Liz Fogarty, PhDEast Carolina University
Enriching All Students: Using the Schoolwide Enrichment Model to
Challenge and Motivate all Learners
www.gifted.uconn.edu
The National Research Center on the Gifted and Talented
Introductions
NamePositionOne interesting thing about you
4
Overview of the Schoolwide Enrichment
Model
WHAT MAKES GIFTEDNESS?
Above Average Ability
Task Commitment
Creativity
U
A
CI
C
T P
From: Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 180-184, 261.
7
If we succeed in giving the love of
learning, the learning itself is sure to follow.
-John Lubbock
Environment Regular
Classroom
TYPE IGENERAL
EXPLORATORY ACTIVITIES
TYPE IIGROUP
TRAINING ACTIVITIES
TYPE IIIINDIVIDUAL & SMALL
GROUP INVESTIGATIONS OF REAL PROBLEMS
Enrichment Triad
What Type I Experiences Have Most Influenced You
What does the research say?
Social learning theory views "early experiences as a basis for developing …self-efficacy and interests as well as career goals and choices throughout life" (Altman, 1997, p. 241)
“Model” student vs. Student driven by his/her own interest
11
Who Should Attend a Type I
Students with a documented interest
Students who indicate an interest
The entire school
An entire grade level
12
13
14
Top Ten Student Interests
6. Monsters and Mysteries
7. Math Games and Puzzles
8. Life in the Ocean
9. Animals and their Homes
10. Magic
1. Dinosaurs
2. Calculators and Computers
3. Cartoons
4. Art Projects
5. Volcanoes and Earthquakes
15
STOP
20
Talent Pool Identification
Identifying students for SEM:
Step 1: Test score nominations Step 2: Teacher Nominations Step 3: Alternate Pathways Step 4: Special Nominations Step 5: Notification and orientation
of parents Step 6: Action Information
Test
Sco
re C
rite
ria
[A
pp
roxi
mat
ely
50%
of
Th
e Ta
len
t P
oo
l]
No
n-T
est
Cri
teri
a [
Ap
pro
xim
atel
y 50
% o
f T
he
Tale
nt
Po
ol]
Total Talen
t Po
ol C
on
sists of A
pp
roxim
ately 15% o
f the G
eneral P
op
ulatio
n
Renzulli Identification System
Step 1
99th
%ile
92nd %ile
Test ScoreNominations
[Automatic, and Based on Local Norms]
Step 2
Teacher Nominations
[Automatic Except in Cases of Teachers Who Are Over or Under Nominators]
Step 3 Alternative Pathways
Case Study
Special NominationsStep 4 Case Study
Notification of ParentsStep 5
Action Information NominationsStep 6
From Renzulli Learning to creating Clusters …
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
Enrichment Clusters Are NotMini-Courses!
Enrichment clusters are groups of students who share common interests and come together during special time blocks to pursue these interests with adults who share their interests and want to help students develop their talents in this area and produce a product or service!
Major features of Enrichment Clusters
1. The Golden Rule of Clusters:
All activity is directed
toward the production
of a product or service.
Major features of Enrichment Clusters
2. Students and teachers select
the clusters in which they
will participate.
Major features of Enrichment Clusters
3. Students are grouped across
grade levels by interest areas.
Major features of Enrichment Clusters
4. There are no predetermined
lessons or unit plans.
Major features of Enrichment Clusters
5. The authentic methods of professional investigators are used to pursue products and
service development.
Major features of Enrichment Clusters
6. Divisions of labor are used
to guarantee that all students
are not doing the same thing.
Major features of Enrichment Clusters
7. Specially designated time
blocks are set aside
for clusters.
Major features of Enrichment Clusters
8. The Silver Rule of Clusters:
The rules of regular school
are suspended!
Clusters are modeled after the ways in which knowledge acquisition and
application take place in real-world situations.
In clusters, students make use of relevant knowledge and apply
thinking skills to common problems identified by the group.
(Renzulli, Gentry & Reis, 2003, p. 16)
Seven Steps to Implementing Enrichment Clusters on a Schoolwide Basis
1. Assess the Interests of Students and Staff2. Set Up a Wall Chart3. Create a Schedule4. Locate People and Staff to Facilitate Clusters5. Provide an Orientation for Cluster Facilitators6. Prepare Cluster Descriptions and Register
Students by Placing Them in Clusters of Interest to Them
7. Celebrate Your Success
Step 1
Learn about interests of students and staff
- Interest Inventories- Questionnaires- Talk to them- Renzulli Learning Profiles
http://tinyurl.com/chestercluster
Top 3InterestAreas
Top 3LearningStyles
Top 3ProductStyles
Step 2
Set up a wall chart
Start with student and staff interest areas in left column, categorized into larger groupings
Right column – appropriate cluster possibilities
General Interest Areas – Knowledge Organization
Possible Clusters
Language Arts,Literature, and Humanities
The Arts
Physical and Life Sciences
etc…
Step 3
Create a schedule:• The length of cluster blocks• The number of blocks per year• The length of each cluster
session• Days of the week and time of
day
Step 4
Locate facilitators:
School – Teachers, Support Staff, Para-pros
Community – Parents, community volunteers, older students, interns, retired teachers
• Create a network• Call prospective volunteers• Meet with interested volunteers
Colleges andUniversities
Partners in Education
Federal and State Agencies
Businesses
PTO
Co-Workers
Parents
Friends
Teachers and Staff
Community
Religious Organizations
Retirees
Service Clubs
High School Students
Administration
Para-professionals
Step 5
Provide orientation for facilitators
- TODAY’s workshop = ORIENTATION
- Brainstorm cluster implementation
- Enrichment Clusters Database
http://www.gifted.uconn.edu
Step 6
Register students for clusters that interest them.
