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The Schoolwide Enrichment Model. Dr. Joseph Renzulli Dr. Sally Reis “Schools are places for talent development”. Dr. Barry Oreck Director of New York City Professional Development for the Schoolwide Enrichment Model [email protected]. - PowerPoint PPT Presentation
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Dr. Joseph RenzulliDr. Sally Reis
“Schools are places for talent development”Dr. Barry Oreck
Director of New York City Professional Development for the Schoolwide
Enrichment Model [email protected]
www.gifted.uconn.edu
NRCG/T
The National Research Center on the Gifted and Talented
Enrichment Learning Enrichment Learning and Teachingand Teaching
Each learner is UNIQUE, and therefore, all learning experiences must be examined in ways that take into account the abilities, interests and learning styles of the individual.
Enrichment Learning Enrichment Learning and Teachingand Teaching
Learning is more effective when students ENJOY what they are doing, and therefore, learning experiences should be constructed and assessed with as much concern for enjoyment as for other goals.
Enrichment Learning Enrichment Learning and Teachingand Teaching
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.
An Enrichment Approach to An Enrichment Approach to TeachingTeaching
Based on interests of students and teachers Focused on a problem or issue of concern to
the participants Culminates in a project or service with a
real-world audience
Curricular or Interest-based Enrichment Clusters
15
Enjoyment
Engagement
Enthusiasm
WHAT MAKES GIFTEDNESS?
Above Average Ability
Task Commitment
U
A
CI
C
T P
Creativity
“…we believe gifted behaviors take place in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).”
The Schoolwide Enrichment Model J.S. Renzulli & Sally M. Reis
I
C
P
T
A
U
C
Renzulli Three-Ring Conception of Giftedness
Theme: A rising tide lifts all ships…
The main focus of The Schoolwide Enrichment Model is to apply the pedagogy of gifted education to total school improvement.
All students, from struggling learners to our most advanced students do better in an atmosphere that values diversity among fellow students, and a broad range of learning options that are designed to promote high levels of achievement, creative productivity, motivation, and respect for the uniqueness of each student.
REGULAR CLASSROOM
Enrichment Learning and Teaching
TYPE I GENERAL
EXPLORATORY ACTIVITIES
TYPE II GROUP
TRAINING ACTIVITIES
TYPE IIIINDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
ENVIRONMENT
The Schoolwide Enrichment ModelJoseph S. Renzulli & Sally M. Reis
www.gifted.uconn.edu
Service Delivery Components
The Total Talent Portfolio
Curriculum Modification Techniques
School Structures
The Regular
Curriculum The
Enrichment
ClustersThe Contin
uum
of Special
Services
Organizational
Components
Resources
• Identification
Instruments
• Curriculum
Materials
•Staff D
evelopment
Training Materials
• Evaluation
Instru
ments
The Total Talent Portfolio
Looking at three kinds of strengths…
Regular Classroom
Enrichment Learning and Teaching
TYPE I GENERAL
EXPLORATORY ACTIVITIES
TYPE II GROUP
TRAINNING ACTIVITIES
TYPE IIIINDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment
T he Schoolwide Enrichment ModelJoseph S. Renzulli & Sally M. Reis
www.gifted.uconn.eduService Delivery Components
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning Enrichment Learning and Teaching:and Teaching:
The Enrichment TriadThe Enrichment TriadUsing the Enrichment Triad to develop giftedness…
TYPE IGENERAL
EXPLORATORY ACTIVITIES
Type I: DebriefingType I: Debriefing*What did you find interesting about the presentation? *Did this presentation raise any questions in your mind? *What else would you like to know? *Where could we find more information about this topic? *Are there any careers that this presentation makes you think of? *What good ideas can you share about projects, research studies, creative writing, etc. that this might be used to learn more about this topic? *Would anyone like to meet with me individually to explore possible follow ups to this Type I?
TYPE IIGROUP
TRAINING ACTIVITIES
Key QuestionsKey Questions What do people with an interest in this area
do? What products/services do they create/provide? What methods do they use to carry out their
work? What resources/materials are needed to
produce high quality products/services? How and with whom do they communicate the
results of their work? What steps are needed to have an impact on
intended audiences?
