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The Schoolwide Enrichment Model

Rigorous Challenge and Engagement for

Everyone

Caroline S. Cohen, Ph.D.

The Agenda for The Agenda for the Workshop:the Workshop:

1. Introduction to the Schoolwide Enrichment Model

2. The Total Talent Portfolio 3. The Enrichment Triad Model4. Differentiating for Diverse Learners5. Curriculum Compacting6. Enrichment Clusters

Do educators feel like this on a regular basis?

What Is a Model?

I II

CommonGoals

All roads lead to Rome…

UniqueMeans

…but there are many ways to get to Rome.

Ideas(Theory Supported By Research)

Engineering(Practice)

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.

The National Research Center on the Gifted and Talented, 2004 University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007

Student Goals

l Increased learning, challenge, success, and academic achievement

l Enhanced intrinsic motivation for learning

l Improvements in self-directed learning behaviors

l Refinement of analytical, critical, creative, and problem solving skills

l Escalated levels of talent development

Will this be on the Test?

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

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


Knowing our Students

“The more we know about a person, the better we can

plan for them.”Dr. Joseph Renzulli, UCONN

“How can I teach you unless

I know you?”Dr. Carol Tomlinson, University of Virginia

How can we gather information about our students?

Use a Total Talent Portfolio/Learner Profile

Learner Profiles

The first component of the Schoolwide Enrichment Model (SEM) is the Total Talent Portfolio (TTP).

The TTP helps teachers gather information about students’ strengths, abilities, interests, learning styles, and expression styles, and helps make decisions about appropriate follow-up activities. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs

The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

The Total Talent Portfolio/ Learner Profile Definition

The Total Talent Portfolio is a vehicle for gathering and recording information

systematically about students’ abilities, interests, learning styles, and expression

styles.

The Schoolwide Enrichment Model, Drs. Joseph Renzulli & Sally Reis, UCONN

The Total Talent Portfolio/ Learner Profile Theme

• What are the best things we know and can record about the very best aspects of this student’s work?• What are the very best things we can do to capitalize on this information?

See also: Burns, D. E. (1993). Pathways to Investigative Skills. Mansfield Center, CT: Creative Learning Press.McGreevey, A. (1982). My Book of Things and Stuff: An Interest Questionnaire for Young Children. Mansfield Center, CT: Creative Learning Press.Renzulli, J. S. (1977). The Interest-A-Lyzer. Mansfield Center, CT: Creative Learning Press.Renzulli, J. S., Hebert, T. P., & Sorenson, M. S. (1994). Secondary Interest-A-Lyzer. Mansfield Center, CT: Creative Learning Press.

The Schoolwide Enrichment Model, Drs. Joseph Renzulli & Sally Reis, UCONN

SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

FACTORS OF THE “LEARNING STYLES INVENTORY”

1. Projects2. Drill & Recitation3. Peer Teaching4. Discussion5. Teaching Games6. Independent Study7. Programmed Instruction8. Lecture9. Simulation

EXPRESSION STYLE FACTORS

1. Written Products2. Oral Products3. Artistic Products4. Computer Technology5. Audio/Visual Technology6. Commercial Products7. Service Products8. Dramatization Products9. Manipulative Products10.Musical Products

“Turn and Talk”

1. How, in your planning and teaching, could you use the Total Talent Portfolio or the Profiler?

2. How would you introduce and implement the Total Talent Portfolio or the Profiler in your school?


The principles of enrichment learning and teaching are:

Each learner is unique.

Learning is more effective when students enjoy what they are doing.

Learning is more meaningful when content and process are learned within the context of a real problem.

Learning can be enhanced through informal instruction that uses applications of students' constructed knowledge and skills.

University of Connecticut, 2131 Hillside Road Unit 3007, StorrsThe National Research Center on the Gifted and Talented, 2004, CT 06269-3007

Environment in GeneralRegular

Classroom

TYPE IGENERAL


TYPE IIGROUP

TRAINING ACTIVITIES

TYPE IIIINDIVIDUAL & SMALL

GROUP INVESTIGATIONS OF REAL PROBLEMS

TYPE IGENERAL



Type I Enrichment

Experiences and activities that are purposefully designed to expose students to a wide variety of topics, issues, and activities not ordinarily covered in the regular curriculum.


Type I Enrichment

Resource Personsspeakers, mini-courses, demonstrations, artistic performances, panel discussions

Media/Technology/Library Resourcesfilms, slides, audio, videotapes, television, books, newspapers/magazines, Internet, World Wide Web

Otherfield trips, displays, museum or nature center programs

TYPE IIGROUP

TRAINING ACTIVITIES


Type II Enrichment

The use of instructional methods and materials that are purposefully designed to promote the development of thinking skills and foster the use of authentic, investigative methods in students.


