1. What is an enrichment cluster? First and foremost, a cluster is a multi- aged group of students who come together around a common interest and contribute their talent toward producing a product or service.

2. Enrichment clusters are not mini-courses! There are no unit or lesson plans. However, a series of start-up activities help students find and focus a problem that the majority of the group wants to pursue.

3. Major Features of Enrichment Clusters 1.The Golden Rule of Enrichment Clusters: All activity is directed toward the production of a product or service. 2.Students and teachers select the clusters in which they will participate. All students and teachers are involved. Theme:Every student is special if we create conditions that make each student a specialist in a specialized group.

4. Students are grouped across grade levels by interest areas. There are no predetermined lesson or unit plans. The authentic methods of professional investigators are used to pursue product and service development.

5. Divisions of labor are used to guarantee that all students are not doing the same thing. Specially designated time blocks are set aside for clusters. The Silver Rule of Enrichment Clusters: The rules of regular schooling are suspended

6. Six Key Questions 1.What do people with an interest in this area do? 2.What products do they create and/or what services do they provide? 3.What methods do they use to carry out their work? 4.What resources and materials need to produce high quality products and services? 5.How, and with whom, do they communicate the results of their work? 6.What steps need to be taken to have an impact on intended audiences?

9. The pond problem:

39. Steps to developing a cluster Choose an area for exploration.

40. Brainstorm possibilities by asking yourself the six questions: What do people with an interest in ……. do? What products do they create and/or what services do they provide? How, and with whom, do they communicate the results of their work? What resources and materials are needed to produce or provide a service within the travel industry? What steps need to be taken to have an impact on intended audiences? In other words what kinds of products or services do others need? How can kids develop these products or provide services?

41. Name your cluster Think about the answers to your questions and select the ideas that are appealing to you. What general direction could your cluster take? With that in mind, name it. Your title should be specific enough to invite a direction but also vague enough to go in several directions.

42. Envision some plausible paths the cluster can take? Possible products Possible services Paths to inquiry Problems that need to be solved Identify the different roles students could assume for the purposes of contributing by talent and assuring the idea of division of labor.

43. Plan introductory activities (Type I). What kinds of events can you plan to give the students information about the topic that can provide answers to questions you answered for yourself stated previously. This could involve a trip, speakers, movie, looking at products. The more authentic the experience the better it is.

44. Develop debriefing questions What can you ask the students to get them from the exploratory experience to idea formulation?

45. What kinds of skills might the students need? (Type II) What kinds of inquiry may be needed? What are the tools and methods used by the practicing professional? How can we organize for division of labor?\ Which talents and skills are needed? What resources can be used?

46. Write an invitation to join your cluster! The Travel Kids You are invited to join Travel Kids and help kids have a say on where to go on vacation? Too often adults do all the planning. Come join this cluster to let kids have a voice in the who, what, when, where, and how of travel.