URI Course 2010 Session 4 Triad

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Instructed by : Susan Griggs Educational Consultant SEM/DI Trainer EDC 586: Instructional Strategies for Diversified Classrooms

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Using the Enrichment Triad Model in Daily Instruction Using the Enrichment Triad Model in Daily Instruction a

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SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

Ways in Which Individuals Differ : 

Ways in Which Individuals Differ Prior Knowledge or Skill Expertise Learning Rate Cognitive Ability Learning Style Preference Motivation, Attitude, and Effort Interest, Strength, or Talent University of Connecticut, 2131 Hillside Road Unit 3007, Storrs The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

Finding the Best Fit: Addressing Individual Differences : 

Finding the Best Fit: Addressing Individual Differences Preassessments Open-ended Activities Alternative Activities Tiered Assignments Flexible Small Groups University of Connecticut, 2131 Hillside Road Unit 3007, Storrs The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

Enrichment Learning and Teaching : 

Enrichment Learning and Teaching The principles of enrichment learning and teaching are: Each learner is unique. Learning is more effective when students enjoy what they are doing. Learning is more meaningful when content and process are learned within the context of a real problem. Learning can be enhanced through informal instruction that uses applications of students' constructed knowledge and skills. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

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E (Renzulli, 2004) Enrichment A Engagement Enjoyment Enthusiasm Achievement We can learn about a student’s interests and then provide rigor.

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A systematic set of strategies that is designed to promote active engagement in learning on the parts of both teachers and students through the use of interrelated higher-order thinking skills that will emphasize the development of student talent and expertise of a particular topic. The EnrichmentTriad Model Use the Enrichment Triad Model to Develop Giftedness and Talent in Young People…

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Environment in General Regular Classroom TYPE I* GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS The Enrichment Triad Model Dr. Joseph Renzulli, UCONN

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The Enrichment Triad Model Renzulli, 1977 Type II Group Training Activities Type I General Exploratory Activities Type III Individual & Small Group Investigations of Real Problems Designing activities within a study using higher -order thinking skills. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

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Applying the Enrichment Triad Model in Your Classroom Type II Activities that provide training in appropriate areas Type I Activities that enrich your unit Type III Modified & bona-fide products/studies that emanate from your unit or topic In what ways could you enrich a unit using this model? University of Connecticut, 2131 Hillside Road Unit 3007, Storrs The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

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Type I Enrichment Experiences and activities that are purposefully designed to expose students to a wide variety of topics, issues and activities not ordinarily covered in the curriculum. The National Research Center on the Gifted and Talented, 2004 University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-3007 Resources Persons Speakers, mini-courses, demonstrations, artistic performances, panel discussions Media/Technology/Library Resources films, slides, audio, videotapes, television, books, newspapers/magazines, internet, world wide web Other field trips, displays, museum or nature center programs

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Reading literature as an introduction to the topic…

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Experiencing field trips…

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…with guest speakers and experts in the field

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An interest center about fractions…

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Spin a Story - Linda Hoyt Revisit, Reflect, Retell Revised by Susan Griggs, Westerly, RI Public Schools

The Three Phases of Debriefing : 

The Three Phases of Debriefing SO WHAT ? WHAT ? NOW WHAT ? Summarize Ask Questions to Check Understanding Clarify Discuss Sub-topics Concept Attainment } } Tie to Previous Learning Tie to Prior Experience Tie to Related Disciplines Discuss Personal Values Discuss Personal Involvement } Identify Real-World Problems Propose Related Resources Follow-Up Information Gathering Follow-Up Skills Acquisition Follow-Up Projects and Investigations

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Inauguration Day, JANUARY 20, 1961 A Type I for me…

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Type II Enrichment The use of instructional methods and materials that are purposefully designed to promote the development of thinking skills and foster the use of authentic, investigative methods in students. The National Research Center on the Gifted and Talented, 2004 University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-3007

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Whole and Small Group Type II Enrichment Cognitive and Affective Training Creative Thinking Skills Creative Problem Solving and Decision Making Critical and Logical Thinking Affective Skills The National Research Center on the Gifted and Talented, 2004 University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-3007 Advanced Research Skills and Reference Materials Preparation for Type III Investigations Library Skills Community Resources Electronic research Learning-How-to-Learn Skills Listening, Observing and Perceiving Skills Notetaking and Outlining Interviews and Surveys Analyzing and Organizing Data Communication Skills Visual Communication Oral Communication Written Communication

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Methodological Type IIs How to: use a microscope date archaeological artifacts develop photographic film use a computer for drafting make an animated movie create newsletters write for television think like a historian make boomerangs start a business forecast the weather classify rocks & minerals prepare a portfolio Dr. Joseph Renzulli, UCONN

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Puddle Questions: Assessing Mathematical Thinking, Grade 3. Joan Westley. Creative Publications. Mountain Biew, CA. 1994.

