Presentation on theme: "Schoolwide Enrichment Model"— Presentation transcript:
1 Schoolwide Enrichment Model ByJoe RenzulliSally Reis
2 There is no one “best way”…here is what we mean by a continuum of services…
3 The Schoolwide Enrichment Model School StructuresREGULAR CLASSROOMEnrichment Learning and TeachingTYPE I GENERAL EXPLORATORY ACTIVITIESTYPE II GROUP TRAINING ACTIVITIESTYPE IIIINDIVIDUAL & SMALL GROUPINVESTIGATIONS OF REAL PROBLEMSENVIRONMENTThe Total Talent PortfolioCurriculum Modification TechniquesThe Regular CurriculumThe Enrichment ClustersThe Continuumof SpecialServicesOrganizationalComponentsResourcesIdentificationInstrumentsCurriculumMaterialsStaff DevelopmentTraining MaterialsEvaluationService Delivery Components
4 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’ talent areas and unique strengths, 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.
5 WHAT MAKES GIFTEDNESS? Above Average Ability Task Commitment CreativityUACITP
6 Continuum of Ideologies in Gifted EducationTraditional Contemporary(Conservative) (Liberal)Gifted Students Defined ·························Gifted Behaviors and ServicesDefinedFormal Identification································Flexible IdentificationCertified “Gifted” Development of Gifted BehaviorsGrouping by Ability··································Grouping by Interests, Motivation, Learning Styles, and TasksFunding by “Body Count” ·······················Funding by Total District PopulationDesignated Teachers for ·······················Designated Schoolwide EnrichmentGifted Students Teaching Specialists
7 Two Types of Giftedness Schoolhouse GiftednessCreative/Productive Giftedness
8 [Automatic, and Based on Local Norms] [Approximately 50% ofTest Score CriteriaThe Talent Pool]Step 199th%ileTest ScoreNominations[Automatic, and Based onLocal Norms]92ndTotal Talent Pool Consists of Approximately 15% of the General Population[Approximately 50% ofNon-Test CriteriaThe Talent Pool]Step 2Teacher Nominations[Automatic Except in Cases of Teachers Who Are Over or Under Nominators]Step 3Alternative PathwaysCase StudySpecial NominationsStep 4Case StudyNotification of ParentsStep 5Action Information NominationsStep 6Renzulli Identification System
9 The Total Talent Portfolio Looking at strengths & interests
23 Type I: DebriefingWhat 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?
24 TYPE I TYPE II* TYPE III GENERAL EXPLORATORY ACTIVITIES GROUP TRAINING ACTIVITIESTYPE IIIINDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMSEnvironmentin GeneralRegularClassroom
25 TAXONOMY OF COGNITIVE & AFFECTIVE PROCESSES (The "Type II Matrix" JSR: 2001) I. Cognitive Thinking SkillsA. Creative Thinking SkillsB. Creative Problem-Solving & Decision-MakingC. Critical and Logical ThinkingII. Character Development and Affective Process SkillsA. Character DevelopmentB. Interpersonal SkillsC. Intrapersonal SkillsIII. Learning How-To Learn SkillsA. Listening, Observing, & PerceivingB. Reading, Notetaking, & OutliningC. Interviewing & SurveyingD. Analyzing & Organizing DataIV. Using Advanced Research Skills & Reference MaterialsA. Preparing for Research & Investigative ProjectsB. Library & Electronic ReferenceC. Finding & Using Community ResourcesV. Written, Oral, and Visual Communication SkillsA. Written Communication SkillsB. Oral Communication SkillsC. Visual Communication Skills
26 CRITICAL AND LOGICAL THINKING SKILLS Type II Thinking Skills TaxonomyCRITICAL AND LOGICAL THINKING SKILLSAnalogiesInferencesInductive ReasoningDeductive ReasoningSyllogismsProbabilityDilemmasParadoxesAnalysis of:ContentElementsTrends and PatternsRelationshipsOrganizing PrinciplesPropaganda and BiasComputer ProgrammingConditional ReasoningAmbiguityFallaciesEmotive WordsDefinition of TermsCategorical PropositionsClassificationValidity TestingReliability TestingTranslationInterpretationExtrapolationPatterningSequencingFlow Charting
28 Questions that can be used to Escalate the Level of Discussions about Concepts and Ideas
29 Relationships How do these terms go together? Why do they belong together?Is there a name we can give to the relationship?Is there anything that does not belong?How are things alike?
