49 WHATMAHES A PROBLEM REAL? JOSEPH S. RENZULLI GUiding the Gifted in.the Pursuit of Real Problems: The Transformed Role of the Teacher In the Enrichment Triad Model (Renzulli, 1977), I defined Type III Enrichment as "individual and small group investiga- tions of real problems." A rationale was developed that attempted to support Type III as the highest level of experience that can be offered in special programs for the gifted. A subse- quent article (Renzulli, 1982) "further developed a "defense" for the great emphasis programs for the gifted should place on Type III Enrichment and the important role real problems play in creating vehicles for truly qualitative learning differences. Following a brief review of the characteristics of a real problem and a discussion of the differences between traditional and real problem learning situations, this article will attempt to describe the role teachers should play in guiding students in Type III Enrichment. Any discussion about educational activities that hope to make use of" real problems" must begin with at least some concern for the meaning of this often-used but still largely illusive concept. Although formal definitions are virtually nonexistent. there is some agreement regarding the characteristics or con- ditions associated with real problems. These characteristics are as follows: 1. A real problem must have a personal frame of reference, since it involves an emotional or affec- tive commitment as well as an intellectual or cogni- tive one. 2. A real problem does not have an existing or unique solution. Volume 17 Number 1 First Quarter