Your SlideShare is downloading. ×
  • Like conference
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Pathways for Creativity and Creative Productivity

Pathways for Creativity and Creative Productivity

Published in Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On SlideShare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Pathways  for  Crea.vity  and   Produc.vity    Sally  M.  Reis   Vice  Provost  for  Academic  Affairs   Board  of  Trustees  Dis.nguished  Professor  and   The  Le..a  Neag  Morgan  Chair  in  Educa.onal   Psychology   University  of  Connec.cut    
  • 2. Why should creativity and creative productivity so be so important in our field? Which of my research studies has mattered most to me? Why is research in these areas so important? What do we hope our students and children will do and become in the future?
  • 3. The TAG Program in Torrington •  Began in 1976 •  Elementary, Middle School, and High School Services in Academics and in the Arts •  Based on the Enrichment Triad Model •  Original Pilot Site for the Revolving Door Model and the Schoolwide Enrichment Model
  • 4. ! Sally, ! !A few years I emailed you about my doctoral program work and described my research in pharmacological chemistry. I also reminded you of all of the Type III products I did in the TAG Program. I finished my doctorate and have been invited to give a seminar at UCONN in the School of Pharmacy next month. I was writing to see if you would be available for lunch and perhaps you can attend my seminar? Looking forward to reconnecting. ! !! !Sherry! !! !Department of Biochemistry and ! ! !Biophysics, University of California
  • 6. 1st Recognize students’ Expanding conceptions of giftedness skills and their contribution to their growth
  • 7. •  Reis, S. M., & Renzulli, J. S. (1982). A research approach for a broadened conception of giftedness. Phi Delta Kappan, 63(4), 619-620. •  Results: a large scale state-wide study-- students in the top 5% of aptitude scores had no higher levels of creative productivity than students in the next 10-15% of the population —research evidence for our talent pool approach to identification of giftedness
  • 8. Above Average Ability Task Commitment Creativity Gifted Behavior!
  • 10. The Schoolwide Enrichment Model (Renzulli & Reis, 1985, 1997)" Evolved from over 30 years of research and field testing. It has three major components: w  The Total Talent Portfolio w  Curriculum Compacting w  Enrichment Learning and Teaching Applied to: the regular curriculum, enrichment clusters continuum of services
  • 11. What happens to students who graduate from these types of programs?
  • 12. From the group of 6 students who worked on Bobby Bones…. Four attended and graduated from Medical School!
  • 13. ! Sally, ! !A few years I emailed you about my doctoral program work and described my research in pharmacological chemistry. I also reminded you of all of the Type III products I did in the TAG Program. I finished with my doctorate and was invited to give a seminar at UCONN in the School of Pharmacy next month. I was writing to see if you would be available for lunch and perhaps you can attend my seminar? Looking forward to reconnecting. ! !! !Sherry! !! !Department of Biochemistry and ! ! !Biophysics, University of California
  • 14. 2nd talented girls and women
  • 15. •  Reis, S. M. (1987). We can't change what we don't recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31(2), 83-89. •  . this article began my long journey to better understanding both the external and internal barriers experienced by gifted girls and women
  • 16. Above Average Intelligence/ Contextual Intelligence/ Special Talents Belief  in  Self     v   Self-­‐Concept   v   Self-­‐Esteem   v   Sense  of  Purpose  &  Des.ny   Environmental  Factors   v   Family  &  Peers  Support   v   Time  &   Personality Traits Determination Motivation Patience Creativity Risk Taking Perceived Social Importance of Talent Manifestation Realization of Talent in Women in v Arts v Academe v Literature v Research v Social Causes v Maternal and Family v Mathematics v History v Social Sciences v Business v Science v Athletics v Education v etc A Model of Talent Realization in Women Desire  to   Develop  One’s  Talent  
  • 17. Work Home Tasks (decorating, stretching budgets, scheduling, organizing) Personal Appearance Interests, Hobbies Service to Others Friendship and Personal Relationships Spirituality Nurturing Relationships with Family and Parenting Diversification of Creative in Women Creativity in Women
  • 18. Why study this? In  the  nineteenth  century,  the  central   moral  challenge  was  slavery.  In  the   twen.eth  century,  it  was  the  baNle  against   totalitarianism.  We  believe  that  in  this   century  the  paramount  moral  challenge   will  be  the  struggle  for  gender  equality   around  the  world.     Nicholas  D.  Kristof,  Half  the  Sky:  Turning  Oppression  into  Opportunity  for  Women   Worldwide  
  • 19. 3rd Underachievement
  • 20. Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: what do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170. Reis, S. M., & Diaz, E. I. (1999). Economically disadvantaged urban female students who achieve in school. The Urban Review, 31(1), 31-54.
