Sem Tech Confratute 2017
1 like212 views
The document outlines Joseph Renzulli's three-type enrichment model for gifted education. Type I activities are general exploratory activities. Type II activities involve methodological training and how-to activities. Type III activities involve independent or small group investigations that lead to products and/or performances. The document then provides examples of Type I, II, and III activities and discusses the roles and responsibilities of teachers and students in guiding Type III projects.
Sem Tech Confratute 2017
- 3. OMG
- 5. OMG OMG
- 7. OMG OMG OMG
- 10. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 15. Who are you?
- 16. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 18. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 19. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
- 20. TYPE IIITYPE I TYPE II
- 21. TYPE IIITYPE I TYPE II
- 22. TYPE IIITYPE I TYPE II RESEARCH ON SURVIVING ON THE SURFACE OF MARS… 1. Learning Skills •Understanding •Determining Relevance •Notetaking 2. Analyzing and Organizing Information •Identifying Sources •Drawing Conclusions 3. Advanced Research Skills
- 23. TYPE IIITYPE I TYPE II
- 24. TYPE IIITYPE I TYPE II
- 25. TYPE III Electrostatic Ion Thruster TYPE I TYPE II
- 26. TYPE IIITYPE I TYPE II
- 27. TYPE IIITYPE I TYPE II
- 28. TYPE IIITYPE I TYPE II DEVELOP A PROTOTYPE… 1. Creative Problem Solving & Decision Making 2. Critical Thinking 3. Analyzing and Organizing Information 4. Preparing for Independent Work 5. Advanced Research Skills 6. Communication
- 29. SEM:Tech DAY TWO
- 30. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 31. TYPE I Heighten Anticipation Stimulate Interest Deepen Understanding (Renzulli, 1977)
- 36. PONDER
- 37. “To my mind, the greatest reward and luxury of travel is to be able to experience everyday things as if for the first time, to be in a position in which almost nothing is so familiar it is taken for granted.” Bill Bryson
- 43. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 45. Consumer Skills Productivity Skills Developing self-aware Listening, observing, & Perceiving Searching for Information Evaluation Information Self-Regulating Behavior for Learning Curating Conducting Research Generating Ideas Modifying Iterating Thinking Critically Problem Solving
- 46. Consumer Skills Productivity Skills Using a Variety of Sources (video, data, primary sources) Effective Internet Searches Finding Reliable Sources Evaluating Sources Avoiding Copyright Infringement Eliminating Distractions Curating Content Triangulating Information Creative Productivity / Creative Outlets Finding Mentors Participating in Professional Communities
- 50. 1. Find two news stories or websites that are at least some what plausible but are false. 2. Locate one news story or website that seems unlikely but is factual. 3. Create a Google Document or Slides presentation that contains the three stories. 4. Share your one link with the group. 5. BONUS POINTS if the three stories are related or focused on one topic.
- 55. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
- 56. TEACHER
- 57. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 58. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
- 59. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 60. STUDENT
- 61. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 62. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 63. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher