Gifted students in our classrooms today are the visionary writers, scientists, engineers, politicians, artists, and innovators who will make a better future possible. Using the Enrichment Triad Model and the student interest topic “Mars”, this session takes participants on a journey through the Enrichment Triad experience to demonstrate how to apply the model in a classroom setting. Technology tools and resources, debriefing activities, sample process lessons, and opportunities to plan your own activities for students are part of this strand. Join us as we prepare students to engage in joyful learning so that they may embark on humans’ next great adventure—the future!
By the year 2040, NASA intends to send humans to Mars.
34. What excites you about the idea
of going to Mars?
What do you find worrisome
about the idea of going to Mars?
What else do you need to know
about going to Mars?
What is your current stance on
the prospect of going to Mars?S
N
W
E
37. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
75. “Anyone who sits on
top of the largest
hydrogen-oxygen fueled
system in the world,
knowing they’re going to
light the bottom, and
doesn’t get a little
worried, does not fully
understand the
situation.”
JohnYoung
76. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
81. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
100. 1. Design a Spacesuit
2. Research Space Law
3. Analyze Soil Samples
4. Build an RC Vehicle
5. Program a Microcontroller
6. Use an Orbital Mechanics Simulator
7. Share Your Opinions on Extra-Terrestrial Life
diy.org
110. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
111. TYPE III
INDEPENDENT OR SMALL
GROUP INVESTIGATIONS
PRODUCTS AND/OR
PERFORMANCES
(Renzulli, 1977)
114. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes
115. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
116. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes
119. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
120. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
121. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
125. TYPE IIITYPE I TYPE II
RESEARCH ON SURVIVING ON
THE SURFACE OF MARS…
1. Learning Skills
•Understanding
•Determining Relevance
•Notetaking
2. Analyzing and Organizing
Information
•Identifying Sources
•Drawing Conclusions
3. Advanced Research Skills
131. TYPE IIITYPE I TYPE II
DEVELOP A PROTOTYPE…
1. Creative Problem Solving &
Decision Making
2. Critical Thinking
3. Analyzing and Organizing
Information
4. Preparing for Independent
Work
5. Advanced Research Skills
6. Communication
132.
133. • Interesting
• Integral to one’s
vision of the
future
• Immediately
useful
• Tied to one’s identity
Achievement Motivation
151. It’s not a matter of if,
but when, we will deal
with such a situation
[asteroid impact].
Thomas Zurbuchen,
Associate Administrator
NASA’s Science Mission Directorate