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Puddle Questions for Science: Performance Assessment Investigations, Grade 2. Heather McDonald & Joan Westley. Creative Publications. Mountain View, CA. 1995.

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Source: Activities for the Differentiated Classroom. G. Gregory & C. Chapman. Thousand Oaks, CA: Corwin Press Classroom. 2008.

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Source: Activities for the Differentiated Classroom. G. Gregory &C. Chapman. Thousand Oaks CA: Corwin Press Classroom. 2008.

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Source: Activities for the Differentiated Classroom. G. Gregory & C. Chapman. Thousand Oaks CA: Corwin Press Classroom. 2008.

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SEM Lecture, Dr. Joseph Renzulli & Dr. Sally Reis. Confratute 2007, UCONN.

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Copyright 2000 by Creative Learning Press, Inc.

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Copyright 2000 by Creative Learning Press, Inc.

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Copyright 2000 by Creative Learning Press, Inc. Figure Families (b)

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Make It Real: Strategies For Success With Informational Text. L. Hoyt. Heinemann 2002. pg. 271.

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Bloomin' Questions Synthesis Compose – Design – Invent – Create – Hypothesize – Construct – Forecast – Rearrange parts - Imagine Evaluation Judge – Evaluate Give opinion – Give viewpoint – Prioritize – Recommend – Critique Analysis Investigate – Classify – Categorize – Compare – Contrast - Solve Knowledge Tell – Recite – List – Memorize – Remember – Define - Locate Comprehension Restate in own words – Give examples – Explain – Summarize – Translate – Show symbols - Edit Application Demonstrate – Use guides, maps, charts, etc. – Build - Cook Adaptation from “Bloom’s Taxonomy” from TAXONOMY OF EDUCATIONAL OBJECTIVES book 1 by Benjamin S. Bloom. Copyright 1956 by Longman Inc. Copyright renewed 1984 by Benjamin S. Bloom and David R. Krathwohl. Reprinted by permission of Addison – Wesley Educational Publishers, Inc. in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright 2001. Free Spirit Publishing Inc. Minneapolis.

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Key Word Chart Knowledge, Level 1 Define Find Identify Know List Locate Match Memorize Name Recall Recite Relate Repeat Say Comprehension, Level 2 Describe Discuss Explain Express Identify Interpret Locate Recognize Report Restate Review Reword Summarize Tell Translate Application, Level 3 Apply Calculate Demonstrate Diagram Employ Extrapolate Graph Illustrate Operate Practice Schedule Sketch Solve Transfer Try Use Analysis, Level 4 Analyze Compare components Debate Deduce Detect Differentiate Discover Distinguish Examine Experiment Infer Inventory Question Reduce Test Synthesis, Level 5 Compose Construct Create Design Develop Formulate Hypothesize Manage Organize Originate Plan Produce Propose Evaluation, Level 6 Appraise Assess Choose Compare and contrast Decide Estimate Evaluate Grade Judge Rank Rate Select Value Bloom’s Taxonomy Verbs

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Theme What is the message of this story? How does the theme of the story relate to you? Dr. Sally Reis, SEM-R, Connie Prevatte, Balanced Literacy Characters Who are the main characters? Do they do things you like or dislike? How do the character(s) seem like you. Dr. Sally Reis, SEM-R, Connie Prevatte, Balanced Literacy Plot What has happened in the story? Did a character have a problem in this story? If so, how was it solved? Dr. Sally Reis, SEM-R, Connie Prevatte, Balanced Literacy Mood What part of the story makes you feel happy, sad or excited? Why? Have you ever felt like one of the characters in the story? Dr. Sally Reis, SEM-R, Connie Prevatte, Balanced Literacy Personal Reflection What would you like to say to one of the characters in the story? Is there a character in the story who is just like you? What advice would you give to a character in the story? Dr. Sally Reis, SEM-R, Connie Prevatte, Balanced Literacy

