Compare and Contrast Graphic Organizer

Francoys Gagne

Joseph Renzulli
How are they alike?

Gagne and Renzulli are both alike in that they both believe that gifted students must possess
intellect, creativity and motivation. They also agree that there is "not a one size fits all" when it comes to how gifted students use their

unique talents and gifts.

Significance of Similarities
Renzulli and Gagne share a common belief that creativity, motivation, and intelligence are contributing factors in gifted
students. They believe that gifted students should not be engulfing themselves in large amounts of knowledge, but to
become producers of knowledge. Their similarities are also significant because they looked "outside the box" and used
various measures to identify gifted students rather than just an IQ test.

3 factors are important for

gifted development

4 natural abilities
there is a difference between
gifts and talents
one can develop gifts through
talents

high levels of creativity

How are they different?

developed own rating scale for

schools/teachers to use

a more complicated model

(flow chart like)

model is clear and concise (3 overlapping

circles, working together)

factors like maturity, chance, and

environment can help develop talents

rating scale is 2 sided focusing on creativity

and motivation and can be considered
subjective

Significance of Differences
In my opinion Gagne's Differentiated Model of Giftedness and Talent is a more complicated model noting that giftedness is comprised of
natural gifts and talents. Renzulli's Three Ring Model of Giftedness is more clear and concise, noting that a true gifted student must
possess creativity, motivation, and an above average ability. All the components must work together for the model to be effective. These
differences are significant because they show that there are many varied opinions of what truly identifies a gifted student.

Interpretation

Both the Gagne and Renzulli models successfully provide that in order for one to be gifted,
several factors come into play. These factors might be genetic or influenced through society or
the environment. The factors must work together creating what is essentially known as "gifted."
From Advancing Differentiation: Thinking and Learning for the 21st Century by Richard M. Cash, Ed.D., copyright 2011. Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323;
www.freespirit.com. This page may be reproduced for use within an individual school or district. For all other uses, contact www.freespirit.com/company/permissions.cfm.

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