Instructional models and practices

Instructional Models

and Practices

Jenny Deslate

Enrichment and

Acceleration

SHIRLEY W. SCHIEVERC. JUNE MAKER

Enrichment:

– Curriculum

– Program delivery services

Enriched Curriculum• Refers to richer, more varied educational

experiences, a curriculum that has been modified or added to in some ways.

– Davis and Rimm, 1989

These modification or addition may be in CONTENT or TEACHING

STRATEGIES and ideally they are based on the characteristics of the

learners for whom they are designed.

Goal of Enrichment Program:

- To offer students curriculum that is greater in depth or breadth than that generally

provided.

- To challenge and offer growth in the area of the student’s giftedness.

Ways to Implement the Enrichment:

1. After-School

2. Saturday Classes

3. Resource Rooms

4. Special Interest Clubs.

The key element for an enrichment program is to be a

SYSTEMATIC plan for extended student learning

Howley and Pendarvis (1986) Describe

THREE APPROACHES TO ENRICHMENT

1. Process-oriented approach

2. Content-oriented approach

3. Product-oriented approach

1. Process-oriented approach to enrichment

It is design to develop students higher mental processes and their creative production

• The students are taught the steps or components of one or more models, such as – Bloom’s Taxonomy of cognitive objectives

– Creative Problem Solving

– And frequently required or encouraged to apply the focus skills through using learning centers, engaging to discussions, conducting independent studies on topics of interest to them.

• The concern in this approach is the THINKINGPROCESS Which frequently taught or practicesin isolation from content or subject matter.

Thinking process are best taught and practiced using substantive content.

Example: Games that are require strategic planning or problem solving are often used to “teach” thinking.

If the student are expected to think they need something to think about

Content-oriented approach to enrichment

Stress the presentation of the PARTICULAR CONTENT area.

Generally; - Curriculum for Mathematics- Science- Language arts- Social Sciences Is treated with a greater breadth and depth than in

the regular curriculum

• Those subjects may be offered in a form of – Mini-courses– Museum– Science Center programs– College options for pre-college

students– Mentorship

• (Howley et. al., 1986)

Example:

• Elementary level; – mini-course (pre-algebra)

• Middle School level; – Mentorship with

astronomers• High School Level;

– student might be enrol in AP (Advance Placement) (biology, Calculus, Chemistry and etc.)

Disadvantage of Mini-courses and Special Programs

• Usually the enrichment is separated from the curriculum students are exposed to on a consistent

basis in the regular classroom.• This violates developmental and curricular principles.

• Learning experiences should be sequential if skills and the information base are to develop in a logical progression and rest of the solid foundation.

• It also violate the curriculum principle of organization of learning value.

– Maker. 1982a. 1982b, Maker and Neilson, 1996)

Product-oriented Enrichment Program

• Emphasize primarily the RESULT or PRODUCT of instruction rather than the content or process involved.

• Products may be tangible such as, painting, novel, or presentation or intangible such as improved mental health.

• POE is frequently result in a “Make it and take it” expectation;

• Students churn out products without establishing a knowledge base or striving for accuracy and excellence in the product

• (Quantity rather than Quality)

• This situation shows the lack of understanding of the necessity for the role of Process, Content and Product in curriculum enrichment for the gifted students

• Certain Models or Approaches to enrichment are comprehensive in integrating content, process and product.

• These includes

– Parallel Curriculum Model (Renzulli & Reis)

– Schoolwide Enrichment Model

– Autonomous Enrichment Model

– Other model includes

– Group Investigation (Sharan & Sharan 1992)

– Problem Based Learning (Stepien, Gallagher & Workman. 1993)

Acceleration:

• It is to denote Models of Service Delivery

• and Curriculum Delivery

Acceleration as a Service Delivery;

• Offers a standard curricular experiences to students at a younger-than-usual age or lower-than-usual grade level

Example:

• Early entrance to Kindergarten or to College; Grade skipping or part time grade acceleration, in which the student enters a higher year level.

Acceleration as a Curriculum Model

• It involves speeding up the pace at which materials is presented and/or expected to be mastered.