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Albert F. Kinney’s Grocery Store, Beach Street, Westerly, RI June, 1910

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Treasure Chest Photograph Look at the photograph and answer the following questions: What do you see in the photograph? Who are the people in the image? Are there any clues to their relationship in the photograph? Where does this scene take place? What do you see to support your ideas? Do you think the people in the photograph know the picture was being taken? Why? Look closely at the details. Which objects give you clues to the time period? How do you know this is not a contemporary photograph? If it were, what else might be in it? What story or vignette does the picture suggest? Can you tell what the people are feeling? What are the expressions on their faces? What will happen once the shutter clicks? What could have just happened? What could be taking place beyond the frame of the photo? What additional questions do you have about this photograph, the time period, or the people? What other resources can you look for to answer these questions? Activities: Imagine that you lived during the days of the pictures that we have just seen. Draw a picture of yourself doing an activity in the town from back then. For example, if there was a local Livery & Hack Stable you might draw yourself preparing for a horse and buggy ride. Then create a second drawing putting yourself at the current location doing something that you would do there today. The materials for this project are In The Attic… Be prepared to share your drawing with our class. We will also post our pictures on the bulletin board and try to determine the location of your picture. Imagine what might have happened right before or after this photograph was taken. Write a conversation between any 2 people in this picture. Source: The Story in History, M. Fortunato Susan Griggs

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Eyewitness to the Past: Strategies for Teaching American History in Grades 5-12. Joan Brodsky Schur. Stenhouse Publishers. Portland, ME. 2007. pg. 222.

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Reading History: A Practical Guide To Improving Literacy. Janet Allen. Oxford University Press, Inc. Oxford. 2005. pg. 105.

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Reading History: A Practical Guide To Improving Literacy. Janet Allen. Oxford University Press, Inc. Oxford. 2005. pg. 114.

Question Starters : 

Question Starters Level I: KNOWLEDGE (Recall) What is the definition for …? What happened after …? Recall the facts. What were the characteristics of…? Which is true or false? How many …? Who was the …? Tell in your own words. Level II: COMPREHENSION Why are these ideas similar? In your own words retell the story of … What do you think could happen? How are these ideas different? Explain what happened after. What are some examples? Can you provide a definition of …? Who was the key character? Gregory, Chapman, Differentiated Instructional Strategies: One Size Doesn’t Fit All, Corwin Press, 2002, pgs. 10 & 11 Potential Activities Describe the … Make a time line of events Make a facts chart Write a list of … steps in … facts about … List all the people in the story. Make a chart showing … Make an acrostic Recite a poem Cut out or draw pictures to show an event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of … Write and perform a play based on the … Compare this _________with_________ Construct a model of … Write a news report. Prepare a flow chart to show the sequence …

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Level III: APPLICATION (applying without understanding is not effective) What is another instance of …? Demonstrate the way to … Which one is most like …? What questions would you ask? Which factors would you change? Could this have happened in …? Why or why not? How would you organize these ideas? Level IV: ANAYLSIS What are the component parts of ...? What steps are important in the process of …? If … then … What other conclusions can you reach about ... That have not been mentioned? The difference between the fact and the hypotheses is … The solution would be to … What is the relationship between … and …? Gregory, Chapman, Differentiated Instructional Strategies: One Size Doesn’t Fit All, Corwin Press, 2002, pgs. 10 & 11 Construct a model to demonstrate using it. Make a display to illustrate one event. Make a collection about … Design a relief map to include relevant information about an event. Scan a collection of photographs to illustrate a particular aspect of the study. Create a mural to depict … Design a questionnaire about … Conduct an investigation to produce … Make a flow chart to show … Construct a graph to show … Put on a play about … Review … in terms of identified criteria. Prepare a report about the area of study.

