From my experiance with gifted people and brain injury I would say that there is a ring missing here. Naming energy. Even with above average abilities, creativity and task commitment. If you fail to raise the energy to complete the task before your energy levels become to depleted you will not be able to reach your full potential, lose focus and can't do anything with the idea's in your head. I've noticed that most gifted people I know (I have the oppertunity to have met a few) have above average levels of energy. people who where gifted but suffer brain injury can get really frustrated with the inability to get all the circles to work together for lack of energy. So maybe it's not that there is a circle missing rather that an above average level of energy is one of the elements of the glue that keeps the circles from faling apart.
Ines Van Praet I agree with energy being part of giftedness. I am gifted but I also have ADD. What I wouldn’t give for the energy that comes along with hyperactivity. I can come up with a million options, possibilities, solutions but I burn out fast. My brain is like a Corvette with a one gallon gas tank.
You know that he expanded his theory with the so called "operation houndstooth"? There you may find "physical/mental energy" in a total of six co-cognitive traits.
I'm making my grad thesis about gifted and dyslexic children, and his model about giftedness and some other about the creativity in dyslexics are really pointing me in the right direction in terms of understanding and working with this kids.
Cris Sánchez He is definitely the right guide. I was mocked for extreme dyslexia in 1994. I came from a very small town, and I'm forever thankful that ONE staff member had heard of Ranzulli. She identified my struggles and had me tested. I left that week with a higher IQ than any of the teachers mocking me. ✅😂 But also, his way of identifying and translating giftedness and reminding us that we did NOT judge Einstein on his artistic capabilities will really help guide your thesis. Thanks for caring enough to choose that topic!!!
I’m just opposite of giftedness, my head is tangled sometimes, it takes me some efforts to analyze or make things clear, I can hardly make a quick decision but I’m ok with my life because I can slowly sort out things and plan it. Thank you professor.
i went to renzulli academy in hartford connecticut for my 4th 5th and most of my 6th grade before i moved back to my hometown. they were located at one school from their founding in i believe 2012 to around 2015. then they moved to another building and have remained there since. the staff, teachers and most of the kids were really nice there so it was a generally well ran school imo.
When you mentioned the overlap of the three clusters, it brought to mind the finding of Einstein's brain examination. That the two hemisphere's were unusually connected. Not sure how they determine these things but it would be interesting to see if this physical trait relates to the mind's action. I know that my giftedness is apparent in the ability to connect. It's not as if I am so big I "intelligent" but just exceptionally we cross referenced somehow.
@@VchaosTheoryV The term "Multiple Intelligences" was proposed as a kind of substitute for the strict IQ based system that existed before it, due to statistical problems that are found when you only look at IQ. The main problem is that, while high competence in one area tends to predict above-average competence in other areas, it's not a hard and fast rule, and it also seems to break down the higher you go. Someone with an incredibly high Verbal score on an IQ test, for example, will almost always tend to have considerably lower scores on the other categories measured. As a result, the idea was created that intelligence has different types and that each person has a different score on each of the types. The only problem with that, though, is that there has been absolutely no statistical data to prove it. We have not been able to conclude that there are different learning styles (of course that didn't stop schools all over the world teaching the "multiple learning styles" theory) and there is also the logical issues with the idea, namely that even if we say that there are different aspects of intelligence there still is necessarily some notion of 'intelligence' which remains common to all the types. In other words, for us to claim that "Musical Intelligence" and "Analytic Intelligence" are types of intelligence, they need to have some property, mechanism, or at least functional goal in common; and we can find no such thing. The currently accepted view of intelligence is, as the video states, that it is basically the opposite of the multiple personalities theory: it is a collection of cognitive abilities inherently abstract in nature, which come together in each individual and can be expressed in different ways depending on the person (iq scores, artistic works, etc). So the intelligence of any single person is the collection of these capacities. As far as what the intrinsic mechanism by which these traits work, why they exhibit such high variability, and what the fundamental thing we measure when we say "He's good at maths/music/sculpting" psychologists have no idea. It's an on-going project.
@@georgepantzikis7988 Thanks for your response. It's undoubtedly not particularly easy to sit and try and dissect this issue. Would it be logical to assume that if an IQ test (Wechsler, Raven's progressive) measures logical outcome, that an individual would score low if they're stronger in abstract reasoning? Or am I off in that assumption?
@@VchaosTheoryV It depends on the type of IQ test and the section. If you're doing a modern IQ test, it will rely more on abstract reasoning, but classical tests will have stuff like re-arranging letters into words and memorizing patterns of dots. So, it really depends on the specific test. Generally however, high abstract reasoning abilities correlate with high IQ scores.
