Asheville sem and clusters

Liz Fogarty, PhDEast Carolina University

[email protected]

Enriching All Students: Using the Schoolwide Enrichment Model to

Challenge and Motivate all Learners

mailto:[email protected]

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.


2. Students and teachers select

the clusters in which they

will participate.


3. Students are grouped across

grade levels by interest areas.


4. There are no predetermined

lessons or unit plans.


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 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?

Liz Fogarty, PhDEast Carolina University

[email protected]

mailto:[email protected]

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


1. The Golden Rule of 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.


3. Students are grouped across

grade levels by interest areas.


4. There are no predetermined

lessons or unit plans.


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 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?


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)


2. A real problem does not have an existing or unique solution.

(Renzulli, 1992)


3. Calling something a problem does not necessarily make it a real problem for a given person or group.

(Renzulli, 1992)


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.


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.


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