• It take the form of telescoping, so that students complete two or more years’ work in one year, or self-paced studies.

Each type of acceleration has advantage and disadvantages

Early Entrance to kindergarten

Advantage

• Ready for the academic rigors and structure of the school to encounter learning that may be challenging.

• Complete school year at young age.

• More time to career and Professional Development

Disadvantage

• Tax the physical maturity

• Frustration due to the level of their psychomotor development.

• Does not provide intellectual peers

• Acceleration as a service delivery fails to provide a differentiated curriculum for the gifted learners.

• Students receive instructions and have learning experiences that are for average students who are older than the gifted students. But the curriculum does not change to match the needs of the gifted.

Enrichment and Acceleration as Complementary Program Components

• Combining Enrichment and Acceleration for GT students is not radical or revolutionary idea.

• Meeting the needs of the GT students as determinedby their Characteristics required the abstract andcomplex concept be taught (ENRICHMENT)

• and that of the average learners be taught(ACCELERATION) in their areas of giftedness

• VanTassel-Baska 1981) has stated that the term ENRICHMNENThas no meaning for the GT students unless it is inextricablybound to good acceleration practices.

Acceleration and Enrichment are terms used to describe both curriculum and service-delivery

models.

Acceleration and Enrichment are terms used to describe both CURRICULUM AND

SERVICE-DELIVERY MODELS.

The curricular aspects of both are necessaryand complementarily in nature

Components Curriculum, the content, instructional and learning process and

expected student productsALL MUST BE ENRICHED AND ACCELERATED.

Integrated

Curriculum Model

JOYCE VNATASSEL-BASKA

Rationale:The important reasons for advocating the ICM

for the gifted are the following;

1. The needs to address the salient characteristics of the gifted learners simultaneously, attending to precocity, intensity, and complexity as integrated characteristics that present the cognitive and affective dimensions of the learners.

2. Relate to the current delivery model, as pullout programs decrease in numbers, and more gifted students are served in a heterogeneous or self-contained (special Class) setting.

3. Reasons for integrated approach rests with the current research on learning. Studies shows that the better transfer of learning occurs when higher-order thinking skills are embedded in subject matter (Perkins & Saloman 1989)

4. Using the integrated model for curriculum is related to a clear shift of emphasis from the focus on the individual gifted learner to the process of collective talent development for all learners.

Three Interrelated Curriculum Dimensions

1. Emphasize advance content that frames disciplines of study,

2. Providing higher order thinking and processing, and

3. Focusing major experiences around major issues, themes, and ideas that define both the real-world applications and theoretical modeling within and across areas of study

Interrelated Curriculum Model for Gifted

Students

Advance Content

Dimension Issues/Themes

Dimension

Process-

Product

Dimension

The Talent Development Approach in Action

• ICM to the National Language Arts Curriculum Project was accomplished be developing a curriculum framework addressing each of the dimensions. This is to satisfy the Advance Content

Advance Content Dimensions

Process-Product Dimensions

• Of thee curriculum was addressed by the embendedmodel of reasoning developed by Paul (1992) it is used to aid the students in generating original works

Issues/Themes Dimension

• Of the curriculum includes focusing on the theme of change as it applied to works of literature selected for the units, the writing process, language study, and learners’ reflections o their own learning throughout the units.

• Integrated Curriculum Model offers the best combinational approach to date for restructuring curriculum for gifted learners at the same time that it responds to the curriculum reform agenda.

• It offers practitioners concrete units of study to implement in classrooms nationality.

The Schoolwide

Enrichment

Model:

JOSEPH S. RENZULLI AND SALLY M. REIS

Developing Creative and Productive Giftedness

The Schoolwide Enrichment Model (SEM) gives each school the flexibility to develop unique programs for

talent development and creative productivity based on local resources, students demographic and school

dynamics as well as faculty strengths and creativity.

Major GOAL:

- promote both CHALLENGING and ENJOYABLBE high-end learning across a wide range of school types, levels and demographic differences.