And his wife are experts at giftedness and education of gifted students. Both were so engaging and willing to support those of us out in the classroom. Both helped me push back against teachers who called gifted programs as an elitist approach, stealing the cream, and removing the battery from classroom discussions. I worked to implement a quote Joe gave me: "A rising tide lifts all ships." Jeannette H-L
This man appears to be an expert at coping. Some students are gifted. Some people have gifts, but that's not the same as having high iq. Yes, IQ is important. Very much so when figuring out what a child needs. No one ever said that IQ test measure everything. We're just saying that what they do measure, they measure pretty well. You can get a false negative, but not a false positive. Stop trying to play the everybody's equal game when we all know it's not true. It's not fair to make those of us with greater abilities sit through education designed for others. It's not fair. And I mean, you'll never be able to. Because the majority knows better, for one.
Imagine nurturing gifted people according to their area of interest. 🤷♂️ Pfft… That’s too easy. 😂 That would be amazing to grow up in such a nurturing environment. My mom always put me in the accelerated programs at school because of “my potential,” but these programs rarely considered the particular interests of the kids.
That shows that just because a person has one talent or gift, it doesn't mean that they are superior in all areas. The brain, nervous system, motivation, environment at school or home - all of these create the person. At 68 yrs old I do have a MENSA level intelligence, but hated spelling. Many years later, it was discovered that I had a brain tumor (probably at birth) that was compressing my language center. Fifteen yrs ago I was knocked unconscious by a double car, metal garage door. I developed expressive aphasia (difficulty in speaking words). I still had my high IQ, but could only speak a word every 3 to 5 seconds. With music therapy (something the neuropsychologist didn't think would work) I got back a steady and confident speech, and learned how to sing.I am now retired from science teaching and run a small goat ranch. Am I gifted? I don't know - those words were not used when I was in school.
Interest and standardising testing contradicts in the real world. Schools killing the creativity and interest at the very young age. This is absurd we still talk about Gifted and non gifted. Almost every child goes to preschool and big school and still taught to abide 5 Ls, speak less, discuss to the pint and so many more rules and then you expect children to be task committed, above avg and creative in such a closed environment. Divergent thinking for this 21 century should be, why should we go to school where they can't appreciate our interest and creativity rather provide support to parents to support their children's originality. The whole idea of schooling under the cover of concepts like futuristic, tech based, research beaded education is all a business terms. Simply don't send children to school, allow them to play with neighbours kids, take them to explore the real world and real people rather giving them age determined groups. Real skill is outside the school. The stress and conformity of school is what create pshyic individuals, chance to develop negative character, groupisim and so on...
Uh, no. Some people simply have greater cognitive abilities. Did you really think you were the most intelligent person in the world or? Come on, get real. Stop trying to take away from gifted kids one of the few things that makes education a livable experience.
Work really hard to be a contributing member to society. If your giftedness helps make it a little easier for you. Okay. Good. But don’t forget to work hard.
So are math grades and math capabilities so determined that you always can thell that someone with poor grades in 3 grade will have poor grades in 7/8/9 Class?
They're probably not. I didn't understand anything to maths in grades 1-2-3, but now i'm in 12th grade, scientific section, and I am good at maths. The différence is That I started loving maths when it got complex (i loathed mental additions, written opérations, multiplication tables and the worst of all, decompositions in 1s and 10s and 100s. However when geometry, fractions, division, and litteral maths came in it suddendly became very interesting.)
I'll tell you what's happening. This Country is very very low as far as intellectuals. So in time you may create a gap of a generation or more than one of almost no intellectuals born. By that time we'll never be able to rebuild the amount there were when I was born. They'll be scarce, and almost already are.
To see his model work, one would need to contextualize the task commitment, creativity, and above average abilities within the contingent real space-time of the person in question. His model would have to make sure that confounding variables would show that his triadic analysis of GIFTEDNESS is not uniform or identical for all. Basically, if you have a person who is super poor, never learned to read, has shitty academic skills, disabled, say.... If one can see unusual intellectual abilities relative to the unfriendly framework they live under, then Renzulli's model. If I am understanding, he detects a pattern that gifted people exhibit creative thinking, task commitment, and relatively advanced abilities relative to their particular circumstances. Indeed, Renzulli could not be asserting that task commitment, creativity, and above average abilities are uniform and appears the same across distinct spaces.
can even tell of teachers strikes problems with the curriculum being pushed by corrupt governments strike three your out ball four walks economics l-fields fate & free will triggers. the ontological collective field
