ENRICHMENT AND GROUPING EDUC 4420 Pam Price Instructor

GROUPING “Grouping the gifted for all or part of the school day accommodates achievement and readiness levels and can serve other purposes as well.” John Feldhusen (1989)

RULES OF THUMB Enrichment activities are good for all students. All students benefit from creativity and thinking skills training, values training, college and career information and appropriate field trip experiences.

RULES OF THUMB CONTINUED Gifted students need independent work with complex projects, Talent Search programs, summer programs, and other accelerated activities. Teachers must be prepared to expect more, demand more, probe more, and deliver more (rigor).

What is Enrichment? Enrichment strategies are delivery methods for achieving process and content goals. Process goals develop such skills as creative thinking and problem solving. Content is where subject matter within the processes are developed.

Popular Enrichment Strategies Independent Study/Projects Learning Centers Field Trips Saturday Programs Summer Programs Mentorships

Enrichment Strategies Continued Future Problem Solving Odyssey of the Mind Junior Great Books Academic Competitions Using Technology

GROUPING STRATEGIES 1.Full-time homogeneous classes * Implications for Maurit 1.Full-time heterogeneous classes 2.Part-time or temporary groups

According toWestberg and Archambault (1995) Use Advanced content. Provide depth by teaching interrelationships among bodies of knowledge. Accelerate the pace of instruction. Group students according to skill level or interest level.

Westberg and Archambault cont’d Allow independent, self-directed learning. Strengthen higher-level thinking skills. Allow independent advanced level projects.

Westberg and Archambault, cont’d Use outside mentors at all grades. Compact already learned or quickly learned curriculum to provide time for independent learning. Use learning or interest centers.

Westberg & Archambault’s Research The theorists and their collegues visited 10 elementary schools. The 10 schools had been identified as having successful gifted programs. Research findings revealed 6 repetitive themes.

6 Repetitive Themes 1.Effective teachers had advanced training in gifted education. 2.Teachers were motivated and willing to make changes. 3.Teachers collaborated with each other and other appropriate staff.

6 Themes Continued 4. Teachers used a variety of approaches to differentiate curriculum and instruction. 5.Teachers received administrative support. 6.There was a “collaborative” culture.

Let’s Review Enrichment (Renzulli & Reis) Acceleration Grouping & Identification (Is it a Cheetah?)