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The Enrichment Triad

Creativity

Task Commitment

Divergent thinking and originality seem to be recurrent discussions of creativity. It is difficult, however, to truly test these as a measure of giftedness. While tests have been used and thought to be subjective, Renzulli suggests that an appropriate indicator of creativity could be self-reports about creative accomplishments or an analysis of creative products.

The second of Renzulli's contributions to the study of gifted education is his Enrichment Triad. In this organizational model, teachers effectively front-load information to the students for the purpose of ceasing to be a teacher and moving the role of facilitator. This model is effective for gifted students because of the traits necessary to be wholly gifted (in other words because of the Three-Ring Conception).

Task commitment is a focused form of motivation. Synonyms for task commitment may include perseverance, hard work, and dedicated practice. Students who exhibit this may be described as having a special fascination with the particular area of interest. This amount of focus is necessary for a student to excel at a gifted level.

Renzulli 1998

Reis, 1984

The Enrichment Triad

Type I

Renzulli 1998

Students may do exploratory activities, but do not play as large of a role in this level. Teachers may invite speakers, have brainstorming sessions, or present lecture. The purpose of this area is "to put learners in touch with areas of personal interest" (Reis 1984).

Who is Renzulli?

Well Above Average Ability

The Enrichment Triad

Type II

Renzulli is a psychologist that currently works as a Professor of Educational Psychology at the University of Connecticut. Renzulli has been publishing research since the late 1970s and still researches and studies gifted development today. His major contributions to gifted education include the following:

  • the Three-Ring Conception of Giftedness
  • the Enrichment Triad

Well above average ability can be broken into either general ability or specific abilities. General ability is "the capacity to process information, to integrate experiences that result in appropriate and adaptive responses in new situations, and teh capacity to engage in abstract thinking" (Renzulli 1998). Specific abilities are those that require knowledge or skill to perform a specialized kind of activity.

Examples of general ability would be word fluency or superior memory and are generally measured by tests of general aptitude or intelligence. Examples of specific ability would include ballet, mathematics, or photography and can be measured by achievement tests or performance-based assessments.

In this level, students complete activities that develop high level thinking and feeling processes. Teachers give students activities that require them to develop their critical thinking and problem solving skills. In this level divergent thinking and creativity are also fostered.

Renzulli 1998

Reis 1984

The Enrichment Triad

Type III

The Three-Ring Conception of Giftedness

The basic idea behind the Three-Ring Conception of Giftedness is that no one single criterion can judge a person's level of giftedness. Through the study of gifted people, Renzulli proposed the idea of three main areas

The third level of this triad involves activities during which the student works individually and in groups to investigate real problems. The student must devise appropriate inquiry methods and implement these methods to come to a solution and present these findings to an audience. Teachers act only as facilitators during this level.

Students must have mastered the first two levels to ensure optimal success in level three.

Joseph Renzulli

in which people must excel in order to be classified as gifted. It is the interaction among the three areas that is the necessary ingredient for gifted-level accomplishment.

Reis 1984, DOE 2013

Renzulli, 1998

"Three-Ring Conception of Giftedness", Joseph Renzulli et. al., 1998

"Key Features of Successful Programs for the Gifted and Talented", Sally Reis and Joseph Renzulli, 1984

"Renzulli's Enrichment Triad", The Department of Education, 2013

Psychologist & Researcher

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