SEM Tech Confratute 2018
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This document outlines Renzulli's three-type enrichment model and provides examples of activities for each type. Type I activities are general exploratory activities meant to heighten anticipation, stimulate interest, and deepen understanding. Type II activities focus on methodological training and how-to activities. Type III activities involve independent or small group investigations that produce a product or performance for an authentic audience, with teacher support and assessment. The document also discusses planning and conducting a Type III project from both the teacher and student perspective.
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SEM Tech Confratute 2018
- 3. Who are you?
- 10. 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)
- 13. 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)
- 15. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 16. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
- 17. Who are you?
- 18. www.sem-tech.org
- 19. INTENSE AND INTERESTING INTERESTS!!! INTENSE AND INTERESTING INTERESTS!!! INTENSE AND INTERESTING INTERESTS!!!
- 21. INTEREST PASSION
- 24. Don't be afraid to fall in love with something and pursue it with intensity E. Paul Torrance
- 29. TECHIE FUZZY
- 30. They must know how to link apparently unconnected elements to create something new. People who hope to thrive in the Conceptual Age must understand the connection between diverse, and seemingly separate disciplines. -- Daniel Pink in AWhole New Mind
- 33. Difficulty may have signaled that it was not their interest after all.
- 34. “Urging people to find their passion may lead them to put all their eggs in one basket but then to drop that basket when it becomes difficult to carry.”
- 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)
- 38. TYPE I Heighten Anticipation Stimulate Interest Deepen Understanding (Renzulli, 1977)
- 46. PONDER
- 47. “To my mind, the greatest reward and luxury of travel is to be able to experience everyday things as if for the first time, to be in a position in which almost nothing is so familiar it is taken for granted.” Bill Bryson
- 53. TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 55. Consumer Skills Productivity Skills Developing self-aware Listening, observing, & Perceiving Searching for Information Evaluation Information Self-Regulating Behavior for Learning Curating Conducting Research Generating Ideas Modifying Iterating Thinking Critically Problem Solving
- 56. Consumer Skills Productivity Skills Using a Variety of Sources (video, data, primary sources) Effective Internet Searches Finding Reliable Sources Evaluating Sources Avoiding Copyright Infringement Eliminating Distractions Curating Content Triangulating Information Creative Productivity / Creative Outlets Finding Mentors Participating in Professional Communities
- 60. 1. Find two news stories or websites that are at least some what plausible but are false. 2. Locate one news story or website that seems unlikely but is factual. 3. Create a Google Document or Slides presentation that contains the three stories. 4. Share your one link with the group. 5. BONUS POINTS if the three stories are related or focused on one topic.
- 65. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES (Renzulli, 1977)
- 66. TEACHER
- 67. 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
- 68. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
- 69. 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
- 70. STUDENT
- 71. 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
- 72. 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
- 73. 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
- 74. Putting it all TogetherPutting it all Together
- 75. TYPE IIITYPE I TYPE II
- 76. TYPE IIITYPE I TYPE II
- 77. 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
- 78. TYPE IIITYPE I TYPE II
- 79. TYPE IIITYPE I TYPE II
- 80. TYPE III Electrostatic Ion Thruster TYPE I TYPE II
- 81. TYPE IIITYPE I TYPE II
- 82. TYPE IIITYPE I TYPE II
- 83. 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