Renzulli's Enrichment Research Articles

PENGARUH METODE PEMBELAJARAN ENRICHMENT MODEL RENZULLI TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN SEJARAH KELAS XI IPS

The purpose of this study was to determine the effect of Renzulli's Enrichment learning method on students' critical thinking skills in learning history of class XI IPS. This research was conducted at SMA N 1 Purbolinggo. The type of research used is quasi experiment. In this study the design (design) used is Nonequivalent Control Group Design. Conducting research, namely research preparation, test trials, pre-test treatment, learning activities, and post-test administration. The results of the study are as follows: (1) There is a difference in the average historical learning outcomes of students who use the Renzulli Model Enrichment Learning Method ( 𝐱𝟏 = 77.5294) is greater with a range value of 6.8529 than the average using the discussion method ̅𝐱𝟐 = 70.6765), (2) The average results of students' critical thinking skills in history learning using the Renzulli Model Enrichment Learning Method ( 𝐱𝟏 = 77.5294) is greater with a range value of 6.8529 than the average using the discussion method ̅𝐱𝟐 = 70.6765). Thus it can be concluded that the Renzulli Model Enrichment Learning Method has a significant influence on students' critical thinking skills in history learning.

렌쥴리 3부 심화학습 모형 적용이 수학 예비교사의 창의적 문제해결력에 미치는 효과분석

이 연구는 수학 예비교사의 창의적 문제해결력을 분석하기 위하여 Renzulli 3부 심화학습모형을 적용하여 수학교재연구 및 지도법 프로그램을 새롭게 개발하였다. 합의적 평가 기법(Consensual Assessment Technique)으로 수학교재연구 및 지도법 프로그램을 수강한 34명의 예비교사들이 제출한 수학 수업지도안 과제 데이터를 분석하였다. 분석 결과 첫째, 문제해결을 위한 광범위하고 일반적인 어떤 목표를 설정하고 어떤 도전이나 기회를 선택하려는 관심 영역에 대한 수렴적 사고를 보여주었다. 둘째, 다양한 아이디어들을 생성해 내는 발산적 사고와 독특한 아이디어를 선택하는 수렴적 사고를 보여 주었다. 셋째, 단원의 지도 계통을 이미 배운 내용과 이번에 배울 내용을 위계적으로 연결 시키고 앞으로 배울 내용에 계통성을 창의적 방법으로 제시하였다. 또한, 문제해결을 위한 광범위하고 일반적인 목표를 설정하고 그 중에서 관심이 있는 부분을 선택하여 그 계통도를 도식화하였다. 아울러 문제 진술을 여러 가지로 표현한 문제발견의 발산적 사고와 수렴적 사고를 보여 주었다. 결론적으로 Renzulli 심화학습모형을 적용한 수학교재연구 및 지도법 프로그램에서 수학 예비교사의 창의적 문제해결력이 긍정적으로 향상되었다고 말할 수 있다.

초등 수학 영재를 위한 Renzulli의 삼부심화모델 도입 개방형 수학 문제 만들기 프로그램 개발 및 적용

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.

Comparative Study Models Used in the Education of the Gifted Children

A Comparative Study of Models Used In The education of Highly Talented Children Probability of a countries potential student to be highly talented is likely to be around % 2-3. If highly talented for society and problematic individuals are high. This will be apparent if the lives of historic figures like Beethoven, Tolstoy, Walt Disney, Abraham Lincoln, Winston Churchill, Albert Einstein, Newton, Edison, and Werner Von Braun, who are high or special talents, were to be studied. Models are prepared and implemented for the training - education of highly talented students. Some of these often mentioned in literature are; Renzulli's Enrichment Triad Model, Feldhusen and Kollff's Three-Stage Model, Treffinger‘s Self-Initiated Learning Model, Betts and Kercher's Autonomus Learner Model. In this study models used in the training -education of highly talented individuals will be discussed.

The Elasticated Learner: Beyond Curriculum Learning Opportunities in a Local Education Authority

After one Saturday workshop, Chris (an 11 year old) told me he was becoming an ‘elasticated learner’. This seems to succinctly sum up the purpose of education in general and the APEX (Able Pupils Extending Opportunities) out of hours sessions in particular, with the emphasis being not only on flexible, increased capacity but also on the ownership by the learner of the process. How can we help more young people to become ‘elasticated learners ‘; high ability learners willing and able to seek out and profit from learning experiences which will challenge and extend them, take them to new and uncharted territory and contribute to their educational voyage? Good curriculum teaching and school improvement are essential, but not sole, components of provision to meet the needs of high ability pupils. Children need to gain the competence, confidence and motivation to develop and achieve their ambitions as adults to their own and society's benefits. To this end it is argued that varied out of hours learning opportunities need to be developed in a variety of venues. It is proposed that Renzulli's Enrichment Triad model is used to develop coherent provision with the Saturday Workshops and Summer Schools, which form part of the APEX (Able Pupils Extending Opportunities) Project in Bath and North East Somerset, given as examples.

Providing for Under-Achieving Students Using Renzulli's type III Enrichment Activities

Identification through Provision—just pleasant words or a force for change? A Curriculum of Opportunity—what does it begin to look like? The Culture of Blame-how can schools redress the balance? Authentic Learning-does it have a place in the National Curriculum? Educational Research-can it really help with provision? Renzulli's Enrichment Model-is it appropriate for underachievers?

A Problem Solving Strategy for Gifted Learners in South Africa

Many educators and parents in South Africa are concerned about the provision of appropriate educational opportunities for gifted learners. A policy of mainstream education for all learners, including gifted learners, has been accepted by the national Department of Education. In this article a strategy of problem solving in the teaching and learning of gifted learners is explored as a possible way of differentiating the curriculum in order to optimise learning for gifted learners. The TASC (Teaching Actively in a Social Context Model) and Renzulli's Enrichment Triad Model in which learners are required to solve authentic problems are cited as valuable teaching-learning programmes in this regard.

Bringing Clarity to “This Thing Called Giftedness”: A Response to Dr. Renzulli

Dr. Renzulli's Enrichment Triad and SEM models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be underrepresented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field.

Giftedness as a Function of Right Mediation

This article discusses the responsibility of the environment in identifying and in nurturing the gifted. The concept of mediation (Feuerstein, 1979), which usually focuses on enhancing cognitive functions and strategies, among disfunctioning populations, is broadened by relating to a wider population (potentially gifted), as well as to a variety of functions (motivational and psychological). Renzulli's Enrichment Model for the gifted is analysed, using the basic parameters of Mediated Learning Experience.

Kindergarten and first grade: A time for developing and nurturing gifted behaviors in young children

This article concludes that there is a tremendous need for gifted programs at the kindergarten and first grade levels. A review of the literature suggests that it is difficult to identify young gifted children through traditional screening techniques. The author concludes that Renzulli's Enrichment Triad Model may prove useful for identifying young gifted children.

Enrichment programming for gifted and talented high school students

The author describes a special program for gifted and talented high school students that is based on Renzulli's Enrichment Triad Model. In the Seminar I class for freshmen, enrichment activities emphasize training in research and computer skills. Sophomores, juniors, and seniors in the Seminar II class spend more time on Type III projects.

The Learning Enrichment Service: an Innovative Model for Involving Parents in the Education of Gifted Adolescents

The Learning Enrichment Service (LES) is a multi-optioned, research-based model for better meeting the enrichment needs of gifted adolescents and their teachers in an economical and efficient way. With its theoretical basis in Renzulli's Enrichment Triad Model and the Revolving Door Identification Model, LES provides secondary educators and administrators with a comprehensive means of co-ordinating and facilitating enrichment programming in the regular classroom, the specialized classroom and beyond the school into the community. Because of its broad-based and flexible structure, LES offers opportunities for the parents of gifted adolescents to become involved not only in the education of their children but also in the education of other children in unique and powerful ways.

A creative arts model for gifted and talented students using community resources and people

This article describes the CREST (Creative Resources Enriching Student Talents) program's creative arts model for gifted elementary school students. Using Type I, II, and III activities adapted from Renzulli's enrichment triad model, courses in the visual and performing arts using community resources and artists are scheduled to broaden and enhance each child's creativity. The process encompasses both the gifted and talented students for whom art studies are a growth experience. Identification, goals, planning, curriculum design, and management are explained, and evidence of successful Type III projects are documented.

A Developmental Model for a Gifted Program Using Renzulli's Enrichment Triad

A Developmental Model for a Gifted Program Using Renzulli's Enrichment Triad

A Curriculum Unit Based on Renzulli's Enrichment Triad Model: Halley's Commet

A Curriculum Unit Based on Renzulli's Enrichment Triad Model: Halley's Commet

Renzulli's Enrichment scheme for the Gifted: Educational Accommodation of the Gifted in the American Context

Renzulii's enrichment scheme for the gifted has been celebrated, spread, and adopted throughout the United States without questioning the conceptual and theoretical foundations of his entire ‘educational programming system.’ It is, therefore, the intent of the author (1) to critically examine Reis' and Renzulli's conceptually weak case for a broadened conception of giftedness; (b) to point out the severe theoretical short-comings of his enrichment triad; and (c) to make educators aware of the highly accommodating and misleading nature of Renzulli's ‘Revolving Door Identification Model (RDIM).’

Music Experiences for the Gifted and Talented: Adapting the Renzulli Enrichment Triad Model

Music Experiences for the Gifted and Talented: Adapting the Renzulli Enrichment Triad Model

LRP = IN (5PS/3ST) = SD/GTP a Formula for Staff Development for Programming for Gifted and Talented Students

Excellence in the education of the gifted student demands an equally excellent education of the teachers of the gifted and of the supporting educational community. A long-range program of staff development must be an integral part of any process of program development and maintenance. In this change-agentry model, staff development activities are viewed within a framework of three program stages: awareness, implementation, and maintenance. Selection of inservice activities appropriate to each stage are based on the developmental theories of Bloom (cognitive) and Krathwohl (affective) and on Renzulli's Enrichment Triad Model for gifted students.

Some Effects of an Experimental Curriculum Designed to Meet the Religious Needs of Gifted Adolescents

An experimental curriculum using the Renzulli enrichment triad which includes exploratory activities, group processes, and in-depth study was compared with an alternate curriculum using group problem-solving processes in religious education with 25 gifted adolescents over a 12-week period. Criteria were religious and social values, principled morality scores, and religious practices. Reliable differences favoring the experimental curriculum were found for religious values and religious practices; no differences were found for social values and principled morality. Religious values for both groups were significantly greater than social values. High positive correlations between religious values and religious practices suggested that students apparently practice what they profess to believe. Implications were discussed.