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Enriching Curriculum for All Students
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Enriching Curriculum for All Students

Second Edition
Edited by:


October 2007 | 192 pages | Corwin
A handy resource guide for all teachers, this book presents the rationale, goals, organization, and delivery of the Schoolwide Enrichment Model (SEM). With updated information and research that improves upon differentiated and enriching learning opportunities for students, the book also goes more in depth to explore the implementation of such lessons for better instructional practice.

 
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
 
Index

"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

This course will be taught in another year and we may adopt it at that time. It is very informative. I am using other SAGE titles that I already had available. This book came a little late for the Spring semester adoption.

Dr Kimberely Nettleton
Elementary Read Spec Ed Dept, Morehead State University
January 30, 2014

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