Teachers -- you should offer clusters in areas that YOU are passionate about…
Step 7
Celebrate your success:
• Newsletter • Product Fair• Slide show • Newspapers• Brochure • Open
house• Web site • PTA Meeting• Video • School
assembly
Questions?
Introductions
Name Position One interesting thing about you
WHAT MAKES GIFTEDNESS?
Above Average Ability
Task Commitment
Creativity
U
A
CI
C
T P
From: Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 180-184, 261.
I’ve mapped out the concepts I’ve already grasped to save you time.
Curriculum Compacting
M
R.
BONES
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.
The Compactor
Joseph Renzulli & Linda H. Smith
Student’s Name Kelly
Areas of Strength
Documenting Mastery Alternate Activities
Reading/
LA
92% on Theme 1 Pretest
-will attend group mini-lessons on only those activities she did not master
-will spend her time finishing her novel
Math Chapter 2
Addition/
Subtraction
91% on Pretest -Worked on addend/inverse sentences w/class
-Did all extra activities with the class, as well as her project
Reading / LA
98% on Theme 2 Pretest
-Will be involved in Birchbark Book group, continue her novel and attend mini-lessons on skills she has not mastered
Best Books for Differentiation
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
“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.”
Teacher from the Enrichment Cluster Research Project
Enrichment Clusters Are NotMini-Courses!
Enrichment clusters are groups of students who share common interests and come together during special time blocks to pursue these interests with adults who share their interests and want to help students develop their talents in this area and produce a product or service!
• Each Learner is unique …therefore all learning experiences must take into account the abilities, interests, and learning styles of the individual
Learning is more effective when
students enjoy what they are doing … therefore learning experiences
should be constructed with as much concern for enjoyment as for other
goals
Major features of Enrichment Clusters
1. The Golden Rule of Clusters:
All activity is directed
toward the production
of a product or service.
Major features of Enrichment Clusters
2. Students and teachers select
the clusters in which they
will participate.
Major features of Enrichment Clusters
3. Students are grouped across
grade levels by interest areas.
Major features of Enrichment Clusters
4. There are no predetermined
lessons or unit plans.
Major features of Enrichment Clusters
5. The authentic methods of professional investigators are used to pursue products and
service development.
Major features of Enrichment Clusters
6. Divisions of labor are used
to guarantee that all students
are not doing the same thing.
Major features of Enrichment Clusters
7. Specially designated time
blocks are set aside
for clusters.
Major features of Enrichment Clusters
8. The Silver Rule of Clusters:
The rules of regular school
are suspended!
Seven Steps to Implementing Enrichment Clusters on a Schoolwide Basis
1. Assess the Interests of Students and Staff2. Set Up a Wall Chart3. Create a Schedule4. Locate People and Staff to Facilitate Clusters5. Provide an Orientation for Cluster Facilitators6. Prepare Cluster Descriptions and Register Students by
Placing Them in Clusters of Interest to Them7. Celebrate Your Success
http://tinyurl.com/chestercluster
Joseph Renzulli
What Makes A Problem Real?
What Makes A Problem Real?
1. A real problem must have a personal frame of reference, since it involves an emotional or affective commitment as well as an intellectual or cognitive one.
(Renzulli, 1992)
What Makes A Problem Real?
2. A real problem does not have an existing or unique solution.
(Renzulli, 1992)
What Makes A Problem Real?
3. Calling something a problem does not necessarily make it a real problem for a given person or group.
(Renzulli, 1992)
What Makes A Problem Real?
4. The purpose of pursuing a real problem is to bring about some form of change and / or to contribute something new to the sciences, the arts or the humanities.
(Renzulli, 1992)
What is a REAL Audience?
REAL Technology
ECU Model for Unit Planning
Expectations• Connects to the overarching camp concept
• Connects to a real world problem• Integrates technology in a meaningful way
• Includes rigorous and new content (advance teacher research may be necessary)
• Searches for unique solutions to a real world problem that can be presented to an authentic
audience
Example: Taking initial thinking and moving toward more rigorous thinking…
Initial Thinking• We want to plan an architect
unit.• Children will use an architectural
software program.Questions
• What will the children be learning in this unit?
• How is it related to a real world problem?
• Who can the children present their ideas to?