Whole and Small Group Type II Enrichment

l Creative Thinking Skillsl Creative Problem Solving and

Decision Makingl Critical and Logical Thinkingl Affective Skills

Cognitive and Affective Training

Advanced Research Skills and Reference Materialsl Preparation for Type III Investigationsl Library Skillsl Community Resourcesl Electronic Research

Learning-How-to-Learn Skillsl Listening, Observing, and Perceiving Skillsl Notetaking and Outliningl Interviews and Surveysl Analyzing and Organizing Data

l Visual Communicationl Oral Communicationl Written Communication

Communication Skills

Methodological Type IIsHow to:• use a microscope• date archaeological artifacts• develop photographic film• use a computer for drafting• make an animated movie• create newsletters• write for television• think like a historian• make boomerangs• start a business• forecast the weather• classify rocks & minerals• prepare a portfolio

Environment in GeneralRegular

Classroom

TYPE IIIINDIVIDUAL & SMALL

GROUP INVESTIGATIONS OF REAL PROBLEMS


Type III Enrichment

Investigative activities and artistic productions in which the learner assumes the role of a first-hand inquirer and a practicing professional.

SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

University of Connecticut, 2131 Hillside Road Unit 3007, StorrsThe National Research Center on the Gifted and Talented, 2004, CT 06269-3007

Unit: Nutrition

Key Concepts:

#1: Nutritional eating means that we include foods from the 5 major food groups in our daily food selection: the bread, cereal, rice, and pasta group; the vegetable group; the fruit group; the milk, yogurt, and cheese group; and the meat, poultry, fish, dry beans, eggs, and nuts group.

#2: For healthy, balanced eating, we should eat the recommended number of servings from each food group, and use fats and oils sparingly.

#3: People who don’t eat a balanced diet may lack energy and may be more likely to have weight problems or get sick.

#4: Junk food is high in calories and low in nutrients, so it doesn’t fuel the body as well as nutritional foods. When people eat a balanced diet, they crave less junk food.

#5: Exercise has long lasting, beneficial effects on the body, regardless of the degree to which one makes wise decisions about nutrition.

Source: Teaching Gifted Kids in the Regular Classroom – Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented by Susan Winebrenner

Products Based on Expression Style Inventory

Written

Oral

Artistic

Computer

Audio/Visual

Commercial

Service

Dramatization

Manipulative

Musical

Source: My Way … An Expression Style Inventory, K.E. Kettle, J.S. Renzulli, M. G. Rizza, UCONN

Products Based on Expression Style Inventory

Written

Oral

Artistic

Computer

Audio/Visual

Commercial

Service

Dramatization

Manipulative

Musical

Source: My Way … An Expression Style Inventory, K.E. Kettle, J.S. Renzulli, M. G. Rizza, UCONN

WHALE TIC-TAC-TOE

1. Drawa poster picture toshow the two major

groups of whales

2. Demonstratethrough an experimenthow whales eat food.

3. Pretendthe blue whale will changein the next 10 years. Draw the new whale on mural paper.

4. Teacha lesson about how

whalesdiffer from fish. Share this

information on achart paper.

5. Read2 whale stories. Talk

abouthow they are alike and

how they are different. Write 5

whale facts on paper.

6. Writea story or a journalabout the life of a

blue whale.

7. Presentreasons for why or whynot whales are called

the “gentle giantsof the sea.”

8. Act Outsomething you have

learnedabout the blue whale.

Makea stick puppet for

your skit.

9. Builda home for your whale.Use clay for the whale

andMake a diorama to show

The ocean.

I choose activities #________________#_________________,#________________I will complete #5 and I will read_______________________________________________and_______________________________________________________________.Name:___________________________________________Date:______________________

Source: Susan Winebrenner Susan Griggs

Colonial America: A Living Museum through the 8 Multiple Intelligences

1. Body SmartReenact a colonial legend or life activity through a puppet

show, dance, mime or demonstration Use your research to make this

authentic presentation.

2. People SmartTo show how Colonial

Americans interacted with one another, you can role play, simulate, or engage in an activity that reflects the

Colonial times.

3. Me SmartRelive the day in the life of a

Colonial person through journal writing. Record your

character’s thoughts and feelings. You can draw a self-

portrait if you like.

4. Math SmartShow Colonial children at play

with games, hobbies or quilting, - OR - Share some

favorite Colonial recipes through measuring authentic

ingredients.

