Building a Bridge Between Gifted Education and Total School Improvement

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DIANE Publishing, 1995 - Education - 38 pages
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Intended for those in large school communities who are looking for ways to improve the creative productivity and academic achievement of all students. The Schoolwide Enrichment Model (SEM) provides educators with an adaptable framework for bringing the lasting improvements to education that school personnel have sought for so long. Describes three service delivery components and several organizational components of the SEM that can be used to provide high-level learning opportunities for all students. Glossary. References.
 

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Contents

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Page iii - R206R000001) as administered by the Office of Educational Research and Improvement, US Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This...
Page v - Professor of Educational Psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His...
Page xi - School Structures The Regular Curriculum The regular curriculum consists of everything that is a part of the predetermined goals, schedules, learning outcomes, and delivery systems of the school. The regular curriculum might be traditional, innovative, or in the process of transition, but its predominant feature is that authoritative forces (ie policy makers, school councils, textbook adoption committees, state regulators) have determined that the regular curriculum should be the 'centerpiece
Page 5 - Students select their top three choices for the clusters and scheduling is completed to place all children into their first, or in some cases, second choice. Like extracurricular activities and programs such as 4-H and Junior Achievement, the main rationale for participation in one or more clusters is that students and teachers want to be there. All teachers (including music, art, physical education, etc.) are involved in teaching the clusters; and their involvement in any particular cluster is based...
Page 15 - Enrichment are usually more appropriate for students with higher levels of ability, interest, and task commitment. Type I Enrichment consists of general exploratory experiences such as guest speakers, field trips, demonstrations, interest centers, and the use of audiovisual materials designed to expose students to new and exciting topics, ideas, and fields of knowledge not ordinarily covered in the regular curriculum. Type II Enrichment includes instructional methods and materials purposefully designed...
Page 7 - ... persons, resources, and agencies. Direct assistance also involves setting up and promoting student, faculty and parental involvement in special programs such as Future Problem Solving, Odyssey of the Mind, the Model United Nations program, and state and national essay, mathematics, art, and history contests.
Page ii - Office of Educational Research and Improvement, United States Department of Education. The Directorate of the NRC/GT serves as the administrative unit and is located at The University of Connecticut.
Page 10 - ... differentiation strategy was specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. The procedure involves (1) defining the goals and outcomes of a particular unit or block of instruction; (2) determining and documenting the students who have already mastered most or all of a specified set of learning outcomes; and (3) providing replacement strategies for material already mastered through the use of instructional options that...
Page 10 - ... that has been a cornerstone of our work and our concerns for promoting more equity in special programs. Curriculum Modification Techniques The second service delivery component of the SEM is a series of curriculum modification techniques designed to: (1) adjust levels of required learning so that all students are challenged, (2) increase the number of in-depth learning experiences, and (3) introduce various types of enrichment into regular curricular experiences. The procedures...
Page 12 - Model, is enrichment learning and teaching which has roots in the ideas of a small but influential number of philosophers, theorists, and researchers such as Jean Piaget (1975), Jerome Bruner (1960, 1966), and John Dewey (1913, 1916). The work of these theorists coupled with our own research and program development activities, has given rise to the concept we call enrichment learning and teaching. The best way to define this concept is in terms of the following four principles: (1) Each learner is...

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