  • 21. Research Conducted on Underachievement at NRC/GT" •  Four year study of 45 academically talented students in a large, diverse high school •  Half were achieving by the end of their freshman year •  Studied these students from freshman to senior year in all school classes, home and during activities
  • 22. Reasons for Underachievement Lack of Challenge and Effort Poor Academic Self-Perception Lack of Creative Opportunities/Engagement Inappropriate Classroom Environment Low Self-Efficacy, Motivation and Self- Regulation Poor use of time and Negative Peer influence
  • 23. Degrees of Underachievement •  Minimal-­‐-­‐lower  grades  than  expected   •  Moderate-­‐-­‐failing  grades     •  Pervasive  and—drop-­‐ outs,  life  failures      
  • 24. 4th Curriculum Compacting
  • 25. Compacting and Differentiation Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above- average. Educational Leadership, 50(2), 51-57. Findings: Approximately 40-50% of curriculum/content could be eliminated for academically talented students —without any loss in achievement scores—students whose curriculum was compacted actually scored higher than control group in some areas
  • 26. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner"
  • 27. 5TTi th Twice Exceptional Students--2E
  • 28.   •  Reis,  S.  M.,  Neu,  T.  W.,  &  McGuire,  J.  M.   (1997).  Case  studies  of  high  ability  students   with  learning  who  have   achieved.  Excep>onal  Children,  63(4),  1-­‐12.     Academically talented college students with learning disabilities were late to be identified, had serious struggles in elementary and secondary schools, and half were still in counseling in college. They were misunderstood and some educators failed them. All had special talents and these talents were ultimately responsible for helping their parents advocate for these students’ special 2E needs.
  • 29. Qualitative Research-- Comparative Case Studies Identified 15 participants academically talented college-aged students with learning disabilities for two different studies Each completed a survey and was interviewed multiple times Each had one or more parent who was also interviewed
  • 30. Diane – I always felt like I was 2 people. One that I present to people, and the other one is inside me, but can’t speak, and knows everything, I get so absolutely frustrated and that’s her. I write this journal, and I and I say, “OK, self,” and the self that I talk to is inside and is the one that always puts the pressure on because the inside person knows everything, and that person expects this person to be able to convey what they know, and the other person says, I can’t do that, I can’t do that. Sometimes I sit there at meetings and know all this stuff and I know all the answers. If I could just figure out how to say it, or how to get it out…
  • 31. Baum’s Study of Using Enrichment Triad Model with Students with LD •  Creative Type III studies, when used as an intervention with high ability, learning disabled students, was associated with improvement in students’ school performance, reversing underachievement and improving the ability to self- regulate time on task; improve self-esteem; and develop specific learning strategies.
  • 32. Focus some attention on the development of gifts rather than the remediation of deficits Provide a nurturing environment that values creativity Encourage differentiated compensation strategies Encourage awareness of individual strengths and disabilities Celebrate victories and strengths. Four Suggestions for Program Development for 2E
  • 33. Last Talented  Readers  and   Enrichment  Reading  
  • 34. 78 But Why Can't I Read A Book From the Other Shelf? Challenging Talented Readers
  • 35. Talented Readers and SEM-R Reis, S. M. & McCoach, D. B. et al (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal. 48 (2). 462-501. We can eliminate 5 hours of regular group reading instruction and replace it with daily interest-based, self-selected reading content and differentiated instruction of 5-10 minutes each week and students at all levels score just as well on oral reading fluency and comprehension tests.
  • 36. I try to get to them (the talented readers) at least once a week, but I am not always able to do that. You see, so many of my other students read below grade level that it is hard to justify not working with them. Many of these lower readers will be retained in this grade if they do not improve. The top group already reads at grade level, so I rarely have any instructional time to give to them. The needs of talented readers are not being met!
  • 37. semr NRC G/T The National Research Center on the Gifted and Talented
  • 38. Three  Goals  of  SEM-­‐R   To  increase  enjoyment  in  reading   To  encourage  students  to  pursue   challenging  independent  reading   To  improve  reading  fluency,  comprehension,   and  increase  reading  achievement  
  • 39. Components of the SEM-R Framework                     Phase 1 - Exposure Phase 2 - Training & Self- Selected Reading Phase 3 - Interest & Choice Components •  High-interest book hooks for read aloud •  Higher-order thinking probing questions •  Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature •  Training and discussions on Supported Independent Reading •  One-on-one teacher conferences on higher level reading strategy and instruction •  Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. •  Introducing creative thinking •  Exploring the Internet •  Genre studies •  Literary exploration •  Responding to books •  Investigation centers •  Focus on biographies •  Buddy reading •  Books on tape •  Literature circles •  Creative or expository writing •  Type III investigations Type I Activities Type II Activities Type II & Type III Investigations Increasingdegreeofstudentselection
  • 40. What have I learned? Some lessons from my 30 year research career. . .
