NAGC works to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research
Joseph S. Renzulli, Ph.D.
Type III Enrichment in The Enrichment Triad Model (Renzulli, 1979) is considered to be the highest level of advanced work that students can pursue. It is defined as “individual and small group investigations of real problems;” and real problems are characterized by the following four criteria:
I sometimes like to define Type III Enrichment as the young person thinking, feeling, and doing like the practicing professional, again, even if at a more junior level than adult professionals. Follow up case studies have often indicated that this type of enrichment has been influential in the career choices of many of the students with whom we have worked.
Although a good deal has been written and filmed about Type III Enrichment (Renzulli, 1982) and a great deal of research has been done on the Model (Reis & Peters, 2020), this brief article and the Type III Management Plan found here is designed to walk the reader through the steps and activities a group of middle school students used to study Victorian structures in their hometown.
We have designed a Type III Management Plan that, in a certain sense, requires students to pay attention to the four criteria listed above. Management Plan completion should be viewed as an evolving activity. Note in the example that follows that the students didn’t even know about the county and national historical organizations that became audiences until they met with their own town historian.
Perhaps a good way to summarize what is intended in a Type III Enrichment project is to raise the following questions and hopefully get the answers provided below:
1. Did every student do it? No
2. Should every student, do it? No
3. Would every student want to do it? No
4. Could every student do it? No
5. Did the student do it willingly and with zest? Yes
6. Did the student use appropriate resources and methodologies? Yes
7. Was the work directed toward having an impact on one or more targeted audiences? Yes
Joseph Renzulli, PH.D., is the Board of Trustees Distinguished Professor at the University of Connecticut.
The views expressed here are not necessarily those of NAGC.
Reis, S. M. & Peters, P. (2020). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International. doi:10.1177/0261429420963987.
Renzulli, J. S. (1979). The Enrichment Triad Model. In J. C. Gowan & E. P. Torrance (Eds.), Educating the ablest: A book of readings on the education of gifted children. Peacock Publishers.
Renzulli, J. S. (1982). What makes a problem real: Stalking the elusive meaning of qualitative differences in gifted education. Gifted Child Quarterly, 26(4), 147–156. https://doi.org/10.1177/001698628202600401