TAXONOMY OF COGNITIVE AND AFFECTIVE PROCESSES(The "Type II Matrix" JSR: 2001)
I. Cognitive Thinking Skills K-3 4-8 9-12
A. Creative Thinking Skills
B. Creative Problem-Solving & Decision-Making
C. Critical and Logical Thinking
II. Character Development and AffectiveProcess Skills
K-3 4-8 9-12
A. Character Development
B. Interpersonal Skills
C. Intrapersonal Skills
III. Learning How-To Learn Skills K-3 4-8 9-12
A. Listening, Observing, and Perceiving
B. Reading, Notetaking, and Outlining
C. Interviewing and Surveying
D. Analyzing and Organizing Data
IV. Using Advanced Research Skills &Reference Materials
K-3 4-8 9-12
A. Preparing for Research and InvestigativeProjects
B. Library and Electronic Reference
C. Finding and Using Community Resources
V. Written, Oral, and VisualCommunication Skills
K-3 4-8 9-12
A. Written Communication Skills
B. Oral Communication Skills
C. Visual Communication Skills
TYPE IIIINDIVIDUAL & SMALL
GROUP INVESTIGATIONS OF REAL PROBLEMS
What makes a Type III qualitatively What makes a Type III qualitatively different from a typical school different from a typical school assignment?assignment?
1. Personalization of the problem
2. Use of authentic methodology
3. Developed to have an impact on a real audience (other than or in addition to the teacher)
What makes a problem real?What makes a problem real?
Super Hint Number 1 forgetting more authentic Type IIIs…
Super Hint Number 1 forgetting more authentic Type IIIs…
Think Data…
Think Instruments!
Super Hint Number 2 forgetting more authentic Type IIIs…
Super Hint Number 2 forgetting more authentic Type IIIs…
Learn all you can about
How-To Books in the areas of your
student’s interests.
Super Hint Number 3 forgetting more authentic Type IIIs…Super Hint Number 3 forgetting more authentic Type IIIs…
Help students explore the full range of product options.
Decorate the school environment with numerous types of
products from various disciplines.
Super Hints Number 4, 5, and 6Super Hints Number 4, 5, and 6
Action…
Action…
Action!
Are nongraded groups of students who share common interests and come together during specially designated time blocks to pursue these interests.
Enrichment ClustersEnrichment Clusters
Renzulli & Reis
“Every student is special if we create conditions that make each student a specialist in a special group.”
Enrichment ClustersEnrichment Clusters
Major Features of Major Features of Enrichment ClustersEnrichment Clusters
Theme: Every student is special if we create conditions that make each student a specialist in a specialized group.
1. The Golden Rule of Enrichment Clusters: All activity is directed toward the production of a product or service.
2. Students and teachers select the clusters in which they will participate. All students and teachers are involved.
3. Students are grouped across grade levels by interest areas.
4. There are no predetermined lesson or units plans.
Major Features of Major Features of Enrichment ClustersEnrichment Clusters
5. The authentic methods of professional investigators are used to pursue products and service development.
6. Divisions of labor are used to guarantee that all students are not doing the same thing.
7. Specially designated time blocks are set aside for clusters.
8. The Silver Rule of Enrichment Clusters: The rules of regular school are suspended!
What makes a Type III qualitatively different What makes a Type III qualitatively different from a typical school assignment?from a typical school assignment?
1. Personalization of the problem
2. Use of authentic methodology
3. Developed to have an impact on a real audience (other than or in addition to the teacher)
What makes a problem real?
Has a personal frame of reference Is open-ended without an existing solution
or predetermined “right” answer Employs authentic methodologies &
advanced content Developed for an authentic audience
What makes a problem real?What makes a problem real?
-What do people who are interested in this area do? -What products do they create and/or what services do they provide? -How, and with whom, do they communicate the results of their work? -What resources and materials are needed to produce high quality products and services? -What steps need to be taken to have an impact on intended audiences?
Enrichment ClustersEnrichment ClustersThe Key Questions:The Key Questions:
Language Arts, Literature, and the Humanities
The Poets’ Workshop
What is it like to be a poet? Explore the poetry of some of America’s greatest poets, including Robert Frost, Langston Hughes, Emily Dickinson and others. Write, illustrate, and perform original poems or interpret others’ work. Identify outlets for our work.
American Sign Language
How do people communicate without using a voice. In this cluster, American Sign Language will be introduced through both words and songs. Decide what to do with your new found language. Who might be your audience?
Physical and Life SciencesInvention Convention
Are you an inventive thinker? Would you like to be? Come to this cluster to brainstorm a problem, try to identify many solutions, and design an invention to solve the problem. Create your invention individually or with a partner under the guidance of Bob Erickson and his colleagues. You may share your final product and the Young Inventor’s Fair, a statewide, day-long celebration of creativity.
Flight School Pilot your own helicopter! Discover how and why a glider flies and build one to test your ideas. Construct a rubber-powered model airplane and launch your own rocket to understand more about Bernoulli’s Principle and Newton’s Third Law. Discover the history of flight and the science of simple machines. You will be able to plan and complete your own project and experience one of life’s greatest rewards, “taking two steps back to admire your own work.” Mr. Schimmel is a former teacher, director of an environmental education center, and currently a school administrator in Mansfield. He obtained his pilot’s license in 1981 and continues to enjoy learning about why and how bats, birds, and boomerangs—as well as numerous man-made machines—manage to FLY! Mrs. Latino is a fourth grade teacher at Southeast School who has a variety of interests, including skiing and sailing.