SEM suggest that educators examine ways to make schools more inviting, friendly and enjoyable places that encourage talent development-instead of regarding students as repositories for information that will be assessed with the next round of standardized test.

Two kinds of Giftedness

• Schoolhouse Giftedness– Test-taking or lesson-learning giftedness

– Easy to measure by IQ or other cognitive ability tests, and it is often use for selecting students for entrance into special program

• Creative-Productive Giftedness-- describes human activity and involvement in which a premium is

placed on the development of original material and products that are purposefully designed to have an impact on one or more target audiences.

Overview of the

Enrichment Triad

ModelJOSEPH S. RENZULLI

AND SALLY M. REIS

Above Average Ability

CreativityTask

Commitment

The Three-Ring Concept of Giftedness

The Enrichment Triad Model was designed to encourage creative productivity on the part of young people.

Three types of Enrichment included in Triad Model.

TYPE IIGroup Training

Activities

TYPE IGeneral Exploratory

Activities

TYPE IIIIndividual and Small Group Investigation

of Real Problem

Regular Classroom Environment

Type I Enrichment Design

• To expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places and events that would not ordinarily be covered in the regular curriculum.

• Type I experiences by contacting speakers, arranging minicourses, demonstration or performance or by ordering and distributing films, slides, videotapes or other print or non-print media.

Type II Enrichment

• Consist of materials and methods design to promote the development of thinking and feeling processes.

• It generally and usually carried out both in classrooms and in enrichment programs.

• Training Includes the following Development:• Creative thinking, Problem Solving, Critical thinking and

Affective process;• Variety of Learning-how-to-learn skills• Skills in the appropriate use of advance-level reference

materials• Written, oral and visual communication skills.

Type III Enrichment

• Involve students who become interested in pursuing a slf-selected area and are willing to commit the time necessary for advanced content acquisition and process training.

• It includes:

• Provide opportunities for applying interests, knowledge, creative ideas and task commitment.

• Acquire advance level of understanding of knowledge (content) and methodology (process).

• Develop authentic products that are primarily directed to bring about a desired impact upon a specified audience.

• Develop a self-directed skills

• Develop task commitment.

Schoolwide

Enrichment

Model (SEM)

• Talent pool of 10-15% of above average ability/high potential students is identified through a variety of measures, including achievement test, teacher nomination, assessment of potential creativity task and task commitment.

• high achievement test and IQ test scores automatically include in a talent pool

• Once student is identified they are eligible for several kinds of service;

1st: Interest and learning styles are used .

Informal and formal methods identify or create students interest and courage them to develop their interest;

2nd: Curriculum compacting is provided to all eligible students for whom the regular curriculum is modified by eliminating portions previously mastered content.

3rd: THE ENRICHMENT TRIAD MODEL offers of enrichment experiences. Type I, II, III and it is more usually appropriate for styudentswithhigher levels of ability, interest and task commitment.

School Structures


Activities

TYPE IGeneral

Exploratory Activities

TYPE IIIIndividual and Small Group

Investigation of Real Problem


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The Total Talent Portfolio

Curriculum Modification Techniques

Enrichment Learning and Teaching

Service Delivery Components

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THE REGULAR CURRICULUM

It consist of everything that is part of the predetermined goals, schedule, learning outcomes, and delivery system of

the school.

SEM influence the Regular Curriculum in three ways.

1st: the challenge level of required materials is differentiated through processes, such as Curriculum

Compacting and Textbook Modification.

2nd: Systematic content ad intensification procedures should be used to replace eliminated content with selected in-

depth learning experiences.

3rd: Enrichment Triad Model integrated selectively into regular curriculum.


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ENRICHMENT CLUSTER

Schoolwide enrichment Model are non-graded group of students who share common interest

It usually meet for a block of time weekly during a semester. All students complete an interest

inventory developed to assess their interest and an enrichment team of parents and teachers tally all

of the major families of interest.