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Level V: SYNTHESIS Can you design a …? Why not compose a song about …? Why don’t you devise your own way to …? Can you create new and unusual uses for…? Can you develop a proposal for …? How would you deal with …? Invent a scheme that would … Level VI: EVALUATION In your opinion … Appraise the chances for … Grade or rank the… What do you think should be the outcome? What solution do you favor and why? Which systems are best? Worst? Rate the relative value of these ideas to … Which is the better bargain? Gregory, Chapman, Differentiated Instructional Strategies: One Size Doesn’t Fit All, Corwin Press, 2002, pgs. 10 & 11 Create a model that shows your new ideas. Devise an original plan or experiment for … Finish the incomplete … Make a hypothesis about … Change … so that it will … Propose a method to … Prescribe a way to … Give the book a new title. Prepare a list of criteria you would use to judge a … Indicate priority ratings you would give. Conduct a debate about an issue. Prepare an annotated bibliography … Form a discussion panel on the topic of … Prepare a case to present your opinions about … List some common assumptions about … Rationalize your reactions.

My Mother’s Purple Passion : 

My Mother’s Purple Passion When her children left, my mother bought a purple passion at the grocery store, raised it on game shows on the kitchen TV until it learned to solve giant crossword puzzles, guess the price of popcorn to the nearest nickel. She kept it away from boiling potatoes burping angrily on the stove and from cupboards pushing pans out in clattering crowds. It grew quickly on warm water, soil dark as chocolate cake and my mother’s gossip. My mother bought a bigger pot, painted it yellow to flatter the jealous curtains. Later, she made new plants from the first, and when her children came to visit, they found plants in every window, as comfortable as cats. They rubbed the leaves velvetless, said “Mother, too much purple.” My mother laughed, watched a lady win a diamond necklace, peeled potatoes and winked at the plant, quiet over the cupboard of too many pans, always restless. Panciera, Carla, One of the Cimalores, Cider Press Review, 2005 My father is selling his cows. He sends them away like postcards – black and white, then black again – having a wonderful time. He has had them forever, these or other cows, grandmother cows and great-grandmother cows, but now he wants to plant flowers in the milk cans instead, sleep until noon, even wear sneakers. He might go to Italy. So he sends the last one away in a truck, rocking like a cradle with a fat baby in it and he stands in the driveway until he is only a shadow against pastures growing darker, undistrubed. Selling Cows

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Conversations Across Time … Name: Class: Date: Block/Period: Different Perspectives on: Adapted from: http://www.greece.k12.ny.us/instruction/ELA/6-12/Tools/foursquareperspective.PDF Susan Griggs, Talent Development Coordinator Westerly, Rhode Island Public Schools Is the world a fair and just place?

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Type III Enrichment Investigative activities and artistic productions in which the learner assumes the role of a firsthand inquirer and a practicing professional. The National Research Center on the Gifted and Talented, 2004 University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-3007

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pportunities esources ncouragement Always in areas of the student’s interest!

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SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

What Makes A Problem Real? : 

What Makes A Problem Real? Personalization of Interest Use of Authentic Methodology No Existing Solution or “Right” Answer Designed to Have an Impact on an Audience Other Than and in Addition to the Teacher Dr. Joseph Renzulli, Confratute 2007 SEM Strand What makes a Type III different from a typical school assignment?

Type III Projects : 

Type III Projects Build on student interest Encourage independence Enable long-term, in-depth work Develop task commitment and self-regulation Teach advanced planning and research skills Enable students to learn what they love Dr. Sally Reis, Schoolwide Enrichment Model, UCONN

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Purcell,J.H. & Renzulli, J.S. (1998).Total talent portfolio: A systematic plan to identify and nurture gifts and talents. Mansfield Center, CT: Creative Learning Press.

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Auditory Visual Tactile-Kinesthetic From: Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright 2001. Free Spirit Publishing Inc. Minneapolis, MN: 866/703-7322; www.freespirit.com. This page may be photocopied for individual or classroom work only. PRODUCT CHOICES CHART

Joyful Learning : 

Joyful Learning The Enrichment Triad Model focuses on helping students become creative producers in an area they love. Dr. Sally Reis, Schoolwide Enrichment Model, UCONN

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SEM Lecture, Dr. Joseph Renzulli & Dr. Sally Reis. Confratute 2007, UCONN.

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SEM Lecture, Dr. Joseph Renzulli & Dr. Sally Reis. Confratute 2007.UCONN.

