Instructional models and practices

Instructional Models
and Practices
Jenny Deslate

Enrichment and
Acceleration
SHIRLEY W. SCHIEVER
C. JUNE MAKER

Enrichment:
– Curriculum
– Program delivery services
Enriched Curriculum
• Refers to richer, more varied educational
experiences, a curriculum that has been
modified or added to in some ways.
– Davis and Rimm, 1989

These modification or addition may
be in CONTENT or TEACHING
STRATEGIES and ideally they are
based on the characteristics of the
learners for whom they are
designed.

Goal of Enrichment Program:
- To offer students curriculum that is greater
in depth or breadth than that generally
provided.
- To challenge and offer growth in the area of
the student’s giftedness.

Ways to Implement the
Enrichment:
1. After-School
2. Saturday Classes
3. Resource Rooms
4. Special Interest Clubs.
The key element for an enrichment program is to be a
SYSTEMATIC plan for extended student learning

Howley and Pendarvis (1986) Describe
THREE APPROACHES TO
ENRICHMENT
1. Process-oriented approach
2. Content-oriented approach
3. Product-oriented approach

1. Process-oriented approach to
enrichment
It is design to develop students higher mental processes and
their creative production
• The students are taught the steps or components
of one or more models, such as
– Bloom’s Taxonomy of cognitive objectives
– Creative Problem Solving
– And frequently required or encouraged to apply the focus
skills through using learning centers, engaging to
discussions, conducting independent studies on topics of
interest to them.

• The concern in this approach is the THINKING
PROCESS Which frequently taught or practices
in isolation from content or subject matter.
Thinking process are best taught and practiced using
substantive content.
Example: Games that are require strategic planning or
problem solving are often used to “teach” thinking.
If the student are expected to think they need something to
think about

Content-oriented approach to
enrichment
Stress the presentation of the PARTICULAR CONTENT area.
Generally;
- Curriculum for Mathematics
- Science
- Language arts
- Social Sciences
Is treated with a greater
breadth and depth than in
the regular curriculum

• Those subjects may be offered in a
form of
– Mini-courses
– Museum
– Science Center programs
– College options for pre-college
students
– Mentorship
• (Howley et. al.,
1986)
Example:
• Elementary level;
– mini-course (pre-algebra)
• Middle School level;
– Mentorship with
astronomers
• High School Level;
– student might be enrol in
AP (Advance Placement)
(biology, Calculus,
Chemistry and etc.)

Disadvantage of Mini-courses and
Special Programs
• Usually the enrichment is separated from the
curriculum students are exposed to on a consistent
basis in the regular classroom.
• This violates developmental and curricular principles.
• Learning experiences should be sequential if skills
and the information base are to develop in a
logical progression and rest of the solid
foundation.
• It also violate the curriculum principle of
organization of learning value.
– Maker. 1982a. 1982b, Maker and Neilson, 1996)

Product-oriented Enrichment
Program
• Emphasize primarily the RESULT or PRODUCT of
instruction rather than the content or process involved.
• Products may be tangible such as, painting, novel, or
presentation or intangible such as improved mental health.
• POE is frequently result in a “Make it and take it”
expectation;
• Students churn out products without establishing a knowledge base or
striving for accuracy and excellence in the product
• (Quantity rather than Quality)
• This situation shows the lack of understanding of
the necessity for the role of Process, Content and
Product in curriculum enrichment for the gifted
students

• Certain Models or Approaches to enrichment
are comprehensive in integrating content,
process and product.
• These includes
– Parallel Curriculum Model (Renzulli & Reis)
– Schoolwide Enrichment Model
– Autonomous Enrichment Model
– Other model includes
– Group Investigation (Sharan & Sharan 1992)
– Problem Based Learning (Stepien, Gallagher &
Workman. 1993)

Acceleration:
• It is to denote Models of Service Delivery
• and Curriculum Delivery

Acceleration as a Service Delivery;
• Offers a standard curricular experiences
to students at a younger-than-usual age
or lower-than-usual grade level
Example:
• Early entrance to Kindergarten or to
College; Grade skipping or part time
grade acceleration, in which the student
enters a higher year level.