Activities

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CONTINUUM OF SPECIAL SERVCES

Third School structure targeted by the SEM Model;

These services typically include individual or small-group counselling, various types of acceleration, direct assistance

in facilitating advanced level of work, arranging for mentorship with faculty membership with faculty members

or people in the community and making other types of connection between students, their families and out-of-

school persons, resources, and agencies.

Service Delivery Component

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General Classroom Enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement and Type III Enrichment

Magnet and Charter Schools, School Within a School

Within Class and Non-Graded Cluster

Grouping by Skill Level

Within and Across Grade Pull-Out Groups by

Targeted Abilities and Interest Areas.

Within and Across Grade Pull-Out Groups by

Targeted Abilities and Interest Areas.

Within Grade Level and Across Grade Level

Advance Classes

Academic of Inquiry and Talent Development

Advance Placement

Honors Classes

International Baccalaureate

Self-Designed Courses or Independent Study

Special Enrichment Program: Young Writes, Saturday and Summer Programs, Future Problem Solving , Odyssey of the Mind, Math League, Science fairs, Etc.

Acceleration Options: Internship _ _ _ _ _ _ _ _ _ _ _Apprenticeships _ _ _ _ _ _ _ _ _ _ Mentorship

Acceleration Options:Early Admission _ _ _ _ _ Subject Acceleration _ _ _ _ Grade Skipping _ _ _ _ _ College Classes

Input Process Output

Elementary School Middle School High School


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It is use to make decisions about talent development opportunities in regular classes, enrichment clusters, and in the continuum of special services.

This expanded approach to identify talent potentials is essential if we are to make genuine efforts to include more under-represented students in a plan for total talent development.


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The Second Service delivery

It is a series of curriculum modification techniques design to;

1. Adjust level of required learning so that all

students are challenged. 2. Increase the number of in-depth learning

experiences.3. Introduce various types of enrichment into regular

curricular experiences.


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The third delivery component of SEM, it is based on ENRICHMNET TRIAD MODEL.

The best way to define this concept is with the following four principles:

1. Each learner is unique – all learning experience must be examined in ways that take into account the abilities, interest and learning style of the individual

2. Learning is more effective when students enjoy what they are doing, and learning experience should be constructed and assessed with as much concern for enjoyment as for other goal.

3. Learning is more meaningful and enjoyable when content (i.e. knowledge) and process (i.e., thinking skills, methods of inquiry) are learned within the context of a real and present problems.

4. Enhance knowledge and skills acquisition (gain through formal instruction) with application that results in students’ own construction of meaning (Renzuli, 1994, p.204)

Talent Searches:

Meeting the Needs of

Academically Talented

Youth

ANN LUPKOWSKI-SHOPLIKCAMILLA P. BENBOWSUSAN G. ASSOULINE

LINDA E. BRODY

How does the Talent Search Works?

• The initial screening is design to identify students who will benefit from the information they will gain from an above-level assessment.

• It is based on an ingradestandardized test such as the Iowa Tests of Basic Skills. Students who score at a designated level or higher on a grade-level standardized achievement test are invited to take an above-level test as a measure of their aptitude.

• It is based on an ingradestandardized test such as the Iowa Tests of Basic Skills. Students who score at a designated level or higher on a grade-level standardized achievement test are invited to take an above-level test as a measure of their aptitude.

• The second Step in this process is to administer the above-level test to the eligible students.

• The assessment use by the Talent Searches were developed for students two to four years older than the students’ present grade placement.

Above-Level Tests Are Used by Talent Searches.

Scholastic Assessment Test (SAT-I)

• In March 1994, the test formerly known as the Scholastic Aptitude Test became the Scholastic Assessment Test (SAT).

• The name change reflects the test's objectives more accurately, that is, to measure a student's scholastic ability and achievement rather than his or her aptitude.

• The format of the SAT remains basically the same, however; it is a series of tests, given to groups of students. The tests measure verbal and mathematical abilities and achievement in a variety of subject areas.

• Over 2,000 colleges and universities use the test scores as part of the college admissions process.

• The SAT scores provide an indicator of the student's ability to do college-level work.

