An Influential Model of Giftedness

The most influential model of Giftedness was devised by Joseph Renzulli, Professor of Educational Psychology at the University of Connecticut. His model, known as the Three-Ring Model of Giftedness (1), and which has been extensively used in the United States, Australia and many other countries. Renzulli suggests that there are three basic traits which characterise successful, outstanding individuals. These traits are: above average though not necessarily superior general ability; high level of task commitment or intrinsic motivation; and creativity.

Joseph Renzulli

Renzulli considers that gifted children are those possessing or capable of developing these traits and applying them to any potentially valuable area of human performance. The possession of only one set of traits does not imply giftedness. Rather, it is the interaction among the three which provides the necessary ingredient for creative or productive accomplishment. Each set of traits is an equal partner in contributing to giftedness. Superior ability without the spark of creativity or the will to persevere is unlikely to provide a high level of performance in any area. This model is called the Three-Ring Model of Giftedness (1), because Renzullis idea is that all three factors of giftedness are interrelated and overlap with each other. Here is the visualisation of this his model.

The first trait or ring identified by Renzulli is above average ability. Renzulli suggests that above average ability is not necessarily equated with high intelligence quotients. He considers that the most productive people are not always those who score in the top five per cent on tests of general ability. He does not, however, completely reject tests of general intellectual ability for determining above-average ability. He suggests that intelligence quotients should be seen in perspective. In Renzulli's model, intelligence or academic potential tests should be used only for initial screening purposes or to establish minimum performance levels. Renzulli advocates greater use of indicators of creative thinking, ratings of past accomplishments and ratings of creative production.

The second ring that Renzulli Claims characterises gifted children is task commitment. The task commitment is defined as "energy brought to bear on a particular problem (task) or specific performance area" (3). This notion of task commitment is perhaps best illustrated by the maxim that genius is one per cent inspiration, and ninety-nine per cent perspiration.

The third ring is creativity. The emphasis here is on original thinking, ingenuity and divergent thinking. Renzulli considers that creativity should be included as an integral feature of giftedness. He is concerned, however, that the identification of creative potential raises the "haunting issue of subjectivity in measurement" (3).

However, the most important point is that Renzulli argues that some balance of all three areas is needed. Above average ability with creativity is not likely to produce productivity if there is little task commitment. Likewise, above average ability with high task commitment will not lead to new, original or unique concepts or products.