Renzulli

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Renzullis Behavioral Rating Scales
Using Creativity and Motivation Rating Scales for
Gifted Eligibility
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Our present day knowledge of the childs mind is
comparable to a fifteenth century map of the
world- a mixture of truth and error. Vast areas
remain to be explored.
- Arnold Gesell
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As educators, we are on a journey to discover how
we can identify and meet the needs of our gifted
students.
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Looking at All Aspects of Our Students
Joseph Renzulli, a leading researcher in gifted
education, defines giftedness as containing a
set of three interlocking clusters of traits.
These clusters consist of above average ability,
motivation, and creativity.
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It is important to point out that no single
cluster makes giftedness. It is the interaction
among the three clusters that research has shown
to be the necessary ingredient for
creative-productive accomplishment.
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Above Average Ability
Creativity
Gifted Talented
Motivation
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Cobb County teachers help identify students for
the gifted program by completing the Renzulli
Behavioral Checklist for Creativity and
Motivation.
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Creativity
Students can be evaluated on their fluency,
elaboration, originality, and flexibility. (Renzu
lli, 1998)
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CreativityThe student demonstrates imaginative
thinking ability.
Solves problems Never bored
Often daydreams and appears inattentive
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CreativityThe student demonstrates a sense of
humor
Class clown, may crack jokes at inappropriate
times.
Entertaining Quick wit with language, gets adult
humor, happy, playful, may be easy-going
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CreativityThe student demonstrates the ability
to come up with unusual, unique, or clever
responses.
Can often form generalizations and use them in
new situations Good at brainstorming
Smart-aleck, talks excessively Questions the
teacher
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CreativityThe student demonstrates an
adventurous spirit or a willingness to take
risks.
Doesnt mind being wrong, learns from their
mistakes
Nonconformist May not think before acting or
speaking
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CreativityThe student demonstrates the ability
to generate a large number of ideas or solutions
to problems or questions.
Good problem solver Thinks of different ways of
doing things.
Trouble settling on one idea, and therefore, may
have difficulty beginning tasks
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CreativityThe student demonstrates a tendency
to see humor in situations that may not appear to
be humorous to others.
Can laugh at themselves
May be insensitive to the feelings of others
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CreativityThe student demonstrates the ability
to adapt, improve, or modify objects or ideas.
Inventive Asks what if questions Able to
improvise
Thoughts/ideas never good enough Often gives
alternate suggestions on teacher assignments.
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CreativityThe student demonstrates
intellectual playfulness, a willingness to
fantasize and manipulate ideas.
Wont settle down and get to work
Eagerness to try new things
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CreativityThe student demonstrates a
nonconforming attitude, does not fear being
different.
Argumentative Disagrees with teacher Stubborn
Has strong ideas or opinions
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Motivation
Motivation is mostly associated with the terms
perseverance, endurance, hard work, dedicated
practice, self-confidence, and a belief in ones
ability to carry out important work. (Renzulli,
1998)
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MotivationThe student demonstrates the ability
to concentrate intently on a topic for a long
period of time.
Thinks deeply Able to focus
Tunes out Loses sense of time
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MotivationThe student demonstrates behavior
that requires little direction from teachers.
May be resistant to teacher direction
Self-sufficient
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MotivationThe student demonstrates sustained
interest in certain topics or problems.
Does not become easily bored
Tunnel-vision
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MotivationThe student demonstrates tenacity for
finding out information on topics of interest.
When not interested in a topic, hard to hook
Is able to contribute additional information
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MotivationThe student demonstrates persistent
work on task even when set backs occur.
Can get the job done, not easily discouraged
Stubborn Wont move forward
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MotivationThe student demonstrates a preference
for situations in which he/she can take personal
responsibility for the outcomes of his/her
efforts.
Works well independently
May not want to work in groups
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MotivationThe student demonstrates
follow-through behavior when interested in a
topic or problem.
Always wants to do their best Goes above and
beyond
Can not get over things
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MotivationThe student demonstrates intense
involvement in certain topics or problems.
Difficult time transitioning Gets behind Ignores
things they are not interested in
Wants to know more
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MotivationThe student demonstrates a commitment
to long term projects when interested in a topic.
Absorbed in work to the point that other things
may suffer
Gets work done Goes above and beyond
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MotivationThe student demonstrates persistence
when pursuing goals.
Does not give up
May have trouble knowing when to quit
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MotivationThe student demonstrates little need
for external motivation to follow through in
work that is initially exciting.
Resists help from teacher or classmates
Eager to learn Independent worker
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• The appropriate identification of all our
  students is OUR GOAL! The use of these scales
  (when used properly) is bifold
• 1.) They greatly enhance our ability to
• identify our gifted population, and
• 2.) assist us in providing the optimal
• services for those who qualify.
• Your professional judgment is
• crucial in this process!

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• If a man does not keep pace with his companions,
  perhaps it is because he hears a different
  drummer. Let him step to the music which he
  hears, however measured or far away.
• Henry David Thoreau