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The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence, Joseph Renzulli & Sally Reis. 2nd Edition. Creative Learning Press. Mansfield Center, CT. 1997.

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The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence, Joseph Renzulli & Sally Reis. 2nd Edition. Creative Learning Press. Mansfield Center, CT. 1997.

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A real product with a real audience…

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Dr. Joseph Renzulli & Dr. Sally Reis, Confratute 2009, UCONN.

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Dr. Joseph Renzulli & Dr. Sally Reis, Confratute 2009, UCONN.

Help Students Identify a Researchable Problem : 

Help Students Identify a Researchable Problem Interest Finding Focusing the Area of Interest Identify a Problem or Idea to Research- Ask questions about the topic Choose Your Product and Audience Get Type II Training Develop the Product Present the Product to an Authentic Audience Look at Your Own Work Source: Talents for Type IIIs: A Guide For Helping Students Become Better Creators, Decision Makers, Planners, Predictors, and Communicators. Jane Newman. Creative Learning Press. Mansfield Center, CT. 2006, pg. iii.

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Steps for Guiding Student Research Assess, Find, or Create Student Interests Help Students Find a Question(s) to Research Develop a Plan of Action to Guide the Research Help Locate Multiple Resources Provide Methodological Research Develop a Research Question(s) to Answer Provide Managerial Assistance Help to Find Products and Audiences Provide Feedback/Escalate the Process Evaluate Process and Product Karen L. Westberg, Ph.D. Facilitating Type III Investigations. Confratute 2007.

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Possible Investigative Topics Henry loves the outdoors. He loves hunting, fishing, backpacking and canoeing. He is also concerned about the shrinking supply of land for recreational purposes. Maria is interested in local history and has discovered that people from her community have fought in every major war since the Civil War. Sharon loves cameras and likes to take pictures of landscapes, wildlife and unusual buildings. What topic can each of these students investigate? What researchable question can each of them develop? Karen L. Westberg, Ph.D. Facilitating Type III Investigations. Confratute 2007.

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SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005 Books for Type III Ideas

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More books for Type III Ideas

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Research Without Copying. N. Polette . Pieces of Learning. Marion, IL. 1991. pg.12.

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Research Without Copying. N. Polette . Pieces of Learning. Marion, IL.1991. pg.13.

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Research Without Copying. N. Polette.Pieces of Learning. Marion, Il. 1991.pg.5.

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Research Without Copying. N. Polette.Pieces of Learning. Marion, IL. 1991.pg.6.

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Type III/Exploration Planning Tool Teacher: Grade: School: Beginning Date: Estimated Ending Date: General Areas of Exploration (check all that apply) Language Arts Music Social Studies Art Mathematics PE Science Other: What is the topic of your exploration? What do you hope to find out? List three things you will do to get started? Source: Developing The Gifts & Talents of All Students in The Regular Classroom. Margaret Beecher. 1995.Creative Learning Press, Inc .Mansfield Center, CT. page 262.

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Type III/Exploration Planning Tool List the resources that you will use during the study. This might include books, films, records, movies, maps, etc. and any people who might help you. What form will the final product(s) take? Oral? Written? Visual? Kinesthetic? Spatial? With whom will you share your product(s)? Source: Developing The Gifts & Talents of All Students in The Regular Classroom. Margaret Beecher. 1995.Creative Learning Press, Inc .Mansfield Center, CT. page 263.

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Type III/Exploration Planning Tool Teacher: Grade: School: Beginning Date: Estimated Ending Date: General Areas of Exploration (check all that apply) Language Arts Music Social Studies Art Mathematics PE Science Other: What is the topic of your exploration? What do you hope to find out? List three things you will do get started? Source: Developing The Gifts & Talents of All Students in The Regular Classroom. Margaret Beecher. 1995.Creative Learning Press, Inc .Mansfield Center, CT. page 264.

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Type III/Exploration Planning Tool List the resources that you will use during your study. This might include books, films, records, movies, maps, etc. and any people who might help you. What form will your final product take? Individual? Small Group? Whole Group? With whom will you share your product? Source: Developing The Gifts & Talents of All Students in The Regular Classroom. Margaret Beecher. 1995.Creative Learning Press, Inc .Mansfield Center, CT. page 265.

