Enrichment Triad Model
Developed by Renzulli, the Enrichment Triad Model is perhaps the most widely used curriculum model in gifted education. Its development began in 1977, and since that time the model has been incorporated within the Schoolwide Enrichment Model (Renzulli and Reis, 1985), an approach to gifted education that enhances the regular classroom programmes with a number of the previously discussed provisions.
Initially intended for primary schools, the model has also been adapted for secondary schools in the Secondary Triad Model (Reis and Renzulli, 1986). Since the Enrichment Triad Model serves as the base for each of these adaptations, it is more closely examined here.
The model consists of three interrelated types of enrichment:
- Type I – general exploratory activities (enrichment)
- Type II – group training activities (process)
- Type III – individual and small-group investigations of real problems (product).
Type I
Type I enrichment offers students a wide range of experiences and activities in order to introduce a variety of topics. These may be facilitated through any number of outlets, including:
- printed materials
- electronic media
- field trips
- guest speakers.
Type I moves students beyond the regular curriculum to potentially exciting areas of interest.
Type II
Type II enrichment is designed to give students the skills necessary to carry out investigations and develop a range of thinking and feeling processes. Renzulli and Reis (1986) suggest these include:
- creative thinking
- problem solving
- critical thinking
- decision making
- affective processes
- research skills
- communication skills
- how-to-learn skills.
Type II enrichment enables students to "deal more effectively with advanced, differentiated content" (Riley, 1996, page 188).
In adaptations of this curriculum model, types I and II enrichment are offered to all students.
Type III
Type III enrichment, however, is perhaps most suitable for gifted and talented students.
Within this aspect of the model, students investigate real problems as individuals or small groups. They become producers of knowledge rather than consumers, actively formulating a problem, designing research, and presenting a product.
Renzulli emphasises that students should emulate professional investigators and select appropriate audiences for final products.
These three types of enrichment are not sequential in nature but tend to flow freely from one to the other. As illustrated in the following model (Diagram 5), students might move from a type I activity to type III, and from there back into type II.
Diagram 5: Enrichment Triad Model
If you cannot view this diagram, select this text version.
Example of non-sequential interaction of activity types in Enrichment Triad Model
Imagine a classroom of students listening to a storyteller (type I). During the storytelling, a group of students shows obvious enthusiasm and interest and so spends an additional hour learning storytelling techniques (type II).
Consequently, one student decides that she'd like to create her own story to share at the city's storytelling festival (type III). In writing the story, she discovers she needs more information about her chosen topic (type I), and then considers the design of a costume (type II).
Although the Enrichment Triad Model offers a firm base for gifted programmes, with an array of supporting practice and research, a valid criticism is that the model's focus is predominately on enrichment.
However, when used within a schoolwide plan or in conjunction with other provisions, acceleration opportunities can also be offered. The model is flexible, practical, and appealing to teachers and students alike.