Overview of Programs and Service Models at the Elementary Level

1. Overview of Programs and Service Models at the Elementary Level Dr(s) Jennifer Scrivner & Georgann Toop RESA Model and Curriculum Course

2. Enrichment Triad/Revolving Door Model • Developed by Renzulli & Reis (1986; 1994) • Most comprehensive model in its extensive treatment of identification, administration, professional development and program delivery of service • Contains three types of program service

3. Enrichment Triad/Revolving Door Model con’t • Was designed to encourage the creative productivity of young people by exposing them to a various topics, areas of interest, and fields of study • To further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest

4. Involves general exploratory experiences, which expose students to “new and exciting topics” not covered in the regular curriculum Offered to all children not just the gifted Examples: Field trips, speakers, minicourse, virtual fieldtrips or experiences, museum programs Type I

5. Type II • Consists of activities designed to develop cognitive and affective thinking • Activities can be offered to all children not just the gifted

6. Type II con’t • Attention given to development of creative thinking and problem solving, critical thinking, specific learning how-to-learn skills • Advanced research and reference skills and written, oral, and visual communication emphasized

7. Type III • Consists of individual and small group investigations of real problems. Special ID used to “select” children for Type III enrichment –especially sensitive to overt behavior of the child that reflects current interests & motivation • Resource room specific and taught by a gifted certified teacher

8. Type III con’t • Occurs when students become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer

9. Goals of Type III • Provide opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem of area of study • Developing authentic products that are primarily directly toward bringing about a desired impact on a specific audience • Developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making, and self-evaluation

10. More than a sum of its parts • The interaction between and among the three types of enrichment is as important as any type of enrichment alone • A Type I experience has value alone but it achieves maximum payoff if it leads to Type II or III experiences • Good idea to view Type I and II enrichment as “identification situations” that may lead to more advance Type III products

11. Researchers became increasingly concerned about students who were not able to participate in enrichment programs because they did not score in the top 1 to 3 percent of the population on achievement or intelligence tests Torrance (1962, 1974) found that students who were rated high on creativity measures did well in school and on achievement tests, but often were not selected for gifted programs because their scores were below the cutoff for admission Research Concerns

12. Reis (1981) indicated that when a broader population of students (15 to 20 percent, called the talent pool, were able to participate in Type I and II enrichment experiences, they produce Type III products as good as those of the traditional gifted student

13. Developed by Donald Treffinger (1986;1996) Stresses the intensive use of information gathered during ID to plan individual programs of study Seeks to develop independence and self-direction skills in the general classroom IPPM focused on meeting needs in the regular classroom – extensive training to learn how to best provide differentiation for the gifted Self Directed Learning or Individualized Program Panning Model (IPPM)

14. SDL is not “selfish” on the part of student SDL does not just happen but involves skills which are planned through planned instructional experiences Fostering SDL is not accomplished merely by providing activities for the student to do Students will learn better if involved in their own learning Students are more motivated to learn if they are directing their learning in areas of their own choice (Bruner & Kagan’s research on discovery learning) Basic assumptions by Treffinger

15. Four parts of the SDL Model • First step, teacher provides choices or options for students • Second step, teacher involves students in creating the options • Third step, true (SDL), the learner controls the choices and teacher simply provides resources and materials

16. Research Barton (1976) found that elementary students and their teachers were able to move from a command style to one in which they assumed responsibility for carrying out much of their own y . Students learned as much academically as did a control class. All students, not just gifted, increased in self direction and independence.

17. Purdue Model • Developed by Felhusen and Kolloff (1979;1986) • An enrichment model and is most often delivered as a pullout program • Implemented in resource rooms with 8-15 gifted children • Curriculum focuses on thinking skills and subject matter content meeting 1 full day a week. Content is delivered at a high level and fast pace appropriate for the gifted.

18. Developed by Betts (1986;1991) Basic enrichment model which focuses on (1) orientation to self as a gifted person; (2) enrichment activities such as, investigations and field trips; (3) seminars on problems and controversial; (4) in-depth study in individual and group projects and mentorship. Autonomous Learner Model