30 Clarity Is it clear? What does it tell someone? What makes it clear to someone else?
31 Consistency with Evidence How is the statement supported by observations?How is the statement supported by the observations of others?How is the statement supported by data?How does evidence from nature support the statement?How well does your statement reflect the data?
32 Use of ExamplesCan you give an example?Why is it a good example for this purpose?Is there a better example for this purpose?Can you think of an original example?
33 Making Sense Is this what you expected? Are there any surprises here? Is there anything that does not fit?Does your hypothesis make sense, given what you know?Can you predict what will be the outcome?
34 Acknowledge Alternative Explanations How else can this be explained?Is your explanation or hypothesis plausible? Can it happen?What does this explanation say that the other doesn’t?
35 How is this term related to something we did before? Elaboration of a ThemeHow is this term related to something we did before?Is it familiar? If so, how?How is it related to anything you did in another class?
36 AccuracyIs the statement consistent with other information on the same topic?How does your model compare with other models?How does it compare with other representations?(From Gitomer, D. (1993). Performance assessment and educational measurement. In Construction Versus Choice in Cognitive Measurement, Randy Benner & William Ward (Eds.) Hillside, NJ: Lawrence Erlbaun Associates, Publishers, Inc.
37 TYPE I TYPE II TYPE III* GENERAL EXPLORATORY ACTIVITIES GROUP TRAINING ACTIVITIESTYPE III*INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMSEnvironmentin GeneralRegularClassroom
38 Investigating real problems… The young person thinking,feeling, and doing like thepracticing professional...“We don’t expect little children to do great things, but we expect them to do little things in a great way…even if at a more junior level than adult scientists, writers, filmmakers, etc.”
39 What makes a problem real? What makes a Type III qualitatively different from a typical school assignment?1. Personalization of the problem2. Use of authentic methodology3. Developed to have an impacton a real audience (other thanor in addition to the teacher)
40 A guide for Facilitating a Type III TARGETING ON TYPE III Finding Appropriate Outlets For Students' WorkFinding Appropriate Audiences for Students' WorkManicure, Revise, Rewrite, Polish ProductFeedback, Encouragement, Editorial Assistance, Shoulder to Cry onTARGETING ON TYPE IIIHuman & Material ResourcesTeacher as ManagerFocus on Methodology orHow-To-Do-It in a Particular FieldA guide forFacilitatinga Type IIIInterview with Resource TeacherBegin Development of Management PlanProblem Finding and FocusingAbove Average Ability Student with an Idea, Interest and Commitmentto PursuetheIdea/Interest
43 Choosing a Subject and Finding Information About It The beginner can easily discover a subject that interests him and that will be worthy of investigation—at least at an introductory level. He needs only to ask himself four sets of questions:The first set of questions is geographical. They center around the interrogative: “Where?” What area of the world do I wish to investigate? The Far East? Brazil? My country? My city? My neighborhood?The second set of questions is biographical. They center around the interrogative: “Who?” What persons am I interested in? The Chinese? The Greeks? My ancestors? My neighbors? A famous individual?The third set of questions is chronological. They center around the interrogative: “When?” What period of the past do I wish to study? From the beginnings till now? The fifth century B. C.? The Middle Ages? The 1780’s? Last year?The fourth set of questions is functional or occupational. They center around the interrogative: “What?” What spheres of human interest concern me most? What kinds of human activity? Economics? Literature? Athletics? Politics?Understamding History: A Primer of Historical Method (Gottschalk, 1969)
44 Instructional Products Concrete Products: Physical constructions young people create as they investigate the representative topics and interact with the principles, concepts and methodology of the discipline.Artistic ProductsArchitectureMuralsSculptureMapsGraphic DesignsPerformance ProductsSkitsRole playingDanceMimeInterpretive SongSpoken ProductsDebatesSpeechesDemonstrationsPanel DiscussionsBook TalksVisual ProductsVideosMusical ScoresBlueprintsDiagrams/ChartsTimelines
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