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Evaluate the Process Name of Student: Title of Project: Date Started: Variety of Resources Used to Complete the Project Level of Resources Used to Complete the Project Level of Advanced Knowledge Gained While Completing the Project Time and Effort Put Into Completing the Project Authentic Methodology Used During the Project Care and Attention to Detail in Completing the Project Quality of Final Project in Comparison to Others Her/His Age Task Commitment While Completing the Project Independent While Completing the Project Appropriate Audience for the Project Originality and Uniqueness of the Final Project Date Completed: Karen L. Westberg, Ph.D. Facilitating Type III Investigations. Confratute 2007.

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Accomplishment PLAN   Name Date School Homeroom   My goal for this week was: Activities: 1 __________________________________________________ ______________________________ ______________________________ 2 __________________________________________________ ______________________________ ______________________________ 3 __________________________________________________ ______________________________ ______________________________ 4 __________________________________________________ ______________________________ ______________________________ 5 __________________________________________________ ______________________________ ______________________________ Activity Time Spent Finished Evaluation I completed my goal for the week. I used my planning time wisely. I did my best thinking. Something new I learned this week was:   I felt when Next time I need the following materials or assistance: __________________________________ ____________________________________ Student Signature Classroom Teacher Signature 5 4 3 2 1 Extremely Well Not at all Source: Dr. Del Siegle

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The National Research Center on the Gifted and Talented, 2004, University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269

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The National Research Center on the Gifted and Talented, 2004, University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269

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The National Research Center on the Gifted and Talented, 2004, University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269

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The National Research Center on the Gifted and Talented, 2004, University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269

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SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005 Dr. Joseph Renzulli asks:

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Key Attributes of Talent Development through Enrichment a. Enrichment activities are based on students' interests or talents. b. Enrichment activities are authentic extensions of the curriculum unit or topic. c. Activities are designed to promote talent development. d. Activities offer opportunities for knowledge acquisition, application, experiences. e. Activities offer cognitive or methodological training. f. Activities provide opportunities for creative problem solving, student products or community service-learning. g. The enrichment component allows for student choice and decision making. h. Enrichment activities are offered as options and choices. i. Enrichment options span the novice-expert continuum in this discipline. Source: Dr. Deborah Burns, Instructor for Crossing Boundaries Grant

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The Study of Rhode Island’s History and Geography The Big Ideas of This Unit… Students Will Understand That… Rhode Island is Located in the Northeast Region Geographical Location Contributed to Rhode Island’s History Enterprise, Insight and Ingenuity Helped Rhode Island Become an Economic Leader Immigration From Around the World Makes Rhode Island’s Population Diverse Rhode Island’s Citizens Have Always Been at the Forefront of Democracy Rhode Island has Played an Important Role in the History of the United States Your Town has Contributed to the History of Rhode Island Source: Grade 4 Social Studies, Westerly Public Schools Rhode Island State House

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Name: The Enrichment Triad Model Topic: Grade: Type I My thoughts Type II My thoughts Type III My thoughts Source for graphic organizer: Pathways to Understanding: Patterns and Practices in the Learning-Focused Classroom By Laura Lipton, Ed.D and Bruce Wellman, M.Ed. MiraGia, LLC Sherman, CT. 1998. Adapted by : Susan Griggs, Westerly, RI

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Source: Through the Cracks by Carolyn Sollman, Barbara Emmons and Judith Paolini.Davis Publications, Inc.Worcester, MA.1994. “We need an infusion of motivationally rich experiences into the curriculum that will promote engagement, increase enjoyment, and produce a genuine enthusiasm for learning.” Dr. Joseph Renzulli, Education Week, July 18, 2008

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N o C L B hild eft ored! …

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SELECTED BIBLIOGRAPHY   The Enrichment Triad Model Beecher, Margaret. ( 1995). Developing the gifts and talents of all students. Mansfield Center, CT: Creative Learning Press, Inc. Friedman, N. (2005). Opening doors: The administrator’s guide to the schoolwide enrichment model. Mansfield Center, CT: Creative Learning Press, Inc. Friedman, N., & Webb, M. (2007). The art of schoolwide enrichment: A resource guide for teachers, enrichment specialists, & principals. Mansfield Center, CT: Creative Learning Press, Inc.    Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press, Inc.   Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Mansfield Center, CT: Creative Learning Press, Inc. 93