I worked with lots of smart students in my decades of teaching. I found them in middle school classes, in prison classrooms, and in the gifted pull-out program where I taught.
Some of these students were school smart. They pulled A’s on every test, wrote essays in correct form, and produced blue-ribbon science fair projects. But sometimes I worried about these school-smart kids. They invested so much time writing correct answers and competing for class standings that they lacked time and energy and courage for creative work.
But other students didn’t do any of this. They focused on outside-the-box thinking. They felt no compulsion to please teachers or establish a stellar academic career. Jumping through scholastic hoops held no appeal for them.
High I.Q.s, I learned early in my career, do not always result in gifted behavior.
“What can we do?” parents often asked—sometimes because they could sense their children were stifled under academia, sometimes because their children were failing. Both sets of parents worried because they felt their children weren’t reaching full potential.
My best tool for talking with these parents was Renzulli’s Three-Ring Concept of Giftedness.Renzulli interlocks three traits: above-average ability, creativity, and task commitment. Gifted students, of course, have above-average ability. But they often have developed only one of the other traits. To be highly productive people, according to Renzulli, these students need to learn to bring each of the three traits into play.
School-smart gifted students—the ones with all A’s—are found in the overlap between above-average ability and task commitment. But they haven’t developed their creativity. They need to be encouraged to take risks in thinking, to be curious and adventuresome and mentally playful.
The outside-the-box gifted students—the original thinkers—are located in the overlap between above-average ability and creativity. But they haven’t developed task-commitment. They need to be encouraged to persevere and endure, to work with determination and dedicated practice.
The goal of parents and teachers is to help gifted students move toward the center—to help them use their intelligent minds to think in creative and in disciplined ways.