Enriching Curriculum for All Students
by Joseph S. RenzulliEdition: 2nd
Format: Paperback
Pub. Date: 2007-10-25
Publisher(s): Corwin Pr
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Summary
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.
Table of Contents
| Introduction | |
| About the Authors | |
| What Is "Enrichment" and Why Is It Important in Developing Curriculum in America's Schools? | |
| The "Why" Question: Why Enrichment? | |
| The "What" Question: What Kinds of Enrichment? | |
| What Exactly Is Enrichment Learning and Teaching? | |
| The Teacher Role as the Guide-on-the-Side | |
| The Four Goals of Schoolwide Enrichment | |
| Using the Schoolwide Enrichment Model to Enrich Curriculum for All Students | |
| Introduction | |
| Expanding Conceptions of Gifts and Talents: The Theory Underlying the SEM | |
| Developing Two Kinds of Giftedness | |
| An Overview of the Enrichment Triad Model | |
| The Revolving Door Identification Model: Identifying Students for the SEM | |
| The Schoolwide Enrichment Model (SEM) | |
| The Regular Curriculum | |
| The Enrichment Clusters | |
| The Continuum of Special Services | |
| The Service Delivery Components | |
| The Total Talent Portfolio | |
| Curriculum Differentiation and Compacting | |
| Enrichment Teaching and Learning | |
| Non-Negotiables about implementing Enrichment in the SEM | |
| Research on the SEM | |
| Summary | |
| Challenging All Students With a Continuum of Enrichment Services | |
| Background to the Establishment of a Continuum of Services | |
| Theoretical and Organizational Models | |
| An Integrated Continuum of Special Services | |
| How and When Enrichment Activities Take Place | |
| Keys to Developing a Comprehensive Continuum of Services | |
| Organizing Services in the Continuum | |
| The Role of Grouping and Tracking in a Continuum of Services | |
| The Politics of Grouping | |
| Nongraded Instructional Grouping and Within Classroom Cluster Grouping | |
| Managing Within Classroom Cluster Groups | |
| Other Enrichment Options | |
| Summer Programs and Schools for Gifted Students | |
| Developing Talent Portfolios for All Students | |
| What Is the Total Talent Portfolio? | |
| Status and Action Information | |
| Focus on Strengths | |
| Portfolio Engineering: Creating a Total Talent Portfolio | |
| Gathering and Recording Information About Abilities | |
| Standardized Tests and Teacher-Made Tests | |
| Grades | |
| Teacher Ratings | |
| Gathering and Recording Information About Student Interests | |
| The Interest-A-Lyzer | |
| Individualization and the Role of Learning Styles | |
| Instructional Styles Preferences | |
| Learning Environment Preferences | |
| Benefits of the Total Talent Portfolio | |
| Curriculum Compacting and Differentiation | |
| Curriculum Compacting: Definitions and Steps for Implementation | |
| Defining Curriculum Compacting | |
| How to Use the Compacting Process | |
| Providing Acceleration and Enrichment Options for Talented Students | |
| Rosa: A Sample Compactor Form | |
| Providing Support for Teachers to Implement Compacting: The Steps in Compacting | |
| Enrichment Materials in the Classroom | |
| Assessing Students Interests | |
| Interest Centers | |
| Research on Curriculum Compacting | |
| Advice From Successful Teachers Who Have Implemented Compacting | |
| The Multiple Menu Model: A Guide to In-Depth Learning and Teaching | |
| The Knowledge Menu | |
| Locating the Discipline | |
| Selecting Concepts and Ideas | |
| Selecting Representative Topics | |
| A Final Consideration: Appeal to the Imagination | |
| The Instructional Techniques Menus | |
| The Instructional Products Menu | |
| Interdisciplinary Models | |
| Summary | |
| Enrichment Learning and Teaching: The Enrichment Triad Model | |
| An Overview of the Enrichment Triad Model and Student Creative Productivity | |
| Learning in a Natural Way | |
| The Importance of Interaction | |
| General Exploratory Experiences | |
| Group Training Activities | |
| Individual and Small Group Investigations of Real Problems | |
| Applying the Enrichment Triad Model to Enrichment Clusters | |
| How Can Teachers Learn to Use Enrichment Teaching? | |
| Applying the Type III Process to Enrichment Clusters | |
| Applying the Schoolwide Enrichment Model to Content Areas: The SEM in Reading | |
| Hooking Kids on Literature With Teacher Read-Alouds | |
| Supported Independent Reading and Differentiated Conferences | |
| Interest and Choice Activities | |
| Research on the SEM-R | |
| A Dozen Assistants In Your Classroom Implementing SEM by Using a New Online Resource for Enrichment and Differentiation | |
| Strength Assessment Using the Electronic Learning Profile (The Total Talent Portfolio Online) | |
| Enrichment Differentiation Databases | |
| The Wizard Project Maker | |
| The Total Talent Portfolio | |
| Renzulli Learning System | |
| The Value-Added Benefits of Learning With Technology | |
| Renzulli Learning: Conclusions | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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