• Intended as an objective standard for comparing the abilities of students from widely different cultural backgrounds and types of schools, the test can also help students, their parents, and guidance counsellors make decisions in the college application process.

http://psychology.jrank.org/pages/1/Ability.html

ACT Assessment

ACT assessment, a college entrance exam developed by ACT (formerly the American College Testing Program)

Assessment includes four tests:

- Mathematics

- English

- Reading and

- Science Reasoning.

School and College Abilities Test (SCAT)

• Focused on the middle School students,

• The SCAT includes two subtests that measure quantitative and verbal reasoning ability.

• There are three levels available:

• Elementary, intermediate, and advance from providing norms through high school level.

PLUS Academic Abilities Assessment

• Developed by Educational Testing Service,

• Reports verbal and Quantitative scores.

EXPLORE

• Developed by American College Testing for eight graders, consist of Four multiple choice tests:

• English, Math, Reading and Science Reasoning

• ACT developed EXPLORE to measure students’ curriculum –related knowledge as well as complex cognitive skills.

Spatial Test Battery• It includes four Subject;

• Visual memory, surface development, block rotation and perspective.

Benefits of Participating in Talent Searches

1. EDUCATIONALDIAGNOSIS

2. EDUCATIONAL RECOMMENDATIONS

TAILORED TO THE ABILITIES OF THE

STUDENTS3. EDUCATIONAL

OPPORTUNITIES PROVIDED BY

UNIVERSITY-BASED TALENT SEARCHES

4. APPROPRIATE EDUCATIONAL INFORMATION.

5. HONORS, AWARDS, AND SCHOLARSHIPS

Special Summer and

Saturday Programs for

Gifted Students

PAULA OLSZEWSKI-KUBILIUS

Why Special Programs should exist for gifted learners?

Are they needed? If so, Why?

• Many individuals believe that educational programs outside of school are absolutely necessary for gifted children because of their special learning needs (Olskewski-Kubilius)

General issues with In-School Programs

• When students accelerate themselves in a content area at the seventh or eight grade through a special program, there can be both immediate and long-term consequences.

Access to Special Programs

Special Summer or Saturday School Program most often sponsored by institutions of higher education.

Instructional Models and Program Types.

Summer programs that offer intensive accelerated courses are a good match for very able students with good study skills and an ability to learn

independently.

It is a technique such as telescoping or curriculum compacting to reduce the amount of time students spend on a course by as 50%

It offers opportunity to study a single subject in great depth are more suited to students with intense, focused interest and specific talent areas.

Programs that gives students a chance to sample several different courses (ex. Student takes one class in the morning and one in the afternoon).

Saturday Programs are single shot events that focus on career awareness or introduce students to a field of study;

Some Programs that offers typically elementary, high school or college with the goal of accelerating the students in a

content area.

Some Programs consist of mentorships, internships or shadowing an adult professional on the job.

Some summer programs even offer study abroad opportunities.

Summer and Saturday Programs meet both the INTELLECTUAL and needs and their SOCIAL-EMOTIONAL

needs.

Benefits of Special Programs Perceptions of increased social

support for learning and achievement due to

homogeneous grouping

Positive feelings resulting from a learning situation that present a

more appropriate match between the students intellectual abilities

and the challenging courses.

Development of study skills as a result of immersion in an intellectually challenging

courses

Development of independence and enhancement of general

living skills.

Increase knowledge about university programs and

college life.

Raising expectations and aspirations for educational

achievement

Reinforcement for risk taking as result of extended oneself both intellectually and socially

Growth in acceptance of others, knowledge of different

cultures and enhance world view as a result of living and

socializing with a more diverse group of students

Self Testing of abilities due to placement in an intellectual

cchallenging situations.

Effect of the Research Program…

• Self-Esteem, Self-Concept, and Self-Perception

• Parents, educators and researchers are interested in the effect of special programs on Gifted students’ self-concept, self=esteem, and self-perception.

• They believe the program will provide a better and more appropriate environment—socially, emotionally and academically.

• Research suggest that special programs are positive experiences for most students.

THANK YOU!!!!!

Instructional models and practices

Education

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