Syllabus
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Course Information |
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Course
title |
The
Schoolwide Enrichment Model |
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Course
number |
EPSY
5720 |
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Course
discipline |
Education
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Course
description |
This
course is designed for classroom teachers, enrichment specialists, gifted
education coordinators, and administrators. Participants will review the
research and history regarding talent development and gifted education. The
course will focus on the philosophy and work of Joseph Renzulli and his
conception of giftedness as creative productivity. His model and framework
for talent development and curriculum modification and differentiation will
be explored in depth. Participants will spend the majority of their time
learning how to implement a classroom-based or school-based enrichment and
talent development program. |
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Location
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on
line |
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Meeting
day(s) |
TBA |
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Meeting
time(s) |
TBA |
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Textbooks |
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Required
reading |
The
Schoolwide Enrichment Model, Joseph S. Renzulli and Sally M. Reis, Creative Learning Press,
1997, 0-936386-70-3 |
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Recommended
reading |
Developing
the Gifts and Talents of All Students in the Regular Classroom, Margaret Beecher, Creative
Learning Press, 1995, 0-936386-68-1 |
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Recommended
reading |
Curriculum
Compacting,
Sally Reis, Deborah Burns, Joseph Renzulli, Creative Learning Press, no date,
0-936386-63-0 |
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Course Goals |
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Course
Goals |
Participation
will enable students to: 1. Explain the importance of
internal consistency in defining and selecting for giftedness. 2. Compare and contrast the
two conceptions of giftedness described in Renzulli's writings. 3. Explain the experiences,
traits, and behaviors associated with academic and creative productive
talent. 4. Explain the Enrichment
Triad Model, its components, and its relationship to talent development. 5. Explain the components
within Renzulli's Revolving Door Identification Model. 6. Explain the components
within Renzulli's Schoolwide Enrichment Model. 7. Explain the rationale
behind the Schools for Talend Development Model and describe its components. 8. Explain the relationship
between Renzulli's conceptions of giftedness and the services and components
within his various programming models. 9. Explain the program goals
and anticipated student outcomes for each component of Renzulli's models. 10. Use or design appropriate
instruments or strategies for assessing students' interest, styles,
strengths, achievements, talent preferences, and learning goals. 11. Analyze the results of
students' norm and criterion-referenced tests, learning styles and interest
inventories, parent questionnaires, and interview or observation information
to plan appropriate enrichment, curriculum modification, or differentiation
recommendations for individual students. 12. Analyze and make
recommendations to modify curriculum units to increase challenge, authenticity
and active learning. 13. Develop and use pretesting
and performance assessment techniques to identify students' interests,
developmental needs, and prior achievements in order to differentiate
assignments and learning activities. 14. Organize community
resources to offer a variety of interest-based student enrichment activities.
15. Create and organize
classroom or schoolwide exploratory activities or centers based on student
interests or strengths. 16. Identify and teach
appropriate process and methodological skills to address talent development
or to enhance the effectiveness of a curriculum unit. 17. Assist a student or a
small group of students in completing an investigation, enrichment cluster
project, or research study. 18. Outline the role of
parents, teachers, and enrichment specialists in providing various student
services to promote talent development and increased academic achievement. |
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Assignments |
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Students
will complete assignments related to course topics and objectives. Modifications
to these assignments to meet individual needs are welcomed. Students may
schedule a time to discuss rough drafts with the instructor or with their
classmates. Students will complete all coursework by August 25. 1. Weekly postings Each student will be asked to
respond weekly questions related to the readings, class activities, or
objectives. Responses will be graded as complete or incomplete. Complete web
postings are characterized by demonstrating an understanding of the context
and the ability to make connections with other ideas or experiences. In the
interest of promoting an exchange of ideas, responses to fellow students'
postings are encouraged. 2. Research Article Based on Renzulli chapters 3
and 4, locate and read an article on the topic of creative productive
giftedness, provide an abstract, and explain how the article provides or
fails to provide an understanding of effective education for the gifted. 3. Total Talent Portfolio Based on Renzulli chapter 5:
A) develop a total talent portfolio for use in your school, OR B) administer a survey to your
students to be selected from "My Way,"
"Interest-A-Lyzer," or "If I Ran the School." Other
instruments may be substituted with instructor approval. Once you have
administered the survey, identify five areas of interest among your students
that would provide possible teaching opportunities in your classroom over the
next six weeks. 4. Design your own project based
on the needs of your students and your classroom. Possible options include A) developing a one-page summary of all speakers, books, videos,
etc. to be used for an interest development center B) developing an annotated bibliography of Type I books for a
unit C) developing a questionnaire for faculty/parents/community
members to create a list of speakers on a range of topics D) developing another product, as approved by instructors. 5. Evaluation of Type II
Materials Based on Renzulli chapter 8,
complete an evaluation of a Type II (methodological training) book, using the
form on page 408. A Type II book is one that a student would use to learn
about the methodology used by a professional in the field. For example, a
book on how to teach students about planets is NOT a Type II book, but one
that describes how to use a telescope would be a Type II. |
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Instructor Information |
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Name |
Joan
Jacobs, Ph.D. |
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Email
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joanfriday@yahoo.com
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Office
location |
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Office
hours |
TBA |
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Phone |
860-486-9229
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Biography |
Joan
Jacobs completed her Ph.D. in Educational Psychology with an emphasis in
gifted and talented education from the |
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Overview of Lessons |
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Lesson
1: Treasure Hunt and Background Lesson 2: Chapters 1 and 2.
Posting Lesson 3: Chapters 3 and 4
Posting and Assignment 1 Lesson 4: Chapter 5 Posting Lesson 5: Chapter 7 Posting
and Assignment 2 Lesson 6: Chapter 8 Posting Lesson 7: Chapter 9 Posting
and Assignment 3 ( Lesson 8: Chapter 10 Posting
and Assignment 4 Lesson 9: Chapter 6 Posting Lesson 10: Overview Posting |