Op zoek naar iets anders, kwam ik dit artikel tegen waarin Renzulli uitlegt wat voor hem twee soorten begaafdheid zijn. Het sluit aan bij het onderwerp van dit draadje. Ik heb er wat stukjes uit gekopieerd als een soort samenvatting.
Artikel van Renzulli:
https://gifted.uconn.edu/schoolwide-enr ... tedness/#
Two Types of Giftedness
the difference between two types of giftedness—lesson learning or “schoolhouse” giftedness on one hand, and creative productive giftedness on the other.
Schoolhouse giftedness is the kind most easily measured by standardized ability tests, and therefore the type most conveniently used for selecting students for special programs. The competencies young people display on cognitive ability tests are exactly the kinds of abilities most valued in traditional school learning situations, especially those situations that focus on analytic skills rather that creative or practical skills. Research has shown a high correlation between schoolhouse giftedness and the likelihood of getting high grades in school.
Creative productive giftedness describes those aspects of human activity and involvement where a premium is placed on the development of original ideas, products, artistic expressions, and areas of knowledge that are purposefully designed to have an impact on one or more target audiences. Learning situations that are designed to promote creative productive giftedness emphasize the use and application of knowledge and thinking processes in an integrated, inductive, and real-problem oriented manner. The role of the student is transformed from that of a learner of prescribed lessons and consumer of information to one in which he or she uses the modus operandi of the first-hand inquirer. I have written in some detail about this transformed role of the learner (Renzulli, 1982a), and will only say at this point that it serves as the main rationale for the Type III dimension of the Enrichment Triad Model (discussed later in this article).
The Accelerated Content Approach.
The accelerated content approach usually consisted of providing identified students with above-grade-level material or additional “challenge activities” that were tacked on to regular curricular units (the problems or challenge questions starred at the bottom of the page). The accelerated curriculum approach also included specially designed curricular units that were prepared by teachers or teams of teachers and subject area specialists (Renzulli & Nearine, 1968).
Although the accelerated content or advanced curricular unit approaches certainly have value in advancing what I have described above as lesson-learning giftedness, I view them as examples of quantitative rather than qualitative differentiation.
This modus operandi obviously includes acquisition of advanced content (you can’t be creative with an empty brain), but it is only those persons who go beyond the acquisition of present knowledge who society eventually designates as gifted artists, scientists, authors or inventors.
Simply stated, the deductive model is the one in which the goal of learning is to place into students’ repertoires the content and skills that are almost always delivered through the use of prescribed, presented lessons with predetermined pathways for arriving at what students typically perceive as being the right answer. Contrast this type of learning with the more natural chain of events that take place in inductive situations such as a research laboratory, business office, or film studio. The goal in these situations is to produce a product or service. All resources, information, schedules, and sequences of events are directed toward this goal, and evaluation (rather than grading) is a function of the quality of the product or service as viewed through the eyes of a client or consumer. Everything that results in learning in a research laboratory, for example, is for present use, and, therefore, looking up new information, conducting an experiment, analyzing results, or preparing a report is focused primarily on product delivery rather than some amorphous future situation
https://gifted.uconn.edu/wp-content/upl ... model.gif
Key Features Underlying Type III Enrichment
Type III Enrichment is based on the ideas of a small number of philosophers, theorists, and researchers.5 The work of these persons, coupled with the research and program development activities of my colleagues and myself, has given rise to the approach to learning that I call Type III Enrichment. Underlying this approach are a number of key features that characterize this type of enrichment.
Uniqueness of the Learner. Each learner is unique, and therefore, Type III learning experiences must be engineered in ways that take into account the abilities, interests, and learning styles of the individual. Learning styles include preferences for various instructional techniques, learning environment preferences, thinking style preferences, and expression style preferences. (Note: Over the years my colleagues and I have developed and collected a broad array of instruments to assess interests and various stylistic preferences. Summaries of these instruments can be found in Renzulli, 1994.)
The Role of Enjoyment. Learning is more effective when students enjoy what they are doing, and, therefore, Type III experiences should be constructed and assessed with as much concern for enjoyment as for cognitive growth goals.
Personalization of Learning. Learning is more meaningful and enjoyable when content (i.e., knowledge) and process (i.e., thinking skills, methods of inquiry) are learned within the context of a real and present problem. Attention should therefore be given to opportunities for personalizing student choice in problem selection, the relevance of the problem for individuals or groups, and strategies for assisting students in personalizing problems they might choose to study. Some formal instruction may be used in Type III Enrichment, but a major goal of this approach is to enhance students’ development of and affection for investigative strategies.
Methodological Resources. The use of authentic methods of professional investigators, even when used at a junior level or in connection with investigations that are replications of already conducted work, are nevertheless the sine qua non of creative productive (as opposed to lesson learning) giftedness. Therefore, the major role of the teacher in Type III Enrichment is to assist young people in locating, understanding, and using methodological resources. Included in this role is the essential process of helping young people find and focus authentic problems. This role may require obtaining advice and/or direct involvement from persons with specialized knowledge or talent.
Focus on Products and Services. Creative and productive individuals almost always pursue their work because they hope to have an impact on a particular audience. It is, in fact, this expectation that I believe brings energy, task commitment, and even passion to their work. I view the development of products in Type III learning contexts to be “the assembly plants of mind.” Everything that one has learned, from basic skills to advanced levels of information, cognitive processing, and even interpersonal and intrapersonal skills “comes together” in the development of a product or service that the producer hopes will inform, persuade, entertain, or cause others to believe or behave differently. It is interesting to note that when I first wrote about the important role products played in qualitative differentiation, other writers accused me of “exploiting” gifted students. I am pleased to report that many other writers in the field have now included a product dimension to their work.
By way of summary, the ultimate goal of Type III Enrichment and the key features which underlie it is to replace dependence and passive learning with independence and engaged learning. Although all but the most conservative educators will agree with these key features, much controversy exists about how these (or similar) features may be applied in everyday school situations. A danger also exists that these key features might be viewed as yet another idealized list of glittering generalities that cannot easily be manifested in schools that are overwhelmed by the deductive model of learning and the standards based and test-driven curriculum. Developing a school program based on this approach to learning is not an easy task. Over the years, however, we have achieved a fair amount of success by gaining faculty, administrative, and parental consensus on a small number of easy-to-understand concepts and related services, and by providing resources and training related to each concept and service delivery procedure.