The ArtsCreative Puppetry
So you want to be a puppeteer? Come design and create several different kinds of puppets, such as finger puppets, hand puppets, marionettes, and more. Experiment with and develop your own character. Write, direct, or star in a puppet show by bringing your puppets to life in a performance. The stage and your imagination are the only limits.
Cartooning
Doodle, draw, and dabble in the life of comic strip artists and cartoonists. This cluster is for both new and experienced illustrators, artists, and cartoonists. Come prepared to turn on your imagination and creativity. Create your own comical characters and produce a comic strip series for syndication in our crazy comic club or submit your work for publication in another outlet. Samantha Dunnack is a well-read fan of the funnies.
The Chimers: A Handbell ChoirDo you love music? Become a member of the cluster handbell choir, learn the techniques associated with this type of music, and play, compose, and prepare for authentic performances.
Social SciencesCreative Problems, Creative Solutions
Are you interested in becoming involved in the community? Do you have a desire to help others? Identify various problems in our communities or lives and solve them using creative problem solving. Apply creative problem solving to other situations and create and enact your solutions.
Children’s Rights’ Institute
“That’s not fair!” Have these words ever come out of your mouth? What is the difference between whining and real problems? What are the rights of people under 18 years old? Explore laws that define how you live and how they may be different from the laws that determine how other kids live. Develop a plan for action.
MathematicsSurvey Said . . .
Do you want to find out what people think about things? Survey your friends, your family, or the community about something you’ve always wanted to know. Organize their responses in a creative way. Decide how to share this information. Develop and conduct a survey and communicate your results in this exciting enrichment cluster.
Numbers, Mathematics, and Games Come create, produce, and play game with mathematics. What makes a good game and how have games been used in education and in cultures? What can be done with new games? Explore these questions and more on your quest to develop the next game that everyone is talking about.
Bold Folds Can paper frogs jump? Explore this and other questions in a cluster about the Chinese art of Origami. Research the history of Origami and find out how it is used today. Connect Origami to geometry. Produce you own 3-dimensional figures out of paper by practicing with existing designs or designing and creating your own! Decide what can be done today with Origami.
Computers and TechnologyVideo Production
Become a movie maker and produce a video for a box office audience. Show your creativity and movie-making panache through the camera lens and on the big screen. Learn tricks and techniques of the trade while developing your film.
Web Site Designers
Are you interested in web site design? Explore the how, what, and why of web design. Sharpen your skills and determine a product or service and begin creating. Work alone or with a design team.
Physical EducationCultural Stompers Institute
In this cluster, you will be able to design an interactive process that will facilitate cultural diversity and rhythmic stomping movements. You can use your skills to design costumes or develop different and unique steps. Create community performances, workshops, and beyond.
Spring Training
Come try activities designed to enhance your total body awareness. Discover how to use your minds to become more skillful, fit, and knowledgeable about your physical abilities. Brainstorm and determine ways to have an impact on ourselves and others who may not have an interest in personal fitness. Personal trainers, physical education teachers, Dr. Michael Gerich and Kelli MacFarlane will guide you through this cluster.
Industrial Arts/Home EconomicsCulinary Arts Institutes
Is cooking and eating your thing? How does a chef differ from a cook? What makes good food great? Join Chef Roger in a culinary journey. Develop skills and identify products and services to which to apply your love of cooking and eating. The kitchen is big!
Habitat for Humanity
Are you interested in construction and tools as well as making a difference in the community. If so, this cluster is for you. Join Habitat for Humanity in our town as we work to develop livable residences for elderly and needy residents.