Answers• The real world problem might
be how to build a house for a wheelchair bound individual that is comfortable and safe.
• Interview a wheelchair bound person to find out her wants and needs.
• The content will be learning about appropriate building products and building codes.
• Present ideas to a local builder and receive feedback.
Example: Taking initial thinking and moving toward more rigorous thinking…
Initial Thinking• We want to plan a unit about
space.• Children will visit the NASA
website.Questions
• What is the content of this unit?• How is it related to a real world
problem? • How can you connect an
audience?
Answers• The real world problem might
be whether or not we should continue to explore space during tight financial times.
• The content will be learning about recent developments in space exploration to prepare for a debate on the topic.
• A few NASA officials will be present via Skype to hear the debate and give feedback to the teams.
Example: Taking initial thinking and moving toward more rigorous thinking…
Initial Thinking• We want to plan a unit about
sports equipment.• Children will use a simulation to
test out different sports equipment.
Questions• What will the children learn?• Describe the real world problem
and its connection? • How can you connect an audience?
Answers• The real world problem might be how
the type of sports equipment used affects the success during a game. What about access to everyone? What happens when athletes don’t have the funds to purchase the best equipment or when some athletes have access to the equipment before others?
• For new content, incorporate standards and regulation information from various sports and their governing bodies. (i.e. type of bats in baseball, type and material for competitive swimsuits).
• Present ideas using a PSA format to a governing sport’s body or to a Health and Human Performance professor regarding accessibility of equipment and new regulations to consider for specific sports.
Real-World Problem-Solvingand Problem-Finding
Important aspect of curriculum for the gifted.
• Allows students to apply their learning
• Allows students to utilize analytical thinking skills to solve a problem or find problems to solve
• Encourages development of social capital
Use real- world problem solving and real-world problem finding to increase the depth and complexity of your lessons.
Technology-infused Products for Authentic Audiences
Important aspect of curriculum for the gifted.
• Allows students to apply their learning
• Forces students to take risks• Develops students’ creative
productivity – allows gifts to manifest themselves
Examples
Recommendations for Implementation
Select an Enrichment Team
You should choose members of an enrichment team who are excited about the cluster concept and look forward to promoting it within your school, include teachers, parents, administrators, and older students.
Start small
You may choose to pilot enrichmentclusters by beginning with a small number of classes, for example - 2nd, 3rd, & 4th grades.
Goal setting
Be realistic about your goals.
• Keep in mind what you want to accomplish and why you hope to accomplish it through clusters.
How-to Write descriptions
Do not use the word learn in the description of your enrichment cluster. Instead, use action words like explore, investigate, search, discover, and create.
• Would you like to become a “Dumpsite Detective” and uncover ways to reuse our trash?
• Would you like to see worms at work reducing our lunchroom garbage?
Join The Recyclers and learn how to make trash into treasure!
Be a Mother Nature Super Hero and Save the World!
What should we do?
What should we buy?
Which cookie tastes best?
What games are best for my
friends?Why is this product better than the other?
Test food and products to decide which ones are best!
Would you like to be a detective? Investigate crimes?
If investigating a crime, gathering evidence, and solving mysteries strike your curiosity then this is the cluster for you! Join our CSI team!
Have you ever wondered what it takes to solve a crime?
Would you like to travel back in time? Have you ever
wondered how people of the past lived?
Carry a little bit of the past with you as you make your own containers from gourds, rivercane, and cloth!
Discover how the early pioneers made their clothes, built their houses, and survived off the land.
Reflecting back on the INSPIRATION you
filled out, please offer a cluster topic idea.
Small Group Work
For the next 15 minutes:
• Brainstorm implementation strategies for the enrichment cluster your group chose.
• Please do so by answering the following questions:
Developing an Enrichment Cluster1. What will the name of the cluster be?
2. What will (potential) products or services be for this cluster?
3. What roles will cluster members assume?
4. What “standards” may be met?
5. Who will (potential) authentic audience(s) for the product be?
The things we know best are
those things we have not been
directly taught.• Luc de Clapier, Marquis de Vauvenargues
6 Key Questions[For Facilitating an Enrichment Cluster of Type III Investigation]
1. What do people with an interest in this area do?
2. What products do they create and/or what services do
they provide?
3. What methods do they use to carry out their work?
4. What resources and materials need to produce high
quality products and services?
5. How, and with whom, do they communicate the results
of their work?
6. What steps need to be taken to have an impact on
intended audiences?
“We are moving from an economy and a society built on the logical, linear,
computer-like capabilities of the Information Age to an economy and a society built on inventive, empathetic, big-picture capabilities of what’s rising
in its place,
the Conceptual Age.”~ Daniel H. Pink
“Teaching consists of causing people
to go into situationsfrom which
they cannot escapeexcept by thinking.”
~ Author Unknown
Questions?
“In a completely rational society, the best of us would aspire to be teachers and the
rest of us would have to settle for something less, because passing civilization
along from one generation to the next ought to be the highest honor and the highest responsibility
anyone could have.”
-Lee Iacocca