The normal abilities of student

his article presents the three-ring

conception of giftedness. A detailed
process is presented illustrating
how students can be effectively
screened for gifted and talented
programs through the three-ring
conception approach.

This
information
on the
characteristics
of gifted
children was
rated highly
by the Child
& Family
WebGuide.

Key words: screening for gifted

programs, gifted, talented,
identification process
The system for identifying gifted and talented
students described in this article is based on a
broad range of research that has accumulated
over the years on the characteristics of creative
and productive individuals (Renzutli, 1986).
Essentially, this research tells us that highly
productive people are characterized by three
interlocking clusters of ability, these clusters
being above average (though not necessarily
superior) ability, task commitment, and
creativity. A graphic representation of this
conception is presented in Figure 1. The

following description of behavioral

manifestations of each cluster is a summary of
the major concepts and conclusions emanating
from the work of theorists and researchers who
have examined these concepts:
Well Above Average Ability
General ability
High levels of abstract thinking, verbal and
numerical reasoning, spatial relations, memory,
and word fluency.
Adaptation to the shaping of novel situations
encountered in the external environment.
The automatization of information processing;
rapid accurate, and selective retrieval of
information.
Specific Ability
The application of various combinations of the
above general abilities to one or more
specialized areas of knowledge or areas of
human performance (e.g., the arts, leadership,
administration).
The capacity for acquiring and making
appropriate use of advanced amounts of formal
knowledge, tacit knowledge, technique,
logistics, and strategy in the pursuit of' particular

problems or the manifestation of specialized

areas of performance.
The capacity to sort out relevant and irrelevant
information associated with a particular problem
or areas of study or performance.
Task Commitment
The capacity for high levels of interest,
enthusiasm, fascination, and involvement in a
particular problem. area of study, or form of
human expression.
The capacity for perseverance. endurance.
determination, hard work, and dedicated
practice. Self-confidence. a strong ego and a
belief in one's ability to carry out important
work, freedom from inferiority feelings, drive to
achieve.
The ability to identify significant problems
within specialized reason; the ability to tune in
to major channels of communication and new
developments within given fields. Setting high
standards for one's work; maintaining an
openness to self and external criticism;
developing an aesthetic sense of taste, quality,
and excellence about one's own work and the
work of others.
Creativity

Fluency, flexibility, and originality of thought.

Openness to experience; receptive to that which
is new and different (even irrational) in
thoughts, actions, and products of oneself and
others.
Curious, speculative, adventurous, and
"mentally playful" willing to take risks in
thought and action, even to the point of being
uninhibited.
Sensitive to detail, aesthetic characteristics of
ideas and things; willing to act on and react to
external stimulation and one's own ideas and
feelings.

Acknowledgements
The Department of Education acknowle
dges the following individuals for their
contributions to the development of this resource
guide.
Provincial Enrichment Ad
visory Committee 2006-2007:
Sharon McIntyre, Supervisor, School District 2
Ginny Hill, Enrichment Cons
ultant, School District 2
Andrew Hopper, Director of
Education, School District 6

Danny Marmen, Enrichment Coor

dinator, School District 8
Tony Smith, Supervisor, School District 8
Joan Manuel, Supervisor, School District 10
Jay Colpitts, Supervisor, School District 14
Kathy Anderson, Enrichment Coor
dinator, School District 14
John McLaughlin, Superinte
ndent, School District 15
Eleanor McLaughlin, Enrichment C
oordinator, School District 16
Gail Gould, Supervisor,
School District 17
Maribeth ODonnell, Enrichment
Coordinator, School District 17
Barb Buckley, Enrichment Coor
dinator, School District 18
Marie Cashion, Faculty of Educatio
n, University of New Brunswick
Dianne Kay, Learning Specialist, Department of
Education
Shelley Pimlott, Learning Special
ist, Department of Education
Brian Kelly, Director, Student Se
rvices, Department of Education
For further information, please contact:

Student Services, Department of

Education, 250 King Street,
Fredericton, NB, E3B 9M9
Phone: 506-444-4662 Fax: 506-457-7835
Permission is granted to reproduce th
is document for educational purposes
and on a non-profit basis.
3
TABLE OF CONTENTS
INTRODUCTION..................................................
..................................4
DEFINITIONS.......................................................
.................................6
CHARACTERISTICS...........................................
...................................11
IDENTIFICATION................................................
..................................14
PROGRAM
PLANNING...........................................................
...............16
MODELS...............................................................
.....................16
STRATEGIES........................................................
.......................19
CREATIVITY.........................................................
..............................28

SOCIAL EMOTIONA
L
DEVELOPMENT...................................................
..33
UNDERACHIEVEMENT......................................
...................................39
DEVELOPING SOCIAL CAPITAL AND
LEADERSHIP.................................43
GIFTED STUDENTS WITH SPECIAL
NEEDS..............................................45
GENDER................................................................
.............................48
TECHNOLOGY AND THE
GIFTED............................................................51
RURAL
SCHOOLS..............................................................
...................52
PARENTS..............................................................
..............................53
REFERENCES.......................................................
...............................59
WEBSITES............................................................
..............................65

Department of Education
GIFTED AND TALENTED STUDENTS
A Resource Guide for Teachers
Educational Services Division
(Anglophone)
Revised 2007
2

Acknowledgements
The Department of Education acknowle
dges the following individuals for their
contributions to the development of this resource
guide.
Provincial Enrichment Ad
visory Committee 2006-2007:
Sharon McIntyre, Supervisor, School District 2
Ginny Hill, Enrichment Cons
ultant, School District 2
Andrew Hopper, Director of
Education, School District 6
Danny Marmen, Enrichment Coor
dinator, School District 8
Tony Smith, Supervisor, School District 8
Joan Manuel, Supervisor, School District 10
Jay Colpitts, Supervisor, School District 14
Kathy Anderson, Enrichment Coor
dinator, School District 14
John McLaughlin, Superinte
ndent, School District 15
Eleanor McLaughlin, Enrichment C
oordinator, School District 16
Gail Gould, Supervisor,
School District 17
Maribeth ODonnell, Enrichment

Coordinator, School District 17

Barb Buckley, Enrichment Coor
dinator, School District 18
Marie Cashion, Faculty of Educatio
n, University of New Brunswick
Dianne Kay, Learning Specialist, Department of
Education
Shelley Pimlott, Learning Special
ist, Department of Education
Brian Kelly, Director, Student Se
rvices, Department of Education
For further information, please contact:
Student Services, Department of
Education, 250 King Street,
Fredericton, NB, E3B 9M9
Phone: 506-444-4662 Fax: 506-457-7835
Permission is granted to reproduce th
is document for educational purposes
and on a non-profit basis.
3
TABLE OF CONTENTS
INTRODUCTION..................................................
..................................4
DEFINITIONS.......................................................
.................................6

CHARACTERISTICS...........................................
...................................11
IDENTIFICATION................................................
..................................14
PROGRAM
PLANNING...........................................................
...............16
MODELS...............................................................
.....................16
STRATEGIES........................................................
.......................19
CREATIVITY.........................................................
..............................28
SOCIAL EMOTIONA
L
DEVELOPMENT...................................................
..33
UNDERACHIEVEMENT......................................
...................................39
DEVELOPING SOCIAL CAPITAL AND
LEADERSHIP.................................43
GIFTED STUDENTS WITH SPECIAL
NEEDS..............................................45
GENDER................................................................
.............................48

TECHNOLOGY AND THE

GIFTED............................................................51
RURAL
SCHOOLS..............................................................
...................52
PARENTS..............................................................
..............................53
REFERENCES.......................................................
...............................59
WEBSITES............................................................
..............................65

2.
All children/people are gifted.
Although all students are unique, have a valuab
le contribution to make, have relative
areas of strengths and deserve an education
that allows them to reach their potential

(whatever that may be), not all students

are gifted (Coleman & Cross, 2005).
3.
Gifted students will do fine with or without
special programming.
Some gifted students will do fine
in spite of an unchallenging
school experience. This is
particularly true if their pa
rents provide enriching activitie
s outside of school. However,
some turn off, never develop good work ha
bits and motivation, a
nd for all intents and
purposes their giftedness dies.
4. Gifted students come from advantaged homes.
Some gifted students, and many of those
who are identified as such,