Betts, G.T. (1992) Autonomous Learner Model for the Gifted and Talented. Melbourne: Hawker Brownlow Education. (Q371.953/B565a)

Betts explains in detail the five dimensions of his model. Originally it was developed for high school students but it is now used at the elementary level as well.

 

Bratby, K. (1995) Classroom application of the seven intelligences. Australasian Journal of Gifted Education, 4 (1), 29-30.

Contains practical suggestions, including a sample unit outline for Grade 5, 'The Changing Earth', and a Language contract for Grades 2-3.

 

Burns, D.E. (1990) Pathways to Investigative Skills. Mansfield Center: Creative Learning Press. (CR371.95/R424z)

Designed to enable teachers using Renzulli's 'enrichment triad model' to explain to students their options within this program. "This handbook can best be described as a series of Type II group training activities to teach students how to manage, focus and plan a Type III investigation." (p.v)

 

Calder, J.R. (1983) In the cells of the 'Bloom Taxonomy'. Journal of Curriculum Studies, 15 (3), 291-302.

Concludes that "Given an alternative classification of objectives geared to important content distinctions, and showing a better understanding of the nature of understanding, teachers will begin to question their allegiance to the Taxonomy." (p.300) Examines five alleged shortcomings of the Taxonomy.

 

Eby, J.W. (1984) Developing gifted behavior. Educational Leadership, 41 (7), 35-43.

Describes a curriculum model based on Renzulli's 'three circles' definition of gifted behaviour. Students enter the program on the basis of completing a pre-task activity that "simulates 'real life' conditions of goal attainment and reward for achievement." (p.36) Examples of guidelines used are included.

 

Everly, P. (1992) Teaching Teenagers and Living to Tell About It. Englewood: Teacher Ideas Press. (CR371.95/E93t)

Subtitled 'Gifted students and other creatures in the regular classroom', a former classroom teacher outlines her detailed model for providing for individual differences in a mixed ability classroom. "The planning, teaching, and management strategies and processes used in the Rewrite model can help restructure classrooms in practical ways to increase opportunities for teaching and learning." (p.xiii) Explains the Rewrite model, with many examples from English classes but also some from other subjects including maths and science.

 

Friedman, R.C. & Lee, S.W. (1996) Differentiating instructions for high-achieving/gifted children in regular classrooms: A field test of three gifted-education models. Journal for the Education of the Gifted, 19 (4), 405-436.

"In the present study, a multiple baseline design was used to evaluate three popular models of gifted education implemented by general-education teachers in their classrooms. The study focused on process-oriented dependent variables such as the cognitive level of teacher queries and student responses during classroom interactions. While none of the models showed dramatic changes in cognitive complexity of teacher-student interaction, the Cognitive-Affective Interaction Model (Williams, 1986) demonstrated the best results for increasing the cognitive complexity of classroom interactions and on-task behavior of high-achieving students. A strong relationship was found between the cognitive level of teacher queries and student responses across all models." p.405. The other two models used were the Enrichment Triad Model (Renzulli & Reis) and the Multiple Talent Model (Taylor).

 

Hannigan, I. (1984) Core-explore-more: A structure for planning enrichment activities. Roeper Review, 6 (3), 142-144.

Outlines an approach to within-class enrichment which "encourages imaginative and creative teaching thereby providing the inspiration for students to reveal the gifts and talents they have." (p.143)

 

Hebert, T. (1992) Creative productivity: Who gets involved? Who benefits? The Gifted Child Today, 15 (6), 8-11.

Describes how eight fourth-graders in Connecticut "built a life-size skeleton of the human body from very simple materials, developed a curricular unit to teach other children about the skeletal system, wrote a song about their skeletal friend, and shared the skeleton and their unit with all third-graders throughout the entire school district." (p.8) A graphic example of Renzulli's enrichment triad model in action.

 

Hebert, T.P. (1993) Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16 (1), 22-28.

"The research presented in this article reports the first phase of a longitudinal study of young creative producers involved in a pilot program in Torrington, Connecticut based on the Enrichment Triad Model and the Revolving Door Identification Model. Nine senior high school students from the program underwent extensive interviews concerning their educational experiences ten years after their involvement in the program. ... Interviews with the students concerning their Type III experiences were analyzed resulting in five major findings which provide insightful information for educators responsible for implementing programs for high ability students." (p.22)

 

Hilliard, S. & Sattler, J. (1987) Nuts and Bolts: A Practical Guide for Implementing a Junior High/Middle School Enrichment Program. Mansfield Center: Creative Learning Press. (CR371.95/H654n)

"We wrote this handbook while our memories of what worked, what didn't work and what we wished we had known before we began were still fresh." (p.1) Includes various sheets for use as overheads or handouts.