  • 41. Theme One •  We still fail to identify and serve too many high potential, high poverty, underachieving, and learning disabled talented students when we restrict enrichment programs to a small percentage of students—particularly if creative productivity is a goal.
  • 42. Theme Two •  Gifted and talented girls and women, across many cultures and countries are still underserved and will continue to underachieve.
  • 43. Theme Three The use of creative teaching does not result in lower test scores. Rather, our research tells us that achievement scores INCREASE or do not decrease when we use differentiated creative teaching methods and enrichment pedagogy.
  • 44. Theme Four: my husband is brilliant Exposure to Interests Freedom of Choice to Pursue Topics and to CREATE, INVENT and PRODUCE Training in Creativity, Problem solving Methods
  • 45. Suggestions for other Researchers •  Conduct research with practical implications for students and schools •  Find partners who inspire you—thanks to Joe, Del, Terry, Susan, Betsy •  Publish in journals that extend beyond gifted education •  Believe your work makes a difference and then make it happen
  • 46. Urban Gifted Children and the Renzulli Academy Reis, S. M., & Renzulli, J. S. (2010). Opportunity gaps lead to achievement gaps: Encouragement for talent development and school wide enrichment in urban schools. Journal of Education, 190 (1/2), 43 – 49. Our newest pursuit….
  • 47. The Dr. Joseph S. Renzulli Gifted and Talented Academy 53
  • 48. The Renzulli Academy schools/school-listing/schools/items/view/the-dr- joseph-s-renzulli-gifted-and-talented-academy-the- renzulli-academy 54 •  Two students from the Renzulli Academy were awarded the Student Inventor Recognition; Shaila Murdock was awarded for her invention of the "Tech-Pet Timed Feeder" and Imanol Santana was recognized for his invention, the GCFLP.
  • 49. Renzulli  Academy:  Purpose   One  school  developed—two  more  in  progress   55 • Opportunities to develop creativity and creative productivity applied to real world problems in areas of student interest • Application of research methods across content areas • Opportunities for learning outside the classroom that enrich the curriculum • Increased personal and academic self-regulation
  • 50. Compacted and Enriched Curriculum 56
  • 51. Curriculum 57 – SEM-­‐R   – Inquiry  Based  Science   – M3   – Pre-­‐Algebra   – Algebra   – Social  Studies   – Independent  Study   – Renzulli  Learning   – Enrichment  Clusters   – Counseling  Services   – RoseNa  Stone   – Technology  Based  Art   –  Clusters   – Empowering  Writers   – Type  I,  II,  III   – Hardord  Symphony   Orchestra  (Type  I)  
  • 52. Renzulli Academy Philosophy 58 E AEngagement Enjoyment Enthusiasm Achievement
  • 53. What do we want our students to become? •  Creators. Inventors, Change Agents, Leaders, Scholars, and Doers
  • 54. Schools should be places for Talent Development! Latent talents Developed talents and gifts! Emerging talents
  • 55. Next GEN—CT Big  Ideas  at  UConn:   Triad  goes  to  College  
  • 56. UConn  IDEA  Grants     Have  you  always  dreamed  of  inven>ng  the  next  big  thing?    Have  you  wanted  to  create   something  innova>ve,  but  didn’t  have  the  >me  or  the  resources?  This  is  your  chance  to   explore  an  area  you  have  thought  about  for  some  >me,  or  one  that  is  completely  new.     UConn  undergraduate  students    at  all  campuses  and  in  all  majors  can  apply  for  a  UConn  IDEA   Grant  of  up  to  $4,000  to  fund  self-­‐designed  work  on  a  topic,  project,  problem,  ar.s.c   product  or  performance,  or  other  entrepreneurial  or  idea  of  choice.  The  work   should  be  personally  meaningful,  relevant,  and  engaging.       hNp://  
  • 57. Thank you--Muchas Gracias •  Děkuji nastotisíckrát •  Merci beaucoup •  Mersi •  Teşekkür ederim •  Dank u zeer •  謝謝 [谢谢] (xièxie)