Enriching Curriculum for All Students

"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.

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 Index

About 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.

Review :
"This book does a good job explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum." "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." "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." "Without a doubt, this book makes a contribution to the field."