 

Kirschenbaum, R.J. (1987) Enrichment programming for gifted and talented high school students. Roeper Review, 10 (2), 117-118.

"Describes a special program for gifted and talented high school students that is based on Renzulli's Enrichment Triad Model." (p.117)

 

Lacey, K. (1986) Learning contracts and units based on Bloom's taxonomy. TalentEd, 15, 7-25.

Outlines how to prepare whole class and individual contracts that incorporate activities from the various levels of Bloom's taxonomy. Includes examples using three themes suitable for use in primary grades.

 

Lazear, D. (1992) Seven Ways of Teaching. Melbourne: Hawker Brownlow Education. (CR370.1523/L431s)

Based on Howard Gardner's theory of multiple intelligences, this is subtitled 'The artistry of teaching with multiple intelligences'. Explains the seven intelligences, along with a 'multiple intelligences capacities wheel' and a 'multiple intelligences toolbox', and includes chapters on each intelligence, with sample lessons that progress through the four stages of 'awaken', 'amplify', 'teach' and 'transfer'. Several pages of blackline masters are also provided.

 

Lazear, D.G. (1991) Seven Ways of Knowing. Melbourne: Hawker Brownlow Education. (CR370.1523/L431sk)

Based on Howard Gardner's theory of multiple intelligences, this is subtitled 'A handbook of techniques for expanding intelligence'. Includes an introduction to multiple intelligences theory, chapters on each of the seven postulated intelligences, another on 'Creating multi-modal eventfulness in the classroom: Teaching for multiple intelligences', and a 'Research appendix' which reviews relevant research on the multiple intelligences.

 

Maker, C.J. (1982) Teaching Models in Education of the Gifted. Rockville: Aspen. (371.953/M235T)

Discusses in detail 10 teaching-learning models, including Parnes: Creative Problem Solving, Renzulli: The Enrichment Triad, Taba: Teaching Strategies Program, Treffinger: Self-Directed Learning, and Williams: Teaching Strategies for Thinking and Feeling. Concludes with a section on Developing a Comprehensive Approach.

 

Moon, S.M., Feldhusen, J.F. & Dillon, D.R. (1994) Long-term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38 (1), 38-48.

"Perceptions of students and their families when the students were seniors in high school indicated that the program was successful in achieving its stated goals. The program was also perceived to have had a long-term positive impact on the cognitive, affective, and social development of most participating students and to have been a developmentally appropriate talent development experience." (p.38)

 

Moon, S.M., Feldhusen, J.F., Powley, S., Nidiffer, L. & Whitman, M.W. (1993) Secondary applications of the Purdue Three Stage Model. The Gifted Child Today, 16 (3), 2-9.

The components of the model are explained and are summarised clearly in a table that lists Goals, Activities, Role of the teacher, Role of the students, and Evaluation for each of the three stages. Then three examples of specific applications are discussed, 'Honors English', 'Middle school seminars' and 'The science research class'.

 

Newell, M. (1989) Adapting the triad model to serve gifted underachievers. Gifted Educational International, 6 (2), 98-101. [See under Underachievers - General]

 

Notar, E.E. & Deutsch, R. (1983) Wisconsin College for Kids stresses active, independent learning. Phi Delta Kappan, 65 (3), 225-226.

"Following Joseph Renzulli's enrichment triad model, the College for Kids provided contact with 'turned-on scholars' who were actively engaged in solving real-life problems." (p.225) About 250 elementary students worked for three weeks with over 60 members of staff at the University of Wisconsin-Madison.

 

Olenchak, F.R. (1987) The Schoolwide Enrichment Model in Elementary School: A Study of Implementation Stages and the Effects on Educational Excellence. Ann Arbor: U.M.I. Dissertation Abstract Services. (370.973/O45s)

"This research study has attempted to clarify the Schoolwide Enrichment Model as a realistic system for the organization of schoolwide change. Although there are numerous variables connected with schools, this research has examined several of them related to student attitudes, teacher attitudes, student creative production, and process stages for enrichment program implementation. Based on these results, it is reasonable to assume that schools can begin to employ some of the technology formerly isolated to gifted education as schoolwide change mechanisms." (p.174) A copy of a doctoral dissertation.