Acceleration as a Curriculum
Model
• It involves speeding up the pace at which
materials is presented and/or expected
to be mastered.
• It take the form of telescoping, so that
students complete two or more years’
work in one year, or self-paced studies.
Each type of acceleration has advantage and
disadvantages

Early Entrance to
kindergarten
Advantage
• Ready for the academic
rigors and structure of
the school to encounter
learning that may be
challenging.
• Complete school year
at young age.
• More time to career
and Professional
Development
Disadvantage
• Tax the physical
maturity
• Frustration due to the
level of their
psychomotor
development.
• Does not provide
intellectual peers

• Acceleration as a service delivery
fails to provide a differentiated
curriculum for the gifted learners.
• Students receive instructions and
have learning experiences that are for
average students who are older than
the gifted students. But the
curriculum does not change to match
the needs of the gifted.

Enrichment and
Acceleration as
Complementary Program
Components

• Combining Enrichment and Acceleration for GT
students is not radical or revolutionary idea.
• Meeting the needs of the GT students as determined
by their Characteristics required the abstract and
complex concept be taught (ENRICHMENT)
• and that of the average learners be taught
(ACCELERATION) in their areas of giftedness
• VanTassel-Baska 1981) has stated that the term ENRICHMNENT
has no meaning for the GT students unless it is inextricably
bound to good acceleration practices.
Acceleration and Enrichment are terms used to
describe both curriculum and service-delivery
models.

Acceleration and Enrichment are terms used
to describe both CURRICULUM AND
SERVICE-DELIVERY MODELS.
The curricular aspects of both are necessary
and complementarily in nature
Components Curriculum, the content,
instructional and learning process and
expected student products
ALL MUST BE ENRICHED AND ACCELERATED.

Integrated
Curriculum Model
JOYCE VNATASSEL-BASKA

Rationale:
The important reasons for advocating the ICM
for the gifted are the following;
1. The needs to address the salient characteristics of the gifted
learners simultaneously, attending to precocity, intensity, and
complexity as integrated characteristics that present the cognitive
and affective dimensions of the learners.
2. Relate to the current delivery model, as pullout programs decrease in
numbers, and more gifted students are served in a heterogeneous or
self-contained (special Class) setting.
3. Reasons for integrated approach rests with the current research on
learning. Studies shows that the better transfer of learning occurs
when higher-order thinking skills are embedded in subject matter
(Perkins & Saloman 1989)
4. Using the integrated model for curriculum is related to a clear shift of
emphasis from the focus on the individual gifted learner to the process
of collective talent development for all learners.

Three
Interrelated
Curriculum
Dimensions
1. Emphasize advance content that frames
disciplines of study,
2. Providing higher order thinking and processing,
and
3. Focusing major experiences around major
issues, themes, and ideas that define both
the real-world applications and theoretical
modeling within and across areas of study

Interrelated Curriculum
Model for Gifted
Students
Advance Content
Dimension Issues/Themes
Dimension
Process-
Product
Dimension
The Talent Development Approach in Action

• ICM to the National Language Arts Curriculum Project
was accomplished be developing a curriculum
framework addressing each of the dimensions. This is
to satisfy the Advance Content
Advance Content
Dimensions
Process-Product
Dimensions
• Of thee curriculum was addressed by the embended
model of reasoning developed by Paul (1992) it is used
to aid the students in generating original works
Issues/Themes
Dimension
• Of the curriculum includes focusing on the theme of
change as it applied to works of literature selected for
the units, the writing process, language study, and
learners’ reflections o their own learning throughout
the units.

• Integrated Curriculum Model offers
the best combinational approach to
date for restructuring curriculum
for gifted learners at the same
time that it responds to the
curriculum reform agenda.
• It offers practitioners concrete
units of study to implement in
classrooms nationality.

The Schoolwide
Enrichment
Model:
JOSEPH S. RENZULLI
AND SALLY M. REIS
Developing Creative and Productive
Giftedness

The Schoolwide Enrichment Model (SEM) gives each
school the flexibility to develop unique programs for
talent development and creative productivity based on
local resources, students demographic and school
dynamics as well as faculty strengths and creativity.
Major GOAL:
- promote both CHALLENGING and ENJOYABLBE
high-end learning across a wide range of school types,
levels and demographic differences.
SEM suggest that educators examine ways to make schools
more inviting, friendly and enjoyable places that
encourage talent development-instead of regarding
students as repositories for information that will be
assessed with the next round of standardized test.