Every student will research 20 notefacts on selected

topics and become an “expert” about certain

areas of Colonial America. Two books will be required for the research. Students

will group together by interests to perform a

Colonial America “Living Museum”.

6. Nature SmartTo show a colonist’s love of

nature, and your own, you can plant, show simple farming and landscaping techniques used during this time period.

7. Word SmartHow did the Colonial children learn to read and write? Act out the lessons in a Colonial school – create a hornbook.

8. Music SmartCreate a sound poem, a dance, a rhyme from the

Colonial times – OR – take a current song and adapt it to

reflect this history.

5. Art SmartTo show the art and culture

of the Colonial Period, you can

draw, build a small structure:

do needlework or quilt to reflect the times.

Directions:Each of you will research a minimum of 20 note facts of the Colonial Times of American History. You will select an area

of interest and a strength area you may have: Me Smart, etc. Using your research as your guide, you will script and present

“A Living Museum” of the time period. Costumes, backdrop and props will be necessary to complete your presentation.

Ideas taken from Howard Gardner’s Multiple IntelligencesRevised 6/98 by Susan S. Griggs and Louise Misiorek


The Evolution of a Type III:Liza, Grade 3

Type I Activities: 1. Read Little House on the Prairie

by Laura Ingalls Wilder.

2. Saw biographical video on Laura Ingalls Wilder (LIW).

Type II Activities: 1. Read 6 other fictional books by

Laura Ingalls Wilder and 5 nonfiction books.

2. Wrote to LIW Organizations for information.

3. Read primary source materials (letters by LIW).

4. Did research on board game construction.

Type III Product: Original Board Game based on the life of Laura Ingalls Wilder


Applying Triad to an Interdisciplinary Unit on Immigration

l Trade booksl Interest center with artifacts

from other countries (old letters, photographs)

l Display of a timeline on immigration patterns

l Presenters and speakers from Immigration Office, and those who immigrated from other countries

l Video on Ellis Islandl Movies dealing with

immigration

l Oral history interviewing techniques

l Decision making, choosing topics for follow-up study

l Using electronic media to gather information

l Writing newspaper articlesl Doing genealogical research

using "How-To" books (e.g., How to Trace Your Family Tree (1975) by The American Genealogical Research Institute)

Type I Activities Type II Training

ENRICHMENT TRIAD WORKSHEETTOPIC:

TYPE 1

TYPE II

TYPE III

CURRICULUM COMPACTINGAppropriate Content And Pacing For Each Student

The success of education depends on adapting teaching to individual differences among learners.

Yuezheng, in 4th century B. C. Chinese treatise, Xue Ji

All students need to work hard.All students need to have an education that fits.

Alane Starko

Teaching well is about teaching everyone well.

Carol Ann Tomlinson

As educators, our goal for each student must include continuous academic forward motion.

Sally Dobyns

Equal treatment of unequals is the most unequal treatment of all.

U.S. Department of Education

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.

–Howard Gardner

When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”

Lillian Katz

What is Differentiation? Matching challenging curriculum with a student’s

interests, abilities, learning styles, and expression styles through a variety of teaching practices.

CURRICULUM

Varied Teaching Practices

"First grade would be all right if it weren't for the 11 sequels."

When once the child has learned that four and two are six, a thousand repetitions will give him no new information, and it is a waste of time to keep him employed in that manner.

J.M. GreenwoodPrinciples of Education Practically Applied, 1888

Compacting

• Assesses what a student knows and what the student still needs to master

• Eliminates content that is already known

• Plans time to be spent in enriched or accelerated study

Goals of Compacting

• Create a challenging learning environment in the classroom and the enrichment program for all children!

• Define objectives and guarantee proficiency in basic curriculum.

• Find time for alternative learning activities based on advanced content and individual student interest.

Approximately 40-50% of traditional classroom material could be eliminated for targeted students.

When teachers eliminated as much as 50% of the curriculum, no differences were found between treatment and control groups in most content areas. In fact, students whose curriculum was compacted scored higher than control group students in some areas.

Individual Educational Programming Guide—The Compactor

Name Age Teacher

School Grade Parent(s)

Individual ConferenceDates and PersonsParticipating in Planningof IEP

Curriculum Areas to Be Considered

for Compacting

Procedures for

Compacting Basic

Materials

Acceleration and/or

Enrichment Activities

What are the student behaviors that suggest compacting?

How will the student’s work be shared with an audience?

“Change It.”

What learning activities are needed to teach the material not previously mastered? (streamlined instruction)

“Prove It.”

How will you use the student’s learner profile? What will be the creative/productive options that will be used as replacement activities?

