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Enriching Curriculum for All Students

Second Edition
By: Joseph S. Renzulli, Sally M. Reis

Create an instructional program that can transform every student's learning experience!

This revised edition offers updated research and additional guidelines for using the Schoolwide Enrichment Model to implement lessons that support differentiated and enriching learning opportunities for all learners. Demonstrating how teachers can shift from instructor to coach or mentor, and how students' minds, spirits, and values can be developed within an invigorating atmosphere, the authors focus on:

Developing the talent potential of all students
Improving academic performance through meaningful, enjoyable learning
Fostering a reflective, growth-oriented staff
Honoring ethnic, gender, and cultural diversity
Involving students, parents, teachers, and administrators in decision making

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781412953801
Published By: Corwin
Year: 2007
Page Count: 192
Publication date: November 06, 2007

Price: $41.95

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Description

"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."
—Tricia Peña, Principal
Cienega High School, Vail, AZ

"This book does a good job of explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum."
—Laurie Peterman, Instructional Facilitator
Anoka-Hennpin ISD #11, Lino Lakes, MN

Create an instructional program that can transform every student's learning experience!

How can educators spark an enthusiasm for learning in young people? What can classroom teachers do to promote creativity and innovative thinking? In Enriching Curriculum for All Students, Second Edition, the authors present the Schoolwide Enrichment Model (SEM), a groundbreaking instructional program that reaches all students through hands-on problem solving, high-interest activities, and cooperative learning.

The revised edition offers updated research and additional guidelines for implementing lessons to support differentiated and enriching learning opportunities for all learners. Demonstrating how teachers can shift from instructor to coach or mentor, and how students' minds, spirits, and values can be developed within an invigorating atmosphere, the authors focus on:

Developing the talent potential of all students
Improving academic performance through meaningful, enjoyable learning
Fostering a reflective, growth-oriented staff
Honoring ethnic, gender, and cultural diversity
Involving students, parents, teachers, and administrators in decision making

This vital resource combines inspiration with practical methods and highlights the importance of a versatile and imaginative curriculum that gives all students the opportunity to reach their highest potential.

Author(s)

Joseph S. Renzulli

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

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

Introduction

About the Authors

1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

Type I Enrichment: General Exploratory Experiences

Type II Enrichment: Group Training Activities

Type III Enrichment: 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

7. Applying the Schoolwide Enrichment Model to Content Areas: The SEM in Reading

Phase 1: Hooking Kids on Literature With Teacher Read-Alouds

Phase 2: Supported Independent Reading and Differentiated Conferences

Phase 3: Interest and Choice Activities

Research on the SEM-R

8. A Dozen Assistants In Your Classroom Implementing SEM by Using a New Online Resource for Enrichment and Differentiation

Step 1: Strength Assessment Using the Electronic Learning Profile (The Total Talent Portfolio Online)

Step 2: Enrichment Differentiation Databases

Step 3: The Wizard Project Maker

Step 4: The Total Talent Portfolio

Renzulli Learning System

The Value-Added Benefits of Learning With Technology

Renzulli Learning: Conclusions

References

Recitation and Drill

Programmed and Computer Assisted Instruction

Peer Tutoring

Lecture

Discussion

Teaching Games and Simulations

Independent Study

Projects

Internships, Apprenticeships, and Mentorships

Index

Reviews

"This book does a good job explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum."

Laurie Peterman, Instructional Facilitator
Anoka-Hennepin ISD #11, Lino Lakes, MN

"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 in their praxis."

Natalie Bernasconi, Gifted and Talented Education Teacher
La Paz Middle School, Salinas, CA

"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."

Tricia Peña, Principal
Cienega High School, Vail, AZ

"Without a doubt, this book makes a contribution to the field."

Cindy Miller, Curriculum Specialist
University of North Texas

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Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.