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SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
SEM student pres1
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SEM student pres1

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  • Tell the story of how I decided to be a teacher.
  • Share how Nick came in and spoke about his survival on the TV show.
  • Type Is will occur at a variety of times and on different days.
  • Note the interview.
  • Transcript

    • 1. SEM Triad Model Renzulli, Joseph S., and Sally M. Reis. The schoolwide enrichment model: a how-toguide for educational excellence. 2nd ed. Mansfield Center, Conn.: Creative Learning Press, 1997.
    • 2. The Triad Model
    • 3. Type I: The SPARK What is your favorite hobby? Sport? Activity? Where did you get the inspiration to pursue this? At some point you were exposed to a topic that “sparked” this interest in you. Often these types of experiences strongly influence our career decisions later in life.
    • 4. TYPE I Type I Enrichment is designed to expose you to a wide variety of topics, ideas, concepts, issues, and events that are not ordinarily covered in the regular curriculum. It’s a launching point to pursue further enrichment.
    • 5. 1. Enrich the lives of all students by sharing new experiences with you. 2. Stimulate new interestsType I that might lead to more intensive (Type III) follow-up activities.Goals 3. Helps me, the teacher, make decisions about what type of meaningful process skills (Type II) activities to teach you.
    • 6. What topics will we experience? Topics will come from YOU and ME! Student surveys and suggestions Parents and Teachers Things in our community
    • 7. What does a Type I look like? Guest Speaker Web Site Video Clip Interest Center Field Trip
    • 8. How can I be a part of a Type I? I will make a flyer and pass it out to your teachers. I will also post the upcoming Type I Enrichment Activities on the bulletin board next to the lunch room. Your teachers will decide which students can come. They may choose you or they may ask who is interested and you can ask permission to join. It depends on the day/time/amount of room available. And if you are able to attend based on grades and behavior.
    • 9. Follow Up to the Type I Ms. Klimis will send home a letter talking about the activity you experienced. Included will be some extension ideas. Debrief: We will evaluate the Type I by talking about our feelings on the experience. Was it interesting? Boring? Did you learn anything new? What types of investigations might this lead to? If you are SUPER interested in the topic, you can submit a “light bulb” for a Type III investigation.
    • 10. Questions or Comments
    • 11. Type IIEnrichment Activities
    • 12. The Triad Model
    • 13. The Know How Type IIs are skills that you need in order to explore a topic further or do an independent investigation (Type III). For example…you want to grow a garden. What information or skills do you need to know? Type II Skills Planning the steps to create a garden Research Skills to get this information: Need to know about plants What climate they grow in Where to plant them How often to water them How to keep away insects
    • 14. Type II Skills Creativity Problem Solving & Decision Making Critical and Logical Thinking Affective Training (understanding yourself) Listening, Observing, Note-taking, Outlining, Research Skills, Presentation Just to name a few!
    • 15. How can I participate in a Type II? You already do! In many cases  Teacher Request: you are learning “how-to skills” in your class. For example: Sometimes there may be a Your teacher has 5 students special Type II offered on working on an in class Friday in the Enrichment enrichment activity. These Room. students read a book and would like to create a play based on a With teacher permission, you chapter in the book, but no one may be able to attend. knows how to write a play. Your teacher may request a one-time session for you in the Enrichment Room for learning “how to write a play.”
    • 16. Follow Up for Type II Discussion Questions  If you are SUPER  What did you like best? interested in the topic, you  Who would you share this can submit a “light bulb” skill with? for a Type III investigation.  Where can we learn more about this?  Are there any careers that this make you think of?  Did anyone think of an interesting project that can be pursued on this topic?
    • 17. Questions or Comments
    • 18. Type IIIEnrichment Activities
    • 19. The Triad Model
    • 20. Type IIIIndividual and Small Group Investigations of Real ProblemsStudents think, feel, and act like practicing professionals.
    • 21. What are examples of Type IIIs? Cooking was Gretchen’s hoppy and she became fascinated with the foods mentioned in the Little Women novel and learned how to recreate the recipes. She thought others may be interested so she created a cookbook and sent it to the Little Brown Company who later published it.
    • 22. Example of a Type III Because many of the streets of Tigard, Oregon were barely wide enough for two cars to pass, this group of students worked with their teachers to get a ballot measure passed that would provide bike paths for the city.
    • 23. Step 1Fill out and turn in a form to Ms.Klimis. Any time Teachers can also fill one out fora student they would like tosuggest for a Type III
    • 24. Step 2:The Interview with theStudent Looking for students with • High Interest • Above Average Ability • Creativity • Task Commitment
    • 25. Step 4: Management Plan Step 5: Real-world investigation!Step 3: Accepted into theEnrichment Room for a Type IIIContract for student, parent,teacher, and Ms. Klimis to sign
    • 26. Next Steps: IdentificationTotal talent portfolio

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