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Produktbild: Renzulli, J: Schoolwide Enrichment Model

Renzulli, J: Schoolwide Enrichment Model

Fr. 99.90

inkl. gesetzl. MwSt., Versandkostenfrei

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.01.1997

Verlag

Routledge

Seitenzahl

448

Auflage

97002 Auflage 2nd Revised edition

Sprache

Englisch

ISBN

978-0-936386-70-6

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.01.1997

Verlag

Routledge

Seitenzahl

448

Auflage

97002 Auflage 2nd Revised edition

Sprache

Englisch

ISBN

978-0-936386-70-6

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  • Produktbild: Renzulli, J: Schoolwide Enrichment Model

  • Chapter 1: The Schoolwide Enrichment Model and Educational Reform A Vision and a Plan A Bird's Eye View of the SEM Why Should Schools Focus on Talent Development? A Brief History of the SEM The Three-Ring Conception of Giftedness Above Average Ability Task Commitment Creativity A Definition of Gifted Behavior Discussion About the Three Rings An Overview of the Enrichment Triad Model The Revolving Door Identification Model (RDIM) The Schoolwide Enrichment Model Newest Directions for the SEM Framework of This Book Chapter 2: Using the SEM as a Plan for School Improvement The Secret Laboratory of School Improvement Developing Gifted Behaviors in All Students The Schoolwide Enrichment Model School Structures The Regular Curriculum Enrichment Clusters The Continuum of Special Services Cluster Grouping (An Example of One Service on the Continuum) Service Delivery Components The Total Talent Portfolio Curriculum Modification Techniques Enrichment Learning and Teaching The Enrichment Triad Model Learning in a Natural Way More Than a Sum of the Parts Personal Knowledge/Metacognition Three Key Ingredients of School Improvement The Act of Learning The Use of Time The Process of Change: A Gentle and Evolutionary (But Realistic) Approach What's in It for Me? Chapter 3: Implementing the Schoolwide Enrichment Model: A Six-Stage Planning Process for Consensus Building and the Development of a Mission Statement The Importance of Building Trust and Consensus Stage 1: Steering Committee Stage 2: Discussion Groups Stage 3: Steering Committee and Representatives of the Discussion Groups Stage 4: Planning Groups Stage 5: Program Proposal and Time Line Stage 6: Establish an Enrichment Team to Guide the Implementation of the Model and Join SEMNET Who Should Be on the Enrichment Team? Who Should Serve as the Chairperson of the Enrichment Team? How Often Should the Team Meet and What Should It Accomplish? SEMNET: The Schoolwide Enrichment Model Network Components of the SEMNET Membership Adapting the SEM to Suit Your Needs Key Features of Successful SEM Programs Key Feature 1: The Golden Rule Key Feature 2: Planning Prior to Program Implementation Key Feature 3: Professional Development and Administrative Support Key Feature 4: The Schoolwide Enrichment Team Key Feature 5: Program Ownership and Involvement Key Feature 6: Student Orientation Key Feature 7: Communication With Prime Interest Groups Key Feature 8: Flexibility Key Feature 9: Evaluation and Program Monitoring The Significance of Key Features Resources on Team Building Chapter 4: Identifying Students for Participation in the SEM What Makes Giftedness? Step 1: Test Score Nominations Step 2: Teacher Nominations Step 3: Alternate Pathways Step 4: Special Nominations (Safety Valve No. 1) Step 5: Notification and Orientation of Parents Step 6: Action Information Nominations (Safety Valve No. 2) The Importance of Using Multiple Identification Criteria A Change in Direction: From "Being Gifted" to the "Development of Gifted Behaviors" Chapter 5: The Total Talent Portfolio: Assessing Strengths, Interests, and Talents of All Students Status Information: What We Already Know About Young People Abilities Interests Style Preferences 1. Instructional Style Preferences 2. Learning Environment Preferences 3. Thinking Style Preferences 4. Expression Style Preferences Action Information: New Things We Learn About Young People The Regular Curriculum and Enrichment Learning Situations Action Information Messages Student Work and Products: A Special Kind of Action Information Student Goals and Co-Curricular Activities Talent Development Action Record High-Level Learning Options: Enrichment Clusters High-Level Learning Options: Curriculum Compacting Creating the Talent Development Action Record Recommendations Concluding Thoughts Chapter 6: Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students What Is Curriculum Compacting? The Compacting Process Phase 1: Defining Goals and Outcomes Step 1: Identify Objectives in a Given Subject or Grade Phase 2: Identifying Candidates for Compacting Step 2: Identify Students Who