Embedded Files
4 Main Ideas of Enrichment Pedagogy
1) Procedures that help teachers identify students’ unique interests, achievements, strengths, talents, and learning preferences
2) Strategies for enhancing and improving the quality of our curriculum units
3) Techniques for differentiating assignments, resources, teaching, and learning activities for students with varying levels of prior knowledge, distinct learning styles, interests, or cognitive ability
4) Tactics for addressing talent development through the use of interest-based enrichment activities
What is Enrichment Pedagogy?
What is Enrichment Pedagogy?
Enriched, strength-based instructional approaches that teachers use to engage learners
Utilizes the Schoolwide Enrichment Model (SEM) which includes the Enrichment Triad Model
Enrichment Triad Model
Enrichment Triad Model
Type I: General Exploratory Activities
☆ Experiences that expose young people to new interests and potential areas of follow-up
Type II: Group Training Activities
☆ Training activities in the following six categories:
Cognitive Thinking Skills
Character Development Skills
Learning How-To-Learn Skills
Using Advanced Research and Reference Skills
Written, Oral, and Communication Skills
Meta-Cognitive Technology Skills
Type III: Individual and Small Group Investigations of Real Problems
Goals of Type III Activities:
☆ Opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study
☆ Advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies
☆ Authentic products that are primarily directed toward bringing about a desired impact upon a specified audience
☆ Self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision-making and self-evaluation
☆ Development of task commitment, self-confidence, and feelings of creative accomplishment
Enrichment Pedagogy Strategies
Enrichment Pedagogy Strategies
Strength-Based Learning Opportunities
Critical/Creative Thinking and Problem Solving
Identification and Development of Interests
Independent and Small Group Projects, Studies, and Explorations
Open-Ended and Choice Assignments and Other Choice Enrichment
Differentiated Instruction (Curriculum Compacting) Targeted to Student Needs
Integrating Depth and Complexity
Embracing Affective Differences and Support for Social-Emotional Needs and Development
Descriptions of Enrichment Pedagogy Strategies
Descriptions of Enrichment Pedagogy Strategies
Gifted Education and Enrichment Pedagogy
Gifted Education and Enrichment Pedagogy
When bringing methods of gifted education into a general education classroom, the termonology for that style of education is called enrichment pedagogy
Results of Using Gifted Education Methods
Results of Using Gifted Education Methods
☆ Students are provided with more choice in materials, resources, and products related to their abilities and interested when gifted education methods are used in the general education classroom
☆ Teachers grow both professionally and personally by looking at their instructional methods and changing their routines by utilizing gifted education training
☆ Students respond positively to changes in classroom activities and teachers are encouraged to raise their level of expectations for student work when using gifted education pedagogy
☆ Teachers are able to recognize the differences in abilities, learning styles, and expression styles in their students by using gifted education strategies
☆ Teachers are able to implement significant changes in their classroom without concerns about daily school schedules, testing pressures, and lack of collaboration time
Hands-On Projects
Hands-On Projects
I plan to incoporate more hands-on and interactive projects to engage students more in their learning.
By providing these experiences, students are more likely to be motivated to complete their assignments, as they are more "fun" and do not feel like normal schoolwork.
However, they are able to apply the concepts being taught to them by completing these projects and see how they could be useful in real life.
These projects include, but are not limited to:
☆ Drawing slope fields
☆ Using math linking blocks to portray shapes and volume
☆ Creating parabolas by shooting basketballs
☆ Using dimensions and measurements to create architectural plans, and then modelling them with toothpicks
☆ Creating Rube Goldberg machines, incoporating measurements, angles, distance, and parabolas
Incorporation in My Classroom
Incorporation in My Classroom
Real Life Applications
Real Life Applications
One of the most common questions students ask are "When am I going to need this in real life?"
My goal is to provide a variety of questions and examples of real-world scenarios that apply to the concepts I am teaching.
Whether it is Algebra I, Geometry, or Calculus, math is all around us and there are plenty of examples to chose from in order to add depth to student learning, rather than sticking with surface level problems.
This also helps students get over the "fear" of solving word problems by providing them with ample opportunities to complete them in a less stressful setting. Since word problems are prominent in further levels of education, it is imperative that students have a strong foundation in critical-thinking and problem-solving skills.
Small Group Collaboration
Small Group Collaboration
Grouping students together to work on problems or projects helps create an environment where students are not afraid to ask for help, they feel comfortable with their peers and able to ask other students' questions, and allow themselves to make mistakes and learn from them.
I plan to group students based on interests, not necessarily on an academic level, in order to facilitate social and emotional, as well as academic growth.
Providing opportunities for small groups allows for students to develop interpersonal skills that will be useful for the rest of their lives.
Small groups can be integrated into the classroom in a variety of ways, including:
☆ Completing worksheets in small groups
☆ Group/partner quizzes
☆ Discussions about how to solve a problem on the board
Sources:
Burns, D. E., Gubbins, E. J., Reis, S. M., Westberg, K. L., Dinnocenti, S. T., & Tieso, C. L. (2004). Applying gifted education pedagogy in the general education classroom: Professional development module (PDMCD04) [CD Rom]. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. <https://nrcgt.uconn.edu/research-based_resources/burngubb/>
Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S., Tieso, C. L., Muller, L. M., … Burns, D. E. (2002). Implementing a professional development model using gifted education strategies with all students (RM02172). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. <https://nrcgt.uconn.edu/research-based_resources/gubbwest/>
Reis, S. M. (2001). Reflections on the education of gifted and talented students in the twentieth century: milestones in the development of talents and gifts in young people. Australasian Journal of Gifted Education, 10(1), 15-22. <https://gifted.uconn.edu/schoolwide-enrichment-model/education_gt_students_20th_century/>
Reis, S. M., Gentry, M., & Park, S. (1995). Extending the pedagogy of gifted education to all students. Storrs, CT: National Research Center on the Gifted and Talented.<https://nrcgt.uconn.edu/newsletters/winter965/>
Reis,S.M.;Renzulli,S.J.; Renzulli, J.S. Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity. Educ. Sci. 2021, 11, 615. https://doi.org/10.3390/ educsci11100615 <https://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4402_2>
Renzulli, Joseph S. (2005) Applying Gifted Education Pedagogy to Total Talent Development for All Students, Theory Into Practice, 44:2, 80-89, DOI: 10.1207/ s15430421tip4402_2 <https://files.eric.ed.gov/fulltext/EJ1317646.pdf>
Page updated
Report abuse