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Acknowledgments ix
About the Authors xi
What Is "Enrichment" and Why Is It Important in Developing Curriculum in America's Schools? 1
The "Why" Question 1
The "What" Question 4
What Exactly Is Enrichment Learning and Teaching? 5
The Teacher as Guide on the Side 6
The Goals of Schoolwide Enrichment 7
Using the Schoolwide Enrichment Model to Enrich Curriculum for All Students 13
Expanding Conceptions of Gifts and Talents: The Theory Underlying the SEM 15
Two Kinds of Giftedness 15
An Overview of the Enrichment Triad Model 18
The Revolving Door Identification Model: Identifying Students for the SEM 21
The SEM 22
The Regular Curriculum 23
The Enrichment Clusters 23
The Continuum of Special Services 25
The Service Delivery Components 27
Nonnegotiables About Implementing Enrichment in the SEM 31
Research on the SEM 33
Summary 34
Challenging All Students With a Continuum of Enrichment Services 35
Background to the Establishment of a Continuum of Services 36
Theoretical andOrganizational Models 38
An Integrated Continuum of Special Services 39
How and When Enrichment Activities Take Place 42
Keys to Developing a Comprehensive Continuum of Services 43
Organizing Services in the Continuum 44
The Role of Grouping and Tracking in a Continuum of Services 44
The Politics of Grouping 45
Nongraded Instructional Grouping and Within-Classroom Cluster Grouping 46
Managing Within-Classroom Cluster Groups 48
Concluding Thoughts on Grouping 50
Establishing a Continuum of Services in School-Based or District-Level Enrichment Programs: Getting Started 51
Other Enrichment Options 52
Developing Talent Portfolios for All Students 55
What Is the Total Talent Portfolio? 56
Status and Action Information 56
Focus on Strengths 61
Portfolio Engineering: Creating a Total Talent Portfolio 61
Gathering and Recording Information About Abilities 61
Gathering and Recording Information About Student Interests 64
Instructional Styles Preferences 68
Learning Environment Preferences 71
Benefits of the Total Talent Portfolio 72
Curriculum Compacting and Differentiation 75
Curriculum Compacting: Definitions and Steps for Implementation 76
Defining Curriculum Compacting 77
How to Use the Compacting Process 78
Providing Acceleration and Enrichment Options for Talented Students 79
Rose: A Sample Compactor Form 80
Providing Support for Teachers to Implement Compacting 81
Examining Curriculum Alternatives 86
Enrichment Materials in the Classroom 87
Assessing Students' Interests 87
Interest Centers 88
Research on Curriculum Compacting 88
Advice From Successful Teachers Who Have Implemented Compacting 90
Summary 90
The Multiple Menu Model: A Guide to In-Depth Learning and Teaching 91
Enrichment Learning and Teaching: The Enrichment Triad Model 103
An Overview of the Enrichment Triad Model and Examples of Type III Student Creative Productivity 104
Learning in a Natural Way 105
The Importance of Interaction 105
Type I Enrichment: General Exploratory Experiences 106
Type II Enrichment: Group Training Activities 108
Type III Enrichment: Individual and Small-Group Investigations of Real Problems 112
Applying the Enrichment Triad Model to Enrichment Clusters 121
How Can Teachers Learn to Use Enrichment Teaching? 127
Applying the Type III Process to Enrichment Clusters 128
Applying the Schoolwide Enrichment Model (SEM) to Content Areas: The SEM in Reading 131
Hooking Kids on Literature With Teacher Read-Alouds 133
Supported Independent Reading and Differentiated Conferences 134
Interest and Choice Activities 135
Research on the SEM-R 136
A Dozen Assistants in Your Classroom: Implementing the Schoolwide Enrichment Model by Using a New Online Resource for Enrichment and Differentiation 137
Strength Assessment Using the Electronic Learning Profile (the Total Talent Portfolio Online) 138
Enrichment Differentiation Databases 139
The Wizard Project Maker 142
The Total Talent Portfolio 142
Renzulli Learning System 143
The Value-Added Benefits of Learning With Technology 145
RL Conclusions 146
Appendix A 149
Appendix B 157
References 163
Index 169
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