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More About This Textbook
Overview
Use the Schoolwide Enrichment Model to support enriching learning opportunities for all learners and to develop students' talent, raise achievement, honor diversity, and foster a growth-oriented staff.
Empowering the teacher to teach and teach well–that`s what Enriching Curriculum For All Students is about. Using the tried-and-tested Schoolwide Enrichment Model, teachers learn improved strategies for team building, collaboration, staff development, and increasing parent involvement. They also receive instruction on how to implement and properly use the Total Talent Portfolio. This plan is practical, easy to use, and can be utilized in any school.
Editorial Reviews
Laurie Peterman
"This book does a good job explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum."Natalie Bernasconi
"By the end of the book, I came to have a great respect for the authors' compassion and sense of social justice, which really shine through intheir praxis."Tricia Pena
"The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools. "Cindy Miller
"Without a doubt, this book makes a contribution to the field. "Tricia Peña
"The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools."Product Details
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Meet the Author
Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Connecticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.
Table of Contents
Acknowledgments ix
About the Authors xi
What Is "Enrichment" and Why Is It Important in Developing Curriculum in America's Schools? 1
The "Why" Question 1
The "What" Question 4
What Exactly Is Enrichment Learning and Teaching? 5
The Teacher as Guide on the Side 6
The Goals of Schoolwide Enrichment 7
Using the Schoolwide Enrichment Model to Enrich Curriculum for All Students 13
Expanding Conceptions of Gifts and Talents: The Theory Underlying the SEM 15
Two Kinds of Giftedness 15
An Overview of the Enrichment Triad Model 18
The Revolving Door Identification Model: Identifying Students for the SEM 21
The SEM 22
The Regular Curriculum 23
The Enrichment Clusters 23
The Continuum of Special Services 25
The Service Delivery Components 27
Nonnegotiables About Implementing Enrichment in the SEM 31
Research on the SEM 33
Summary 34
Challenging All Students With a Continuum of Enrichment Services 35
Background to the Establishment of a Continuum of Services 36
Theoretical andOrganizational Models 38
An Integrated Continuum of Special Services 39
How and When Enrichment Activities Take Place 42
Keys to Developing a Comprehensive Continuum of Services 43
Organizing Services in the Continuum 44
The Role of Grouping and Tracking in a Continuum of Services 44
The Politics of Grouping 45
Nongraded Instructional Grouping and Within-Classroom Cluster Grouping 46
Managing Within-Classroom Cluster Groups 48
Concluding Thoughts on Grouping 50
Establishing a Continuum of Services in School-Based or District-Level Enrichment Programs: Getting Started 51
Other Enrichment Options 52
Developing Talent Portfolios for All Students 55
What Is the Total Talent Portfolio? 56
Status and Action Information 56
Focus on Strengths 61
Portfolio Engineering: Creating a Total Talent Portfolio 61
Gathering and Recording Information About Abilities 61
Gathering and Recording Information About Student Interests 64
Instructional Styles Preferences 68
Learning Environment Preferences 71
Benefits of the Total Talent Portfolio 72
Curriculum Compacting and Differentiation 75
Curriculum Compacting: Definitions and Steps for Implementation 76
Defining Curriculum Compacting 77
How to Use the Compacting Process 78
Providing Acceleration and Enrichment Options for Talented Students 79
Rose: A Sample Compactor Form 80
Providing Support for Teachers to Implement Compacting 81
Examining Curriculum Alternatives 86
Enrichment Materials in the Classroom 87
Assessing Students' Interests 87
Interest Centers 88
Research on Curriculum Compacting 88
Advice From Successful Teachers Who Have Implemented Compacting 90
Summary 90
The Multiple Menu Model: A Guide to In-Depth Learning and Teaching 91
Enrichment Learning and Teaching: The Enrichment Triad Model 103
An Overview of the Enrichment Triad Model and Examples of Type III Student Creative Productivity 104
Learning in a Natural Way 105
The Importance of Interaction 105
Type I Enrichment: General Exploratory Experiences 106
Type II Enrichment: Group Training Activities 108
Type III Enrichment: Individual and Small-Group Investigations of Real Problems 112
Applying the Enrichment Triad Model to Enrichment Clusters 121
How Can Teachers Learn to Use Enrichment Teaching? 127
Applying the Type III Process to Enrichment Clusters 128
Applying the Schoolwide Enrichment Model (SEM) to Content Areas: The SEM in Reading 131
Hooking Kids on Literature With Teacher Read-Alouds 133
Supported Independent Reading and Differentiated Conferences 134
Interest and Choice Activities 135
Research on the SEM-R 136
A Dozen Assistants in Your Classroom: Implementing the Schoolwide Enrichment Model by Using a New Online Resource for Enrichment and Differentiation 137
Strength Assessment Using the Electronic Learning Profile (the Total Talent Portfolio Online) 138
Enrichment Differentiation Databases 139
The Wizard Project Maker 142
The Total Talent Portfolio 142
Renzulli Learning System 143
The Value-Added Benefits of Learning With Technology 145
RL Conclusions 146
Appendix A 149
Appendix B 157
References 163
Index 169