udl & enrichment approaches lucie davis, med. giftedness 1)giftedness = high iq score 2)1960s =...

UDL &

Enrichment Approaches

Lucie Davis, MEd

Giftedness

1) Giftedness = high IQ score

2) 1960s = artistic excellence, creativity and specific academic aptitude

3) 1980s = increased interest in affective domain, multiple intelligences and talent development

4) Now = society’s view of human talents and abilities is more broad

-Intelligence is flexible and dynamic.

-A single definition can’t be used.

-Many researchers developed models to explain this complicated concept.

Here are a few…

Sidney MarlandDefinition

Gifted and talented children are those identified by professionally qualified people, who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:

Sidney Marland

-general intellectual ability

-specific academic aptitude

-creative or productive thinking

-leadership ability

-visual and performance arts

-psychomotor ability (removed in 1997)

Abraham TannenbaumDefinition

Giftedness in children denotes their potential for becoming critically acclaimed performers or exemplary producers of ideas in spheres of activity that enhance the moral, physical, emotional, social, intellectual, or aesthetic life of humanity.

Joseph Renzulli

Definition

Giftedness is an interaction among three basic cluster of human traits: above average ability, high levels of task commitment, and high levels of creativity. Gifted children either possess or are capable of developing these traits and applying them to any valuable area of human performance.

Renzulli’s Model

Renzulli & Reis, 1985

Howard Gardner

Definition

-Gardner refers to human cognitive competence as a set of abilities, talents or mental skills which he calls intelligences. He defines intelligence as an ability or set of abilities that permits an individual to solve problems or fashion products that are of consequence in a particular cultural setting.

Howard Gardner

8 Intelligences:

Verbal-Linguistic

Logical-Mathematical

Visual-Spatial

Musical

Bodily-Kinesthetic

Interpersonal

Intrapersonal

Naturalistic

John FeldhusenTalent Identification and Development in Education (TIDE model)

-Foster talent development in all youth rather than focusing on a small percentage.

-Talent development involves a combination of aptitudes, acquired knowledge and personality characteristics.

Four broad areas:

1. Academic-Intellectual

2. Artistic

3. Vocational-Technical

4. Interpersonal-Social

Francoys GagnéThe Differentiated Model of Giftedness and Talent (DMGT)

Definition - Giftedness

Giftedness is the possession and use of untrained and spontaneously expressed natural abilities, in at least one ability domain, to a degree that places an individual in at least the top 10% of age peers.

4 domains representing giftedness:

Intellectual, Creative, Socio-Affective and Sensorimotor

Francoys GagnéThe Differentiated Model of Giftedness and Talent (DMGT)

Definition - Talent

Talent designates the superior mastery of systematically developed abilities or skills and knowledge in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are active in that field. These skills include: academics, arts, business, leisure, social action, sports and technology. Catalysts for their development include milieu, people, provisions and events.

Purpose of Enrichment-Our view of giftedness or enrichment will be a factor in identification and provision of services.

-Renzulli’s two purposes:

1) To provide maximum opportunities for self-fulfillment through the development and expression of performance areas where superior potential may be present.

2) Increase society’s supply of persons who will help to solve problems by becoming producers of knowledge and art.

Misconceptions1. Gifted students are high achievers.

2. All children are gifted.

3. Gifted students will do fine with or without special programming.

4. Gifted students come from advantaged homes.

5. Co-operative learning is an effective way to meet the needs of gifted students.

6. Gifted students have trouble getting along with peers.

CharacteristicsWinebrenner (2001)

-Learns new material faster, at an earlier age, than age peers

-Remembers what has been learned

-Deals with complex and abstract concepts

-Has a passionate interest in one or more topics

-Can operate on multiple brain channels simultaneously and process more than one task at a time

Teachers can differentiate

by

Content Process Product

Differentiation

Bloom’s Taxonomy

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Bloom’s Taxonomy

Flexible Groupings

Groups based on instructional need:

-skill proficiencies

-content mastery

-learning preferences

-instructional resources by reading level or by sophistication of content

Curriculum Compacting

-Curriculum Compacting is part of Renzulli’s School Wide Enrichment Model

-A process to streamline the grade-level curriculum by eliminating concepts that students have already learned.

