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Definitions of Giftedness

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Title: Definitions of Giftedness


1
Definitions of Giftedness
  • EDPS 540
  • Rebecca L. Mann

2
There is no magic, universally accepted
definition for giftedness. Definitions range in
restrictiveness from Terman's top 1 of the
population to "every child is gifted". Here are
some of the more prominent definitions
  • Lewis Terman (1926)
  • never did define giftedness
  • decided to use the top 1 level in general
    intellectual ability as measured by the
    Stanford-Binet Intelligence Scale

3
  • Harry Passow (1955)
  • Capacity for superior achievement in any socially
    valuable area of human endeavor
  • Limited to academic fields as languages, social
    sciences, natural sciences, and mathematics such
    art fields as music, graphic and plastic arts,
    performing arts and mechanic arts and the field
    of human relations.
  • Paul Witty (1958)
  • Outstanding potentialities in art, in writing, or
    in social leadership can be recognized largely by
    performance
  • Definition of giftedness be expanded
  • Can consider any child gifted whose performance,
    in a potentially valuable line of human activity,
    is consistently remarkable

4
U.S. Office of Education Definition (Marland,
1972)
  • Gifted and talented children are those identified
    by professionally qualified persons who by virtue
    of outstanding abilities are capable of high
    performance. These are children who require
    differentiated educational programs and/or
    services beyond those normally provided by the
    regular school program in order to realize their
    contribution to self and society.
  • Children capable of high performance include
    those with demonstrated achievement and/or
    potential in any of the following areas
  • 1. General intellectual ability
  • 2. Specific academic aptitude
  • 3. Creative or productive thinking
  • 4. Leadership ability
  • 5. Visual and performing arts
  • 6. Psychomotor ability

5
U.S. Office of Education Definition (1988)
  • The term "gifted and talented students" means
    children and youth who give evidence of high
    performance capability in areas such as
    intellectual, creative, artistic, or leadership
    capacity, or in specific academic fields, and who
    require services or activities not ordinarily
    provided by the school in order to fully develop
    such capabilities.
  • (Psychomotor ability has now been excluded.)

6
Howard Gardner (1983)Theory of Multiple
Intelligences
  • Originally he proposed seven separate and
    somewhat independent intellectual domains, each
    chosen because it represents a culturally
    valuable and relatively autonomous set of
    problem-solving skills.
  • Linguistic
  • Musical
  • Logical-mathematical
  • Spatial
  • Bodily-kinesthetic
  • Intrapersonal
  • Interpersonal
  • Gardner never intended his Theory of Multiple
    Intelligences to be used as an educational model.

7
Abraham Tannenbaum (1983)
  • Developed talent exists only in adults
  • Definition potential for becoming critically
    acclaimed performers or producers of ideas in
    spheres of activities that enhance the moral,
    physical, emotional, social, intellectual or
    aesthetic life of humanity.
  • Factors that serve to link promise with adult
    fulfillment
  • Superior general intelligence
  • Exceptional special aptitudes
  • Non-intellective facilitators
  • Environmental influences
  • Chance or luck
  • Developed Talent
  • Scarcity talents people who make startling
    breakthroughs in their field
  • Surplus talents people who significantly add to
    the beauty of our environment
  • Quota talents specialized skills related to
    business, goods and services
  • Anomalous talents skills within the practical
    domain.

8
Joseph Renzulli (1986)The Three-Ring Conception
of Giftedness
  • Renzulli divides giftedness into two broad
    categories
  • Schoolhouse Giftedness- great success in
    test-taking and lesson-learning
  • Creative-Productive Giftedness - areas of human
    activity where a high value is placed on the
    development of original material and of products
    designed to suit defined audiences
  • Creative-productive persons possess a
    well-defined set of three interlocking clusters
    of traits. These clusters consist of above
    average, though not necessarily superior,
    ability, task commitment, and creativity.
    Giftedness consists of an interaction among these
    three.
  • Renzulli believes that gifted behaviors take
    place in certain people, at certain times, and
    under certain circumstances.

9
  • in certain people,
  • at certain times,
  • under certain circumstances

Creative-productive persons possess a
well-defined set of three interlocking clusters
of traits. These clusters consist of above
average, though not necessarily superior ability,
task commitment, and creativity. Giftedness
consists of an interaction among these three. .
10
s
11
Robert Sternberg (1988) Triarchic Theory
  • Intellectual giftedness is exhibited in three
    different ways.
  • Analytic or Componential Giftedness
  • Academic talent
  • Synthetic or Experiential Giftedness
  • Creativity, intuition, ability to cope with
    novelty
  • Practical or Contextual Giftedness
  • Applying analytic and/or synthetic abilities to
    everyday, pragmatic situations
  • Giftedness is a well-managed balance of the three
    abilities. The gifted individual is a good
    mental self-manager.

12
The Columbus Group (1991)
  • Giftedness is asynchronous development in which
    advanced cognitive abilities and heightened
    intensity combine to create inner experiences and
    awareness that are qualitatively different from
    the norm. This asynchrony increases with higher
    intellectual capacity. The uniqueness of the
    gifted renders them particularly vulnerable and
    requires modifications in parenting, teaching and
    counseling in order for them to develop
    optimally.

13
Robert Sternberg (1993)Implicit Theory of
Giftedness
  • Criteria for Giftedness There are five criteria
    which gifted individuals have in common.
  • Excellence - The person is superior in some
    dimension(s) relative to peers.
  • Rarity - The person possesses a high level skill
    in an area that is rare relative to peers.
  • Productivity - The areas in which the person
    excels must lead to some productivity or
    potential productivity.
  • Demonstrable - The excellence the person
    possesses must be demonstrable through one or
    more valid tests and assessments.
  • Value - The excellence the person possesses must
    be valued by his or her society.

14
Francoys Gagné (1993)Gagne's Differentiated
Model of Giftedness and Talent.
  • Gagné links giftedness with natural or untrained
    human abilities he calls aptitudes.
  • Talent corresponds to superior performance in one
    or more areas of human activity.

15
High Ability Education in Indiana Senate Bill 408
  • Mandate All Indiana school corporations will
    identify students of high ability in the general
    intellectual and specific academic domains and
    provide them with appropriately differentiated
    curriculum and instruction in areas of core
    content in grades K-12. 

16
  • IC 20-10.1-5.1-2 "high ability student
  • (1) performs at, or shows the potential for
    performing at, an outstanding level of
    accomplishment in at least one domain when
    compared to other students of the same age,
    experience, or environment and
  • (2) is characterized by exceptional gifts,
    talents, motivation, or interests.
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