The document discusses different perspectives on giftedness and talent. It describes how concepts of giftedness have evolved from being trait-based and focused on high IQ, to being more quality-based, diverse, and achievement-driven. Several definitions and models of giftedness are provided, including Renzulli's three-trait definition involving above-average ability, task commitment, and creativity. Creativity is discussed as a key component of giftedness by various experts. Characteristics of gifted individuals are outlined relating to intelligence, learning, knowledge application, generation of new ideas, motivation, and creative thinking.

1. Giftedness and
Talent

2. GIFTEDNESS
Natural Ability or Exceptional
Talent
TALENT
Natural Skill

3. OLD CONCEPTS EMERGING PARADIGM
Giftedness is high IQ Many types of Giftedness
Trait-Based Qualities-Based
Subgroup Elitism Individual Excellence
Innate, “In There” Based on Context
Test-Driven Achievement-Driven, “What
you do is gifted”
Authoritarian, “You are not
gifted”
Collaborative, Determined by
Consultation
School-Oriented Field-and-Domain Oriented
Ethnocentric Diverse

4. Federal or American Governments
Definition
 The first federal definition of the gifted and the talented
was contained in the 1972 Marland Report.
Sidney Marland Jr.
Commissioner of Education
(1972)
 Gifted and talented children are
capable of high performance and
demonstrate potential ability in
any of the following six areas:
 General intellectual ability
 Specific academic aptitude
 Creative or productive
thinking
 Leadership ability
 Ability in the visual or
performing arts
 Psychomotor Ability

5. Gifted and Talented Children’s Act of 1978
defined gifted and talented children are those “possessing
demonstrated or personal abilities that give evidence of high
performance capability in such areas as intellectual, creative
specific, academic or leadership ability, or in the performing or
visual arts and who, by reason thereof require services or
activities not ordinarily provided by the school”
“Report on National Excellence: A Case for Developing
American’s Talent” (1991)
deleted the term GIFTED and use OUTSTANDING TALENT and
EXCEPTIONAL TALENT
GIFTEDNESS is said to connote
“A MATURE POWER RATHER THAN A DEVELOPING ABILITY”

6. Renzulli’s Three Trait Definition
3 Factors of Giftedness:
 Above Average Ability-
difference between general and
specific abilities
 Task Commitment- motivation
turned into action
 Creativity- originality and fluidity
of thoughts
 Gifted and talented children are
those possessing or capable of
developing this composite set of
traits and applying them to any
potentially valuable area of
human performance.

7. Above Average Intelligence Creativity Task Commitment
-Good memory -Very curious about many
topics
- Sets own goals and standard
-Learns very quick and easily -Offers unique or unusual
ideas
-Intense involvement in
preferred problem and tasks
-Large fund of information -Adds details, makes ideas
more interesting
-Enthusiastic about interests
and activities
-Generalizes skilfully -Transforms or combines ideas -Prefers to concentrate on
own interest and projects
-Comprehends new ideas
easily
-Sees implications or
consequences easily
-Perseveres; does not give up
easily when working
-Perceives similarities and
differences relationships
-Risk taker -Completes, shares products
-Make judgements and
decisions
Feels free to disagree -Eager for new projects and
challenges
-Find subtle humour, paradox
or discrepancies
-Assumes responsibility

8. Piirto’s
Pyramid Model
of Talent
Development
 Gifted are those individuals who,
by way of having certain learning
characteristics such as superior
memory, observational powers,
curiosity, creativity and the
ability to lean-school related
subject matters rapidly and
accurately with a minimum of
drill and repetition, have a right
to an education that is
differentiated according to those
characteristic.

9. Maker’s Problem Solving Perspective
Incorporates:
High intelligence, High creativity and excellent problem
solving skills
• He enumerates that a gifted person is the one who enjoys the
challenge complexity and persist until the problem is solved in a
satisfying way. They are capable of:
A.) creating a new or more clear definition of an existing
problem
B.) devising new and more efficient or effective methods
C.) reaching solutions that may be different from the
usual, but are recognized as being effective than
previous solutions

10. Characteristics of Gifted and Talented Children and Youth
Silverman:
- Studies that gifted students
have IQ scores 3 standard
deviations or greater above the
mean
A.) Intense intellectual curiosity
B.) Fascination with words and
ideas
C.) Perfectionism
D.) Need for precision
E.) Learning in Great Intuitive Leaps
F.) Intense need for mental
stimulation
G.) Difficulty conforming of others
idea
H.) Early moral and existential
concern
I.) Tendency toward introversion

11. Shaklee:
 Exceptional Learner in the acquisition
and retention of knowledge:
A.) exceptional memory
B.) learns quickly and easily
C.) advanced understanding or
meaning of area
 Exceptional User of knowledge in the
application and comprehension of
knowledge:
A.) exceptional use of knowledge
B.) advanced used of symbol
systems expressive and complex
C.) demands a reason for
unexplained events
D.) reasons well in problem
solving- draws from the previous
knowledge and transfers it to
other areas.
 Exceptional Generator of knowledge –
individual and creative attributes
A.) highly creative behaviour in
areas of interest and talent
B.) does not conform to typical ways of
thinking, perceiving
C.) enjoy self-expression of ideas feeling
or beliefs
D.) keen sense of humour that reflects
advances, unusual comprehension of
relationship and meaning
E.) highly developed curiosity about
cause, future, the unknown
 Exceptional Motivation
A.) perfectionism
B.) shows initiative, self directed
C.) high level of inquiry and reflection
D.) long attention span when motivated
E.) leadership
F.) intense desire to know

12. Creativity as the Highest Expression of Giftedness
• Creative ability- central to the definition of giftedness
• Clark (1986)- highest expression of giftedness
• Sternberg (1988)- suggest that creative, insightful individuals are those who make
discoveries and devise the inventions that ultimately change society.
• Guilford (1988)- enumerates the following dimensions of creative behaviour:
1. Fluency- the creative person is capable of producing many ideas per unit of
time
2. Flexibility- a wide variety of ideas, unusual ideas and alternatives solutions
are offered
3. Novelty/Originality- low probability, unique words and responses are used;
the creative person have novel ideas
4. Elaboration- ability to provide details is evidenced
5. Synthesizing ability- ability to put unlikely ideas
6. Analyzing ability- ability to organize ideas into larger, inclusive patterns
7. Ability to reorganize or redefine existing ideas- to transform an existing
object into one of different design, function or use is evident
8. Complexity- to manipulate many interrelated ideas at the same time is
shown

13. • Torrance (1993)- foremost authority on creativity thinking and author of psychological
tests on creativity
- high-ability adults who were judged to have achieved far beyond their
peers in creative endeavours possess the following ten most common
characteristics:
1. Delight in deep thinking
2. Tolerance of mistakes
3. Love of one’s work
4. Clear purpose
5. Enjoyment in one’s work
6. Feeling comfortable as a minority of one
7. Being different
8. Not being well-rounded
9. A sense of mission
10. The courage to be creative