-All learners are challenged and students who demonstrate high levels of achievement are provided with enrichment or acceleration activities.

Enrichment Triad ModelType I Enrichment

-Experiences and activities designed to expose students to a wide variety of topics not ordinarily covered in the regular curriculum

Type II Enrichment

-Methods and materials designed to promote the development of thinking and feeling processes

Type III Enrichment

-Investigative activities and artistic productions in which the learner assumes the role of a first-hand inquirer.

Enrichment Triad Model

Independent Study

An independent study is a research project where students learn how to develop the skills for independent research learning. The degree of teacher assistance depends on the structure of the project and the students’ ability to manage concepts, time and their own progress.

Independent Study

Advantages

• Promotes intrinsic motivation

• Avoids boredom

• Students learn to think outside of the box

• Promotes autonomy and independence

• Students learn that initiative is rewarded

Acceleration

Acceleration is any strategy that results in advanced placement or advanced credit.

Grade Acceleration - the student skips a grade, usually at the elementary or middle school level.

Content Acceleration - the student moves through a subject area at a faster rate

Examples:

-Early graduation/early enrolment in university

-Dual enrolment

-Credit by examination

-Advanced courses through distance education

-Subject acceleration

Universal Design for Learning

www.cast.org

About UDL: watch video –UDL at a glance

www.udlcenter.org

Under Quick links, you will find:

-Download the UDL Guidelines

-when page opens, select: Get a graphic organizer with the UDL Guidelines (PDF)

Enrichment in Schools

Enrichment in Elementary & Middle Schools

-Enrichment Clusters

-Enrichment Triad

-Pyramid of Interventions

High Schools

-Independent Studies/Dual Credit

-Distance Education Courses

-Local Options Courses

-Challenge for Credit

-Level 1 Courses

-Advanced Placement Classes

Partnerships

UNB Shad Valley

–Summer program for 60 top students in grades 10-12

The Learning Partnership

–Turning Points (15 schools participating)

–Entrepreneurial Adventure (about 10 schools participating – K-12)

Heritage New Brunswick

–Heritage Fairs (over 30 schools participating – K-12)

Canadian Heritage

–Encounters (15 schools participating)

–Forum for Young Canadians (4 schools participating)

Co- & Extra- Curricular Enrichment Art, Drama & Music

-Harvest Jazz & Blues

-Visiting Musicians & Artists

-Fine Arts Day, Fine Arts Grants

-Provincial Drama Fest held at UNB & St. Thomas

-13 Extracurricular Music Bands (classical & jazz)

-Violin programs

-Improv clubs

Co- & Extra- Curricular Enrichment Numeracy, Science & Technology

-Virtual Choirs

-Biotechnology Challenge -sponsored by Science East

-Envirothon –competition involving outdoor field tests

-Mathematics League (Math Competitions)

-School & Regional Chess Tournaments

-What’s Up Doc?

A film-making festival in the Fredericton region

Co- & Extra- Curricular Enrichment

Languages, Literacy & Social Sciences

-“French for the Future/Français pour L’Avenir”

-Oratorical, poetry & debating competitions in English & French

-Speak Out/Spoken Word

Students from 15 schools go beyond their classroom oratorical speeches to complete in competitions. District Tournaments also include Spoken Poetry competitions as well as Debate.

-Heritage Fairs held in English & French

-Writing & Reading Clubs (Hackmatack Reading Program)

-Debating Clubs & Tournaments

-Reach for the Top Clubs & Tournaments

Co- & Extra- Curricular Enrichment

Business & Trades

-Trades Apprenticeship Program

-Entrepreneurial Fairs – Craft/Product Fairs

-Trades Showcase

-Auto Clubs