Renzulli, Gentry,& Reis, 2004 68
Planning: OK, the details, Planning: OK, the details,
Step 1: Learn about student and staff interests– Interest Assessment (student/staff)– Count frequencies of popular topics, seek
facilitators– There will be a mis-match, which is OK, as interests
will also be developed– Don’t have to be an expert, just willing– Use interest information in the general education
program
Renzulli, Gentry,& Reis, 2004 69
Planning: OK, the details, Planning: OK, the details, 7 easy steps7 easy steps
Step 2: Setting up the Wall Chart– What areas would your school have– What topics might you offer
Renzulli, Gentry,& Reis, 2004 70
Developing your own ECDeveloping your own EC
Escalation of Content & Process– Have an interest in topic and feel for content
escalation– Know how to find resources– Organize activities so that knowledge
escalation is pursued and hands-on– Document level of advanced
content/process
Renzulli, Gentry,& Reis, 2004 71
Developing your own ECDeveloping your own EC
Launching your Enrichment Cluster– Introductions– Display tools/products– Speaker– Facilitate brainstorm about possibilities such
as in our simulation– Student choice, student directed, student
centered
Product Planning Guide
Models/Construction ProductsDrama sets
Sculpture
Relief map
Habitat
Bridges
Inventions
Food
Vehicles
Fitness trails
Microscopes
Microscope slides
Aqueducts
Terrariums
Greenhouses
Gardens
Dioramas
Shelters
Collections
Ceremonies
Learning centers
Pottery
Working models
Ant farms
Buildings
Toys
Games
Books
Solar collectors
Bird houses
Bulletin boards
Circuit boards
Paper engineering
Puppet theaters
Computer programs
Computers
Documentaries
Exhibitions
Interviews
Scale models
3-d figures
Graphs
Furniture
Instruments
Robots
Machines
Rockets
Play facilities
Quilts
Multimedia presentation
Hydroponic farms
Masks
Robots
Gifts
Catalogs
Mazes
Blueprints
Product Planning Guide
Written ProductsPamphlets
Brochures
Books
Speeches
Captions
Charts
Radio programs
Instructions
Interview questions
Outlines
Simulations
Recipes
Legends
Definitions
Bibliographies
Rhymes
Parables
Advertisements
Laws
Graphs
Notes
Diaries/journals
Poetry
Marketing plans
Comic strips
Jokes/riddles
Slogans
Songs/lyrics
Questionnaires
Invitations
Story boards
Greeting cards
Analyses
Epics
Web pages
Autobiographies
Flow charts
Amendments
Family trees
Position statements
Banners
Plays/skits
Letters/postcards
Crossword puzzles
Summaries
Consumer reports
Articles (newspaper, journal, etc.)
Lists
Budgets
Criteria listings
Census reports
Folktales
Graphic organizers
Story problems
Public service announcements
Ethnography
Maps
Timelines
Multimedia presentations
Discussion group questions
Limericks
Grants
Product Planning Guide
Artistic ProductsArchitecture
Murals
Decoration
Sculpture
Filmstrips
Slide shows
Comic strips
Yearbook
Advertisements
Drawing
Graphic design
Photography
Engraving
Etching
Batik
Exhibits
Cartoons
Book covers/designs
Fabric design
Maps
Mobiles
Fashion design
Jewelry
Diorama
Furniture design
Wood carvings
Political cartoons
Horticultural design
Landscaping
Terrariums
Mosaic
Collage
Silk screens
Movies
Videos
Computer graphics
Aquariums
Painting
Web pages
Package design
Postcards
Posters
Computer graphics
Puzzles
Car designs
Maps
Sewing
Puppets
Set design
Tin ware
Pottery
Iron work
Weaving
Calligraphy
Tessellations
Multimedia presentations
Product Planning GuideSpoken Products
Debates
Speeches
Radio plays
Advertisements
Poetry readings
Storytelling
Poetry for two voices
Interviews
Oral histories
Newscasts
Lecture
Mock trials
Songs
Sales promotions
Simulations
Demonstrations
Phone conversations
Eulogies
Announcements
Comedy routines
D. J. Shows
Panel discussions
Celebrity roasts
Narrations
Sermons
Dedication ceremonies
Weather reports
Rap songs
Town crier
Guided tours
Book talks
Chronicles
Forums
Sign language
Puppet shows
Book reviews
Audiotapes
Infomercials
Master of ceremony
Oral reports
Performance ProductsSkits
Role playing
Simulations
Theatrical performance
Vocal
Athletic events
Dance
Mime
Puppet shows
Dramatic monologues
Comic performances
Demonstrations
Films/videos
Reader’s theater
Poetry readings
Improvisations
Musical performance
Experiments
Interpretive song
Composition
Chorale
Concerts
Parades
Reenactments
Product Planning GuideVisual Products
Videos
Slide/digital photo shows
Computer printouts
Sculptures
Table settings
Advertisements
Puppets
Calendars
Musical scores
Book jackets
Layouts
Models
Pottery
Proclamations
Computer programs
Timelines
Diagrams/charts
Sketches
Graphs
Collages
Ice sculptures
Demonstrations
Cartoons
Travel brochures
Athletic skills
Blueprints
Lists
Multimedia presentations
Graphic design
Paintings
Maps
Diagrams
Mobiles
Set design
Experiments
Caricatures
Silk screening
Graphic organizer
Photography
Fashion design
Leadership ProductsSpeeches
Plans
School patrols
Leading rallies
Consensus building
Role playing
Mock trails
Musical performances
Elections
Debates
Campaigns
Protests
Open forums
Fund raising
Student council/government
Organizing a business
Organizing a group
Editorials
Service learning projects
Editing a newspaper
Directing a plan
Bulletin board/chat room/discussion group on internet
Club or class webmaster