching each one of the eight topics which would be very fun. I also feel like I have a good understanding of what has already been researched in this theory so being able to add to that would be amazing. 4 Creativity is the base of this entire model. There are eight different areas of intelligence; verbal/ linguistic, logical/mathematical, visual/spatial, body/ kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalistic. And while the word creativity is not mentioned all these topics allow for intelligence to be broadened and address the needs of gifted students. The allowed creativity in each category is great.