How will you document prior or rapid mastery? (pre-testing)What material is to be eliminated?

What content does s/he already know about this theme or unit?

Step 3: Creative What alternate activities will be planned for enrichment and/or acceleration? Individual or small group?

Step 2: Mechanical

What learning activities are needed to teach and assess the regular curriculum?

Step 1: Factual What are the objectives? What material will be taught?

Curriculum Compacting

Adapted from: It’s About Time : Inservice Strategies for Curriculum Compacting by Alane J. Starko. Mansfield Center, CT: Creative Learning Press, 1986.

“Name It.”

Student Behaviors Suggesting that Compacting May Be

Necessary

• Consistently finishes tasks quickly

• Finishes reading assignments first

• Appears bored during instruction time

• Brings in outside reading material

• Creates own puzzles, games, or diversions in class

• Consistently daydreams

• Has consistently high performance in one or more academic areas

• Tests scores consistently excellent

• Asks questions that indicate advanced familiarity with material

• Is sought after by other students for assistance

• Uses vocabulary and verbal expression advance of grade level

• Expresses interest in pursuing alternate or advanced topics.

Compacting: “Quick and Dirty” Check

• Is the student in the top reading group or reading at an advanced level?

• Does he or she finish tasks quickly?

• Do you think he or she would benefit from more challenging work?

The National Research Center on the Gifted and Talented, 2004

University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269 - 3007

Curriculum Compacting and Enrichment in Language Arts

Student With Documented Language Arts Strengths—

Nicole reads 3 grades above grade level

Streamlining and Elimination of Regular Curriculum in Language Arts—

Substitution of more advanced Language Arts work

Type I—Exposure to various types of creative writing, reading advanced literary material, videotape of classic books made into movies, books on tape, television specials, and literary topics.

Type II—Selected methodological training

opportunities including a how-to book entitled

Pursuing the Past (1984) by Provenzo, E. F., Jr.,

Provenzo, A. B., & Zorn, P., Jr. CreativeLearning Press,

MansfieldCenter, CT.

Type III—Selection of an individual or small group Type III study such as the creation of a board game.

Curriculum Procedure forCompacting

The Compactor Form

Acceleration and/or EnrichmentTriad

Curriculum Procedure for Compacting

Acceleration and/or Enrichment

The Compactor Form

Triad

Upside, Downside, On Side of Curriculum Compacting

Upside What are the benefits of compacting?

Downside What are my concerns associated with compacting?

On side What have I already done related to compacting?

Source: Differentiated Instructional Strategies in Practice, Training. Implementation, and Supervision. Gayle H. Gregory, 2003.

Enrichment Clusters

Enrichment Opportunities for All Students

Suddenly I remembered why I had gone into teaching in the first place. I had forgotten and I didn’t even know I had forgotten. Then I remembered what I always thought teaching would be all about.

Middle School Teacher in the Enrichment Cluster Research Project

Are nongraded groups of students who share common interests and come together during specially designated time blocks to pursue these interests.

Enrichment Clusters

Renzulli & Reis


Small Group Opportunities—Enrichment Clusters

Key Features of Enrichment Clusters in Your Classroom, Grade Level, or School

Multi-age

Interest-Based

Product-Oriented

Teacher as Facilitator and Participant


Cluster Titles and Descriptions

l Young Authors' Guildl Poet's Workshopl Experimental Robotics Teaml Native American Dance Institutel Creative Cartographers' Society

l Mathematics Competition Leaguel Computer Graphics Design Teaml Experimental Games Research Teaml Institute for the Study of Multicultural

Recreationl Jump into Jazz

Regular Classroom


TYPE I GENERAL


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


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

NoCLB

hildeftored!

…

Debriefing the Schoolwide Enrichment Model

}What?

So What?

Now What?

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Summarize what you have learned about the Schoolwide Enrichment Model. Are there areas of this model that are of interest to you now?

What is the importance of the Schoolwide Enrichment Model to school improvement? How can the Schoolwide Enrichment Model be connected with your school’s/district’s goals for services to highly capable students? How can your own professional experiences be applied to this model?What Schoolwide Enrichment Model service delivery components can you try when you return to your school? What steps would you take to implement these components? What problems would you have to overcome? What else would you like to know about the Schoolwide Enrichment Model?

The Three Phases of Debriefing: Dr. Joseph Renzulli, Dr. Sally Reis, Schoolwide Enrichment Model, University of ConnecticutRevised 4/03 Susan S. Griggs, Talent Development Coordinator/Enrichment Specialist, Westerly, RI School District