1. Joseph S.Renzulli: The Schoolwide Enrichment Triad

2. The founder: One of the more influential theorists on program delivery today is Joseph Renzulli. Renzulli presented an enrichment model that can be used as a guide in developing defensible programs for the gifted.

3. It is specifically developed to provide differentiated education for gifted students.

4. The first two components of the model, general exploratory activities and process thinking are deemed appropriate for almost all children, And the third component, individual or small group investigation of real problems is seen as most appropriate for gifted learners. Renzulli proposes a three-ring conception of giftedness as the interaction of above average intellectual ability, creativity and task commitment.

5. The model is developed to move gifted students through awareness, (type 1 activities),learning of processes( type 2 activities), and development of real world projects ( type 3 activities). Other objectives include: To expose students to topics that may not be included in the essential curriculum. To increase student skills in research and problem solving. To increase student awareness of personal strengths and potential for success.

6. 1.Certain basic competencies should be mastered by all students so they can adapt effectively to the culture in which they live. 2.Talent pool students are capable of mastering one or more subjects in the regular curriculum at faster pace that average or slow students ( curriculum compacting). 3.A student’s content interests and style of learning must be respected in any enrichment situation.

7. 4. Enrichment experiences and activities may be integrated with regular curriculum themes but must be above and beyond the scope of standard curriculum. 5. Enrichment experiences can take place in almost any setting and involve one or many children. Any student with superior potential for performance and a sincere interest should have the opportunity to pursue the topic in depth.

8. Research on creative-productive people has consistently shown that although no single criterion can be used to determine giftedness, persons who have achieved recognition because of their unique accomplishments and creative contributions possess a relatively well-defined set of three interlocking clusters of traits. These clusters consist of above average, though not necessarily superior, ability, task commitment, and creativity

9. It is important to point out that no single cluster "makes giftedness." Rather, it is the interaction among the three clusters that research has shown to be the necessary ingredient for creative-productive accomplishment. This interaction is represented by the shaded portion of the Figure. It is also important to point out that each cluster plays an important role in contributing to the display of gifted behaviors. This point is emphasized because one of the major errors that continue to be made in identification procedures is to overemphasize superior abilities at the expense of the other two clusters of traits.

10. 1. Well Above Average Ability Well above average ability can be defined in two ways--general ability and specific abilities.

11. General ability:. Examples of general ability are verbal and numerical reasoning, spatial relations, memory, and word fluency. These abilities are usually measured by tests of general aptitude or intelligence, and are broadly applicable to a variety of traditional learning situations.

12. Specific abilities: Examples of specific abilities are chemistry, ballet, mathematics, musical composition, sculpture, and photography. Each specific ability can be further subdivided into even more specific areas (e.g., portrait photography, astrophotography, photo journalism). Specific abilities in certain areas such as mathematics and chemistry have a strong relationship with general ability and, therefore, some indication of potential in these areas can be determined from tests of general aptitude and intelligence. They can also be measured by achievement tests and tests of specific aptitude. Many specific abilities, however, cannot be easily measured by tests, and, therefore, areas such as the arts must be evaluated through one or more performance-based assessment techniques.

13. Within this model the term above average ability will be used to describe both general and specific abilities. Above average should also be interpreted to mean the upper range of potential within any given area. Although it is difficult to assign numerical values to many specific areas of ability, when I refer to "well above average ability" I clearly have in mind persons who are capable of performance or the potential for performance that is representative of the top 15- 20% of any given area of human endeavor.

15. 2. Task Commitment - it can be defined as levels of interest, enthusiasm, fascination, and involvement in a particular problem, area of study, or form of human expression. - The capacity for perseverance, endurance, determination, hard work, and dedicated practice. Self-confidence, a strong ego and a belief in one's ability to carry out important work, freedom from inferiority feelings, drive to achieve. - The ability to identify significant problems within specialized areas; the ability to tune in to major channels of communication and new developments within given fields. Setting high standards for one's work; maintaining an openness to self and external criticism; developing an aesthetic sense of taste, quality, and excellence about one's own work and the work of others.

16. 3. creativity: The third cluster of traits that characterizes gifted persons consists of factors usually lumped together under the general heading of creativity. dimensions of creativity: Originality of thinking and freshness of approaches to architectural problems. Constructive ingenuity. Ability to set aside established conventions and procedures when appropriate. A flair for devising effective and original fulfillments of the major demands of architecture, namely, technology (firmness), visual form (delight), planning (commodity), and human awareness and social purpose.

17. The Enrichment Triad Model consists of three types of enrichment: TYPE I - General Interest / Exploratory Activities These activities are designed to provide students with as wide a range of experiences as possible, and include excursions, club, interest centers, visiting speakers and brainstorming sessions. TYPE II - Group Training Activities / Skills Development these activities are designed to develop thinking and feeling skills and students are involved in designing, experimenting, comparing, analyzing, recording and classifying. Skills to be developed include creative and critical thinking, learning how to learn, using advanced level reference materials and communicating effectively.

18. TYPE III - Individual and Small Group Investigation of Real Problems Students apply the knowledge and skills they have developed while working through Type I and Type II activities. They become investigators of real problems, working on specific areas of study towards presentation to a real audience. Activities include researching, debating, surveying, making a presentation, writing a journal article or producing a book or play. A significant feature of Renzulli's Enrichment Triad model is that all students can work at the first two levels, and the activities generated within these levels support the third level. Type III activities are more appropriate for gifted students, as they allow for the generation of creativity.

19. 1.It was designed specifically for use in programs for the gifted.therefore; it is based on research about characteristics of the gifted who achieve. 2.It takes into account that programs for the gifted must be related to the regular curriculum and that they must expand on the basic competencies taught to all children 3.It provides an overall program framework, including guidelines for program philosophy, definition of giftedness, teaching activities, and strategies for program evaluation.

20. 4. It is simple enough for parents, administers, and students to understand without excessive educational rhetoric. 5. It respects interests and learning styles of gifted students 6. It is incorporated into real-life environment. 7. It provides a philosophy that addresses which students should be served by the program. 8. The materials are practical, affordable and easily accessible.

21. 1.Educators have sometimes adopted the model without seriously considering the philosophical approach necessary for its implication. 2.It emphasizes the selection of those children who show the most potential to successes ( according to society definition of success) rather than children who show an educational need for services for their unique learning styles. 3.Most of the research upon which the three ring conception of giftedness is based was done with adults. 4.It may exclude children form different ethical backgrounds, disadvantaged backgrounds and underachievers. 5.Difficulty in assessing creativity and task commitment.

22. Although the Triad model has its drawbacks, with careful consideration of its philosophical base, teachers can implement it appropriately. Such a program can also has benefits for overall program at the school, increasing the student –centered opportunities and developing more favorable attitudes toward talent development in all students.