Should Be Pretested Step 3: Find Appropriate Pretests Step 4: Pretest Students to Determine Mastery Phase 3: Providing Acceleration and Enrichment Options Step 5: Eliminate Instructional Time for Those Students Who Demonstrated Mastery Step 6: Streamline Instruction for Those Students Capable of Quick Mastery Step 7: Offer Challenging Alternatives Step 8: Maintain Records The Compactor Sample Compactors Alison: A Sample Compactor at the Elementary Level Bill: A Sample Compactor at the Secondary Level Top Reading Group: A Sample Compactor at the Fourth Grade Level Enrichment and Acceleration Options Recommendations for Success Research on Curriculum Compacting Teacher Training Summary Chapter 7: Type I Enrichment: General Exploratory Experiences Planning a Type I Enrichment Program Getting Started Identifying Type I Topics Completing the Type I Planning and Documentation Form Planning Procedures by the Enrichment Team Generating Topic Lists From Students Generating Topic Lists From Staff Identifying Type I Topic Sources School Staff Parents Public Agencies, Professional Organizations, and Societies Colleges and Universities Businesses Senior Citizens Students Television Media Interest Development Centers The Internet Developing a Type I Source File The Resource Directory Form Teacher Training Implementing Type I's in the Enrichment Program Scheduling Interest Development Centers Advertising Type I Events Maximizing Payoff of Type I Events Documentation and Evaluation of Type I Enrichment Using the Type I Planning and Documentation Form as an Evaluation Device Type I Evaluation Tools Chapter 8: Type II Enrichment: Group Training Activities Overview of Type II Enrichment Objectives and Strategies for Type II Training Type II Target Audiences Sharing of Staff Expertise Varieties of Type II Enrichment Planning a Type II Enrichment Program Awareness and Needs Assessment Teacher Training The Organizational Plan for Developing a Type II Enrichment Component Developing a Type II Source File Implementing a Type II Enrichment Program Materials and Activities Selection Worksheets Enrichment Room Selections Regular Classroom Selections General Approach for Completing the Materials and Activities Selection Worksheets Materials Review, Evaluation, and Selection Commercial Evaluation Guide Enrichment Materials Specification Form Disseminating Information on Type II Enrichment Spotting Talent in Type II Activities Procedures for Evaluating Type II Enrichment The Class Activities Questionnaire Tests of Process Skills Additional Approaches to Evaluating Type II Enrichment Chapter 9: Type III Enrichment: Individual and Small Group Investigations of Real Problems Targeting Type III Enrichment Initiating Type III Enrichment Action Information Forms Student Interviews Selecting Students to Pursue Type III Investigations Scheduling Details and Curriculum Compacting Problem Finding and Focusing Focusing on Methodology The Editorial and Feedback Process Finding Outlets and Audiences for Student Products Not All Ideas Are Type III's Enrichment Clusters and Type III Experiences Examples of Type III Enrichment Implementing Type III Enrichment The Management Plan for Individual and Small Group Investigations Specification Form for Methodological Resource Books Completing the Type III Mentor Matrix Suggestions for Conducting a Type III Fair Establishing a "Research Foundation" Procedures for Setting Up a Research Foundation Sources of Funds for the Research Foundation Procedures for Reviewing Proposals for the Research Foundation Procedures for Evaluating Type III Enrichment The Student Product Assessment Form Sharing the Student Product Assessment Form With Talent Pool Students "Data" From the Management Plan Additional Procedures for Evaluating Type III Enrichment Teacher Training Activities Learning the Process Yourself SIMSITS Chapter 10: Enrichment Teaching and Learning: Enrichment Clusters Enrichment Clusters: What Are They? Background of Enrichment Clusters Six Steps to Implementing Enrichment Clusters Step 1: Assess the Interests of Students and Staff Step 2: Create a Schedule Step 3: Locate People and Staff to Facilitate Clusters Teachers Support Staff Parents Community Volunteers Student Teachers, Interns, and Older Students Step 4: Provide a Facilitator Orientation Step 5: Register Students by Placing Them Into Clusters That Interest Them Step 6: Celebrate Your Success Sample Clusters Assessment and Evaluation Conclusion Conclusion Developing a Five Year Plan Needs Assessment Steps in Developing a Five Year Plan Some Final Thoughts About Getting Started Accepting Different Styles and Personalities Budgeting Continuation, Expansion, and Improvement References Further Reading Appendix A: Action Forms Appendix B: Sample Total Talent Portfolio