 

Olenchak, F.R. & Renzulli, J.S. (1989) The effectiveness of the Schoolwide Enrichment Model on selected aspects of elementary school change. Gifted Child Quarterly, 33 (1), 36-46.

"Student creative products were numerous and exceeded the norm of typical student creative output. Most notable among qualitative data analysis were: remarkably favorable changes in attitude toward education of the gifted on the part of classroom teachers and the general student population, large increases in student centered enrichment activities and work on self-selected interests, greater cooperation between classroom teachers and gifted education specialists, and more favorable attitudes toward special programming on the part of parents." (p.36)

 

Perry, P.J. & Hoback, J.R. (1984) Grid planning: A tool in programming for talented and gifted students. Roeper Review, 6 (3), 139-142.

"Grid planning requires that a conscious decision be made to include activities for the total range of Bloom's taxonomy." (p.142) Includes detailed examples of grid planning for middle level social studies and for senior high language arts.

 

Reis, S.M. & Renzulli, J.S. (1984) Key features of successful programs for the gifted and talented. Educational Leadership, 41 (7), 28-34.

Nine 'key features' are discussed as part of implementing the 'enrichment triad/revolving door identification model' program - e.g. "One of the most innovative and rewarding key features to emerge from our field studies was the development of Enrichment Teams." (pp.31-32)

 

Reis, S.M. & Renzulli, J.S. (1985) The Secondary Triad Model: A Practical Plan for Implementing Gifted Programs at the Junior and Senior High School Levels. Mansfield Center: Creative Learning Press. (371.95/R375s)

An overview of theory and practice for applying the enrichment triad model in secondary schools.

 

Reis, S.M. & Renzulli, J.S. (1991) The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35 (3), 128-134.

"Formal evaluation of student products completed in programs for the gifted and talented seldom occurs. Few instruments exist for this purpose, and reliability and validity information is not often available for the instruments that do exist. In this article, the development of the Student Product Assessment Form is reviewed. A description of the results obtained from content validation procedures, reliability findings, scoring, and interrater agreement and reliability techniques are provided." (p.128)

 

Reis, S.M., Atamian, G.C. & Renzulli, J.S. (1985) The effectiveness of a self-instructional curricular unit in the development of advanced level concepts in astronomy. Gifted Child Quarterly, 29 (4), 151-154.

"This research project showed that bright young students who became interested in astronomy can become involved in an advanced study with minimal input from their teachers and parents. Each resource teacher indicated that students could, in fact, take the responsibility for self-directed activities." (p.154) The students involved were in grades 5-7. Constitutes a good example of the Renzulli Triad in action.

 

Renzulli, J.S. (1993) Schools are places for talent development: Applying 'gifted education' know-how to total school improvement. The Australasian Journal of Gifted Education, 2 (2), 16-24.

Outlines a revised version of the Schoolwide Enrichment Model. "... when considering the learner we must take into consideration (1) the abilities and present level of the learners in a particular area of study, (2) the learner's interest in a topic and the ways in which we can enhance present interests or develop new interest, and (3) the preferred styles of learning that will improve the learner's motivation to pursue the material that is being studied." (p.21)

 

Renzulli, J.S. (Ed.) (1986) Systems and Models for Developing Programs for the Gifted and Talented. Mansfield Center: Creative Learning Press. (371.95/R424M)

Includes contributions from Benbow, Betts, Clark, Feldhusen, Kaplan, Meeker, Renzulli & Reis, Taylor & Schlichter, Tannenbaum, Treffinger and Williams, among others.

 

Renzulli, J.S. (1983) Guiding the gifted in the pursuit of real problems: The transformed role of the teacher. Journal of Creative Behavior, 17 (1), 49-59.

Discusses what makes a problem real, problem finding and focusing, methodology, the editorial and feedback process, and finding outlets and audiences for student products. Includes examples of projects undertaken.

 

Renzulli, J.S. (1977) The Enrichment Triad Model: A Guide for Developing Defensible Programs for the Gifted and Talented. Mansfield Center: Creative Learning Press. (371.95/R424E)

Provides a detailed explanation of the triad model's three types of enrichment, plus a copy of the Interest-A-Lyzer (for pinpointing pupils' present and potential interests) and an instrument for locating useful community resources.

 

Renzulli, J.S. & Reis, S.M. (1994) Research related to the Schoolwide Enrichment Model. Gifted Child Quarterly, 38 (1), 7-20.