Two kinds of Giftedness
• Schoolhouse Giftedness
– Test-taking or lesson-learning giftedness
– Easy to measure by IQ or other cognitive ability tests, and it is often
use for selecting students for entrance into special program
• Creative-Productive Giftedness
-- describes human activity and involvement in which a premium is
placed on the development of original material and products that
are purposefully designed to have an impact on one or more
target audiences.

Overview of the
Enrichment Triad
Model
JOSEPH S. RENZULLI
AND SALLY M. REIS

Above
Average
Ability
Creativity
Task
Commitment
The Three-Ring Concept of Giftedness
The Enrichment Triad Model was designed to encourage creative
productivity on the part of young people.

Three types of Enrichment
included in Triad Model.
TYPE II
Group Training
Activities
TYPE I
General Exploratory
Activities
TYPE III
Individual and Small
Group Investigation
of Real Problem
Regular
Classroom Environment

Type I Enrichment
Design
• To expose students to a wide variety of disciplines,
topics, occupations, hobbies, persons, places and events
that would not ordinarily be covered in the regular
curriculum.
• Type I experiences by contacting speakers, arranging
minicourses, demonstration or performance or by ordering
and distributing films, slides, videotapes or other print or
non-print media.

Type II
Enrichment
• Consist of materials and methods design to promote the
development of thinking and feeling processes.
• It generally and usually carried out both in classrooms and
in enrichment programs.
• Training Includes the following Development:
• Creative thinking, Problem Solving, Critical thinking and
Affective process;
• Variety of Learning-how-to-learn skills
• Skills in the appropriate use of advance-level reference
materials
• Written, oral and visual communication skills.

Type III
Enrichment
• Involve students who become interested in pursuing a slf-
selected area and are willing to commit the time necessary for
advanced content acquisition and process training.
• It includes:
• Provide opportunities for applying interests, knowledge,
creative ideas and task commitment.
• Acquire advance level of understanding of knowledge
(content) and methodology (process).
• Develop authentic products that are primarily directed to
bring about a desired impact upon a specified audience.
• Develop a self-directed skills
• Develop task commitment.

Schoolwide
Enrichment
Model (SEM)

• Talent pool of 10-15% of above average ability/high potential students is
identified through a variety of measures, including achievement test, teacher
nomination, assessment of potential creativity task and task commitment.
• high achievement test and IQ test scores automatically include in a talent pool
• Once student is identified they are eligible for several kinds of service;
1st: Interest and learning styles are used .
Informal and formal methods identify or create
students interest and courage them to develop their
interest;
2nd: Curriculum compacting is provided to all eligible
students for whom the regular curriculum is
modified by eliminating portions previously
mastered content.
3rd: THE ENRICHMENT TRIAD MODEL offers of
enrichment experiences. Type I, II, III and it is
more usually appropriate for styudentswith
higher levels of ability, interest and task
commitment.

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
ProfessionalStaffDevelopmentModel
CurriculumMaterialsandResources
TheSchoolwideEnrichmentTeachingSpecialist
Parentorientation,TrainingandInvolvement
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
Service Delivery Components
THESCHOOLWIDEENRICHMENTMODEL
SCHOOL STRUCTURES
THE REGULAR CURRICULUM
It consist of everything that is part of the predetermined
goals, schedule, learning outcomes, and delivery system of
the school.
SEM influence the Regular Curriculum in three ways.
1st: the challenge level of required materials is
differentiated through processes, such as Curriculum
Compacting and Textbook Modification.
2nd: Systematic content ad intensification procedures should
be used to replace eliminated content with selected in-
depth learning experiences.
3rd: Enrichment Triad Model integrated selectively into
regular curriculum.

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
SCHOOL STRUCTURES
ENRICHMENT
CLUSTER
Schoolwide enrichment Model are non-graded group of
students who share common interest
It usually meet for a block of time weekly during a
semester. All students complete an interest
inventory developed to assess their interest and an
enrichment team of parents and teachers tally all
of the major families of interest.

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
SCHOOL STRUCTURES
CONTINUUM OF SPECIAL
SERVCES
Third School structure targeted by the SEM Model;
These services typically include individual or small-group
counselling, various types of acceleration, direct assistance
in facilitating advanced level of work, arranging for
mentorship with faculty membership with faculty members
or people in the community and making other types of
connection between students, their families and out-of-
school persons, resources, and agencies.

