23. Enrichment
Clusters
Groups
of
students
who
share
common
interests
and
come
together
during
special
&me
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!
24. Features
of
Enrichment
Clusters
Mul&-‐age
Interest-‐Based
Product-‐Oriented
Teacher
as
Facilitator
and
Par&cipant
29. What Skills Are Required?
Problem Finding
Calculating
Organizing (relevant from irrelevant)
Planning
Communication
Collaboration
Metacognitive
38. Learning Styles Inventory
Sample Items (Renzulli & Smith)…
Really Dislike……..Really Like
Being a member of a panel that 1 2 3 4 5
is discussing current events
Working on your own to prepare 1 2 3 4 5
material you will discuss in class
39.
40.
41.
42. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)
45. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting
46. When once the child has
learned that four and two
are six, a thousand
repetitions will give him no
new information, and it is a
waste of time to keep him
employed in that manner.
J.M. Greenwood
Principles of Education Practically Applied, 1888
47. Approximately 40-50% of
traditional classroom
material could be eliminated
for targeted students.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
48. 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.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
49. What is Curriculum Compacting?
• Modifying or streamlining the regular
curriculum
• Eliminating the repetition of previously
mastered material
• Upgrading the challenge level of the regular
curriculum
• Providing time for enrichment and/or
acceleration activities while ensuring
mastery of basic skills
53. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting
54. Tiered Lessons
" Varied level of activities
" Designed to ensure that students
explore ideas at a level that builds on
prior knowledge
" Prompts continued growth
58. Why Use Tiered Instruction?
Maximizes the likelihood that
Each student comes away with key skills and
understandings.
Each student is appropriately challenged.
Each student avoids work that is anxiety-
producing (too hard) or boredom-producing
(too easy)
59. What Can Be Tiered?
" Assignments " Experiments
" Activities " Materials
" Homework " Assessments
" Learning Centers " Writing Prompts
60. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting
62. Independent
Projects
• Build on student interest
• Encourage independence
• Allow work with complex and abstract ideas
• Enable long-term and in-depth work on topics of
interest
• Develop task commitment and self-regulation
• Teach planning and research skills at advanced
levels
69. Parents & Community
• Hold an informational meeting for
parents
• Send emails home to all families
• Write letters to local businesses and
community leaders
• Write to the paper
70. Exposure to a Wide Variety
• Disciplines • Persons
• Topics • Places
• Occupations • Events
• Hobbies
71. IdentifyTeacher & Student Interests
Organize Enrichment Clusters
Review Enrichment Materials
Provide Ongoing Teacher Training on SEM
Plan Enrichment Opportunities
72.
73. Difficulties you WILL Encounter
• TIME • Students Who Have
• SPACE too Many Interests
• MONEY • Students Who Lose
• Scheduling Interest
• Conflicts with Test
• Isolation
Preparations
• Communication
• Feeling
• Philosophical OVERWHELMED
Differences
74. Keys to Success
• Be FLEXIBLE • Ignore “Nay-Sayers”
• Develop Good PR • Suck Up
Skills • Engage the
• Start small Community
• Work with • Find Authentic
“Trailblazers” Audiences
75. Never doubt that a small group
of thoughtful, committed
citizens can change the world.
Indeed, it is the only thing that
ever has.
-Margaret Mead