"The review of the research is subdivided into (a) the effectiveness of the model as perceived by key groups, (b) research related to creative productivity, (c) research relating to personal and social development, (d) the use of SEM with underserved populations, (e) research on self-efficacy, (f) the use of SEM as a curricular framework, (g) research relating to learning styles and curriculum compacting, and (h) longitudinal research on the SEM. Research suggests that the model is effective at serving high-ability students in a variety of educational settings and in schools that serve diverse ethnic and socioeconomic populations." (p.7)

 

Renzulli, J.S. & Reis, S.M. (1991) The Complete Triad Trainers Inservice Manual. Mansfield Center: Creative Learning Press. (371.953/R424c)

A comprehensive overview of how to implement the Enrichment Triad Model, or how to teach others to implement it. Covers the three ring conception of giftedness; forming the talent pool; the schoolwide enrichment team; assessing student strengths, interests and learning styles; curriculum compacting; Types I, II and III enrichment; and the secondary triad model.

 

Renzulli, J.S. & Reis, S.M. (Eds) (1986) The Triad Reader. Mansfield Center: Creative Learning Press. (371.95/R424T)

Includes papers on 'Theory and research underlying the three ring conception of giftedness', 'Overview of the Triad/Revolving door system', 'Planning, organizing and facilitating Type III investigations', 'Procedures for individualizing regular and advanced curriculum', 'Implementation strategies, variations and special populations', 'Administrative concerns and strategies' and 'Grading and evaluation'.

 

Rundle, P. (1995) Autonomous learning in the regular classroom. Australasian Journal of Gifted Education, 4 (1), 25-28.

A practising secondary teacher describes her use of Betts's Autonomous Learner Model "when confronting the challenge of teaching Year 8 English to a volatile, yet talented group of students, eight of whom had been identified as requiring an accelerated style of learning." (p.25) "The students' enthusiasm and their diverse array of completed work, together with my enthusiasm and ability to be more greatly involved with students, make the Autonomous Learner Model worthy of pursuit." (p.28)

 

Schlichter, C.L. & Palmer, W.R. (Eds) (1994) Thinking Smart: A Primer of the Talents Unlimited Model. Melbourne: Hawker Brownlow Education. (Q371.95/T443)

"Talents Unlimited, (TU), is a staff development model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and critical skills (or talents). This classroom-based research model ... is based on Calvin W. Taylor's multiple talent theory ... which proposes that students possess talents or 'smarts' in creative or productive thinking, decision making, planning, forecasting, and communication, as well as in the traditional academic talent." (p.3)

 

Sloan, C. & Stedtnitz, U. (1984) The Enrichment Triad Model for the very young gifted. Roeper Review, 6 (4), 204-206.

Describes how a five-year-old successfully completed a Type III project and offers advice on using this approach with pre-school and infants children.

 

Smith, D. (1991) Lessons learned from coordinating a schoolwide enrichment program. The Gifted Child Today, 14 (4), 12-14.

Offers 11 suggestions, based upon personal experience: Establish a committee; Help teachers understand the process of change; Involve other students and the community; Buy some resource materials; Respect the individual interests and styles of your faculty; Find space and time for enrichment opportunities; Don't spread yourself too thin; Spread your budget around; Don't waste time trying to convince everyone; Be careful not to take credit for what others do; Be patient with this innovation.

 

Stedtnitz, U. & Speck, A. (1986) Young children can complete creative, independent projects. G/C/T, 9 (2), 19-21.

Outlines a set of guidelines for teachers: e.g. 'discuss and display completed products', 'foster the child's ability to work at levels beyond those normally thought possible' 'guide the child in locating resources', 'alleviate anxiety by working in "bite-size" pieces'.

 

Williams, K.D. (1995) An Autonomous Learner Guide: Discovering Who's Who In Our Community. Melbourne: Hawker Brownlow Education. (CR371.956/W724d)

This is 'an investigative unit designed to help students in grades six through twelve practice the dynamics of group process, perfect written and oral communication, and gain interviewing and discussion skills while learning about an interesting role model from the community. The unit complements the first three dimensions of the Autonomous Learner Model: Orientation, Individual Development, and Enrichment Activities.' (p.4)

 

Wilson, J. (1993) A novel approach to Bloom's taxonomy. TalentEd, 40, 1-2.

"The following classifications offer activities which may be used when studying novels, or other literature, in secondary English." (p.1)

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