ContinuumofPotentials
Abilities-Interests-LearningStyles
ContinuumofPerformance
Academic-Creative/Productive-Leadership
General Classroom Enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement and Type III Enrichment
Magnet and Charter Schools, School Within a School
Within Class and Non-
Graded Cluster
Grouping by Skill Level
Within and Across Grade
Pull-Out Groups by
Targeted Abilities and
Interest Areas.
Within and Across Grade
Pull-Out Groups by
Targeted Abilities and
Interest Areas.
Within Grade Level and
Across Grade Level
Advance Classes
Academic of Inquiry and
Talent Development
Advance Placement
Honors Classes
International Baccalaureate
Self-Designed Courses or
Independent Study
Special Enrichment Program: Young Writes, Saturday and Summer Programs, Future
Problem Solving , Odyssey of the Mind, Math League, Science fairs, Etc.
Acceleration Options:
Internship _ _ _ _ _ _ _ _ _ _ _Apprenticeships _ _ _ _ _ _ _ _ _ _ Mentorship
Acceleration Options:
Early Admission _ _ _ _ _ Subject Acceleration _ _ _ _ Grade Skipping _ _ _ _ _ College Classes
Input Process Output
Elementary School Middle School High School

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
SCHOOL STRUCTURES
It is use to make decisions about talent development
opportunities in regular classes, enrichment clusters, and in
the continuum of special services.
This expanded approach to identify talent potentials is
essential if we are to make genuine efforts to include more
under-represented students in a plan for total talent
development.

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
SCHOOL STRUCTURES
The Second Service delivery
It is a series of curriculum modification techniques design to;
1. Adjust level of required
learning so that all
students are challenged. 2. Increase the number of
in-depth learning
experiences.
3. Introduce various types
of enrichment into regular
curricular experiences.

TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
TYPE II
Group Training
Activities
TYPE I
General
Exploratory
Activities
TYPE III
Individual and
Small Group
Investigation of
Real Problem
Regular
SCHOOL STRUCTURES
The third delivery component of SEM, it is
based on ENRICHMNET TRIAD MODEL.
The best way to define this concept is with
the following four principles:
1. Each learner is unique – all learning
experience must be examined in ways that
take into account the abilities, interest and
learning style of the individual
2. Learning is more effective
when students enjoy what
they are doing, and learning
experience should be
constructed and assessed
with as much concern for
enjoyment as for other goal.
3. Learning is more meaningful
and enjoyable when content (i.e.
knowledge) and process (i.e.,
thinking skills, methods of
inquiry) are learned within the
context of a real and present
problems.
4. Enhance knowledge and skills
acquisition (gain through formal
instruction) with application that results
in students’ own construction of
meaning (Renzuli, 1994, p.204)

Talent Searches:
Meeting the Needs of
Academically Talented
Youth
ANN LUPKOWSKI-SHOPLIK
CAMILLA P. BENBOW
SUSAN G. ASSOULINE
LINDA E. BRODY

How does the Talent Search Works?
• The initial
screening is
design to
identify students
who will benefit
from the
information they
will gain from an
above-level
assessment.
• It is based on an ingrade
standardized test such as the
Iowa Tests of Basic Skills.
Students who score at a
designated level or higher on
a grade-level standardized
achievement test are invited
to take an above-level test as
a measure of their aptitude.
• It is based on an ingrade
standardized test such as
the Iowa Tests of Basic
Skills. Students who
score at a designated
level or higher on a
grade-level standardized
achievement test are
invited to take an above-
level test as a measure
of their aptitude.
• The second Step in this
process is to administer the
above-level test to the
eligible students.
• The assessment use by the
Talent Searches were
developed for students two
to four years older than the
students’ present grade
placement.

Above-Level Tests Are Used by
Talent Searches.

Scholastic Assessment Test (SAT-I)
• In March 1994, the
test formerly known
as the Scholastic
Aptitude Test
became the
Scholastic
Assessment Test
(SAT).
• The name change reflects
the test's objectives more
accurately, that is, to
measure a student's
scholastic ability and
achievement rather than
his or her aptitude.
• The format of the SAT remains
basically the same, however;
it is a series of tests, given to
groups of students. The tests
measure verbal and
mathematical abilities and
achievement in a variety of
subject areas.
• Over 2,000 colleges and
universities use the test
scores as part of the
college admissions
process.
• The SAT scores
provide an indicator
of the student's
ability to do college-
level work.
• Intended as an
objective standard for
comparing the abilities
of students from widely
different cultural
backgrounds and types
of schools, the test can
also help students, their
parents, and guidance
counsellors make
decisions in the college
application process.

