2.3 Theoretical Framework
2.3.2 Renzulli’s three-ring conception of giftedness (1978) and Schoolwide Enrichment Model (1997) Schoolwide Enrichment Model (1997)
51 used the CAT4 testing as a measure of learner’s abilities, Gardner’s MI theory was considered important for this theoretical framework. This is followed by some details of Renzulli’s Theory on Giftedness, Operation Houndstooth, and SEM in the next sub- section.
2.3.2 Renzulli’s three-ring conception of giftedness (1978) and
52 description of individual rings based on the 3-ring conception as shown in figure 2.10 are summarised below:
1) Above average ability:
a) General ability: This could be demonstrated as abstract thinking capability, information processing skill, capacity to assimilate experience to adapt appropriate responses to new situations.
b) Specific ability: This would be displayed as domain specific skills.
2) Commitment to task: This could be broadly explained as intrinsic motivation in a specific area.
3) Creativity: This trait is the most complicated to define and measure. It could be explained as divergent thinking or thinking out of the box (Renzulli, 1999).
4) Renzulli further entrenched the three conception rings into a houndstooth model that personified the interactions among the learner and their environment.
According to Renzulli (2020), these interactions led to the progression of the three groups of characteristics that could be identified as gifted behaviours. Renzulli was interested in investigating the conditions that could encourage learners to develop into future empathetic leaders who were equally considerate about the environmental and artistic aspects. Other areas of interest comprised of exploring the correlation between the non-cognitive traits of a person and the extent to which these characteristics influenced the enhancement of their social capital (Renzulli, 2020). A diagrammatic representation of the gifted behaviours and their avenues
53 of performance areas as explained by Renzulli (2020) is shown as figure 2.11 below:
Figure 2.11: Gifted Behaviours and performances (Renzulli 2020, p. 3) 5) Although the effect of intellectual along with financial capital on a country’s
economy can be relatively easily measured, the influence of its social capital is not that obvious. Renzulli (2020) further discussed the positive impacts of social capital on the greater community including the advancements in value systems, trust, collaboration, and cooperation towards achieving the betterment of society.
A prominent and providential movement in the field of social sciences was that of the positive psychology by Martin Seligmen, which converged on advancing the good in the learner’s life instead of the focus on their maladaptive actions. The main objective of positive psychology as applicable to school environments, was
54 to develop a knowledge of learner strengths to help educators understand effective strategies to nurture socially productive values in our students (Renzulli 2020).
Numerous elements of positive progression like leadership, innovation, creativity, philanthropy, and civic commitment could result from appropriate opportunities presented to young adults within their educational institutions. The various categories of learner traits underlying Renzulli’s three ring conception of giftedness with recommendations regarding strategies or providing rich experiences to boost these characteristics at schools can be denoted as below:
Figure 2.12: Operation Houndstooth (Renzulli 2020, p.7)
6) As explained by Renzulli (2020), gifted students must be presented with appropriate opportunities to enhance their intellectual and social capital to provide
55 a holistic education within schools considering their cognitive and co-cognitive abilities.
Renzulli recognised that educators faced many restrictions in the controlled learning environments and challenges by other regulations enforced upon them and developed the Schoolwide Enrichment Model (SEM) to bring back the joy of education for the students and teachers alike. The SEM based on the 3-ring conception of giftedness provided a balanced approach with the expected curriculum demands infused with frequent and methodical enrichment opportunities to engage learners in advancing their abilities, interests, learning flairs, and preferred styles of expression (Renzulli & Reis, 2014).
The SEM placed huge significance on the academic achievement and creativity of students and essentially offered an intricate design for development of schoolwide talent that could be individualised based on learner populations, local resources, school leaderships, and staff creativity and strengths. The original Enrichment Triad Model (1977) by Renzulli described Type-I activities that offered opportunities to learners to a broad range of topics, disciplines, persons, places, and experiences beyond the prescribed curriculum. Further, Type-II enrichment comprised of resources to advance the critical thinking and affective processes alongside instructional practices to promote specific areas of student interest. Finally, Type-III enrichment concerned learners who demonstrated self-regulation, genuine interest, commitment, and independence in pursuing activities or acquisition of specific content or skill (Renzulli & Reis, 2014).
However, these enrichment opportunities were available only to the select few identified as gifted by the school.
56 To rectify this shortcoming and improve the identification of the eligible learners for enrichment, the SEM (1997) was established, whereby approximately 10-15% of high ability learners became eligible for enrichment through comprehensive measures including teacher nominations, numerous assessments, self and parent nominations, or IQ tests. The SEM consisted of ternary service constituents comprising of Curriculum modification and differentiation, Total talent portfolio, and Enrichment as depicted in figure 2.13 below.
Figure 2.13: Schoolwide Enrichment Model (Renzulli & Reis 2014, p. 47)
Renzulli Learning, an online interactive program, was recently introduced to support the SEM implementation to personalise gifted learning for students. Similarly, the Renzulli Profiler was introduced to assess the learner’s strengths, talents, interests, and preferred styles of expression to provide comprehensive information across thirteen important
57 categories including academics, performing arts, sports, and languages from the student’s perspective. This tool enhanced the efficacy of the enrichment program presented to the gifted learners (Renzulli & Reis, 2014). Renzulli’s Scales for Rating the Behavioural Characteristics of Superior Students (SRBCSS) can be used for identification information that can enhance the student profiles and help in provision of appropriate enrichment opportunities (Renzulli et al., 2010).
Renzulli’s theoretical model presented appropriate understanding of systematic enrichment opportunities that could be offered to gifted learners over and above the regular curriculum. The next sub-section explains the Gagné’s Differentiated Model of Giftedness and Talent which was fascinating and captured various interactions between the learner and the environment and was mandated by the KHDA for private education in the UAE (KHDA, 2015).