Three-ring+model

='Three-ring' model of giftedness=

This model was developed by Joseph Renzulli and first published in 1975. It centres around the interaction between three basic human traits: above average general abilities, high levels of task commitment and high levels of creativity.

Interaction
Renzulli regards giftedness as being present in those who possess or are capable of possessing these three traits, and applying them to any area of human achievement. Children who display, or are capable of developing an interaction amongst these factors are the ones who's needs are unlikely to be met by a school.



Above average general abilities
Renzulli has explained that when using the term 'above average', he refers to the top 15-20% of students, rather than the top 50%. This is not dissimilar from Gagné's cut off of 10%. This could be in any domain of human endeavor - a multi-dimensional definition

Task commitment
Task commitment is a form of motivation focused specifically on the task at hand. It requires the student to be engaged in the task, to value it, and to have the self-belief that they can successfully complete it. To do so also depends on the students perseverance, endurance, hard work, and dedicated practice of the task.

Creativity
Renzulli placed a stronger emphasis on creativity than previous models. This emphasis has been questioned as studies have previously shown there is no connection between creativity and intelligence for those with IQs above 120 (the top 10% of the population).

Criticism
Renzulli's model was based on a study of highly successful adults - men such as Sir Isaac Newton and Michelangelo who must have had creativity and high levels of task commitment in order to have succeeded. However this does not show that students who are demotivated at school, unable to commit to tasks they find too simplistic to engage them, are not capable of giftedness. Critics have suggested that the characteristics of highly successful adults, may not be the same ones to look for in gifted youngsters. Or that perhaps Renzulli's model should be something to aspire to for our gifted students, rather than somewhere to work from.

(Renzulli, 1986)