ACT Assessment
ACT assessment, a college entrance
exam developed by ACT (formerly
the American College Testing
Program)
Assessment includes four tests:
- Mathematics
- English
- Reading and
- Science Reasoning.
School and College
Abilities Test (SCAT)
• Focused on the middle
School students,
• The SCAT includes two subtests that
measure quantitative and verbal
reasoning ability.
• There are three levels available:
• Elementary, intermediate, and advance from providing
norms through high school level.

PLUS Academic Abilities
Assessment
• Developed by Educational
Testing Service,
• Reports verbal and Quantitative scores.
EXPLORE
• Developed by American College
Testing for eight graders, consist of
Four multiple choice tests:
• English, Math, Reading and Science
Reasoning
• ACT developed EXPLORE to
measure students’ curriculum –
related knowledge as well as
complex cognitive skills.
Spatial Test Battery
• It includes four Subject;
• Visual memory, surface development, block rotation and perspective.

Benefits of Participating in Talent Searches
1. EDUCATIONAL
DIAGNOSIS
2. EDUCATIONAL
RECOMMENDATIONS
TAILORED TO THE
ABILITIES OF THE
STUDENTS
3. EDUCATIONAL
OPPORTUNITIES
PROVIDED BY
UNIVERSITY-BASED
TALENT SEARCHES
4. APPROPRIATE
EDUCATIONAL
INFORMATION.
5. HONORS, AWARDS,
AND SCHOLARSHIPS

Special Summer and
Saturday Programs for
Gifted Students
PAULA OLSZEWSKI-KUBILIUS

Why Special Programs should
exist for gifted learners?
Are they needed? If so, Why?
• Many individuals believe that educational programs
outside of school are absolutely necessary for gifted
children because of their special learning needs
(Olskewski-Kubilius)

General issues with In-School
Programs
• When students accelerate themselves in a
content area at the seventh or eight grade
through a special program, there can be both
immediate and long-term consequences.
Access to Special Programs
Special Summer or Saturday School Program most often sponsored
by institutions of higher education.
Instructional Models and Program Types.
Summer programs that offer intensive accelerated courses are a good
match for very able students with good study skills and an ability to learn
independently.
It is a technique such as telescoping or curriculum compacting to
reduce the amount of time students spend on a course by as 50%
It offers opportunity to study a single subject in great depth are more
suited to students with intense, focused interest and specific talent areas.
Programs that gives students a chance to sample several different courses
(ex. Student takes one class in the morning and one in the afternoon).

Saturday Programs are single shot events that focus on
career awareness or introduce students to a field of study;
Some Programs that offers typically elementary, high school
or college with the goal of accelerating the students in a
content area.
Some Programs consist of mentorships, internships or
shadowing an adult professional on the job.
Some summer programs even offer study abroad
opportunities.
Summer and Saturday Programs meet both the
INTELLECTUAL and needs and their SOCIAL-EMOTIONAL
needs.

Benefits of
Special Programs Perceptions of increased social
support for learning and
achievement due to
homogeneous grouping
Positive feelings resulting from a
learning situation that present a
more appropriate match between
the students intellectual abilities
and the challenging courses.
Development of study skills as
a result of immersion in an
intellectually challenging
courses
Development of independence
and enhancement of general
living skills.
Increase knowledge about
university programs and
college life.
Raising expectations and
aspirations for educational
achievement
Reinforcement for risk taking
as result of extended oneself
both intellectually and socially
Growth in acceptance of
others, knowledge of different
cultures and enhance world
view as a result of living and
socializing with a more diverse
group of students
Self Testing of abilities due to
placement in an intellectual
cchallenging situations.

Effect of the Research Program…
• Self-Esteem, Self-Concept, and
Self-Perception
• Parents, educators and researchers are interested in the
effect of special programs on Gifted students’ self-
concept, self=esteem, and self-perception.
• They believe the program will provide a better and more
appropriate environment—socially, emotionally and
academically.
• Research suggest that special programs are positive
experiences for most students.

Instructional models and practices

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