Pathways	
  for	
  Crea.vity	
  and	
  Crea.ve	
  
Produc.vity	
  
	
  Sally	
  M.	
  Reis	
  
Vice	
  Provost	
  for	
  A...
Why should creativity and creative productivity so be so
important in our field?
Which of my research studies has mattered...
The TAG Program in Torrington
•  Began in 1976
•  Elementary, Middle School, and High
School Services in Academics and in ...
!
Sally, !
!A few years I emailed you about my doctoral program work
and described my research in pharmacological chemistr...
TYPE I*	

GENERAL
EXPLORATORY
ACTIVITIES	

TYPE II	

GROUP
TRAINING
ACTIVITIES	

TYPE III	

INDIVIDUAL & SMALL
GROUP INVES...
1st
Recognize
students’
Expanding
conceptions
of giftedness
skills and their
contribution to
their growth
•  Reis, S. M., & Renzulli, J. S. (1982). A
research approach for a broadened
conception of giftedness. Phi Delta
Kappan, ...
Above Average
Ability	

Task 	

Commitment	

Creativity	

Gifted
Behavior!
TYPE I*	

GENERAL
EXPLORATORY
ACTIVITIES	

TYPE II	

GROUP
TRAINING
ACTIVITIES	

TYPE III	

INDIVIDUAL & SMALL
GROUP INVES...
The Schoolwide Enrichment
Model
(Renzulli & Reis, 1985, 1997)"
Evolved from over 30 years of
research and field testing. I...
What happens to students who
graduate from these types of
programs?
From the group of 6 students
who worked on Bobby Bones….
Four attended and graduated from Medical School!
!
Sally, !
!A few years I emailed you about my doctoral program work
and described my research in pharmacological chemistr...
2nd
talented girls
and women
•  Reis, S. M. (1987). We can't change what we
don't recognize: Understanding the special
needs of gifted females. Gifted ...
Above Average Intelligence/
Contextual Intelligence/
Special Talents
Belief	
  in	
  Self	
  	
  
v 	
  Self-­‐Concept	
 ...
Work	

Home Tasks
(decorating,
stretching budgets,
scheduling,
organizing)	

Personal
Appearance	

Interests,
Hobbies	

Se...
Why study this?
In	
  the	
  nineteenth	
  century,	
  the	
  central	
  
moral	
  challenge	
  was	
  slavery.	
  In	
  t...
3rd
Underachievement
Reis, S. M., & McCoach, D. B. (2000). The
underachievement of gifted students: what do
we know and where do we go? Gifted ...
Research Conducted on
Underachievement at NRC/GT"
•  Four year study of 45 academically talented
students in a large, dive...
Reasons for Underachievement
Lack of Challenge and Effort 	

Poor Academic Self-Perception	

Lack of Creative Opportunitie...
Degrees of Underachievement
•  Minimal-­‐-­‐lower	
  grades	
  than	
  expected	
  
	

•  Moderate-­‐-­‐failing	
  grades	...
4th
Curriculum
Compacting
Compacting and Differentiation
Reis, S. M., & Renzulli, J. S. (1992). Using
curriculum compacting to challenge the above-
...
From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner"
5TTi
th
Twice Exceptional
Students--2E
 
•  Reis,	
  S.	
  M.,	
  Neu,	
  T.	
  W.,	
  &	
  McGuire,	
  J.	
  M.	
  
(1997).	
  Case	
  studies	
  of	
  high	
  ...
Qualitative Research--
Comparative Case Studies
Identified 15 participants academically
talented college-aged students wit...
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, ...
Baum’s Study of Using Enrichment
Triad Model with Students with LD
•  Creative Type III studies, when
used as an intervent...
Focus some attention on the development of
gifts rather than the remediation of deficits
Provide a nurturing environment t...
Last
Talented	
  Readers	
  and	
  
Enrichment	
  Reading	
  
78
But Why Can't I
Read A Book
From the Other
Shelf?
Challenging
Talented
Readers
Talented Readers and SEM-R
Reis, S. M. & McCoach, D. B. et al (2011). The effects
of differentiated instruction and enrich...
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...
www.gifted.uconn.edu/
semr
NRC
G/T
The National Research Center
on the Gifted and Talented
Three	
  Goals	
  of	
  SEM-­‐R	
  
To	
  increase	
  enjoyment	
  in	
  reading	
  
To	
  encourage	
  students	
  to	
  ...
Components of the SEM-R Framework
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  	
  	
  
Phase 1 - Exposure
Phase 2 - Training & ...
What have I learned?
Some lessons from my 30 year
research career. . .
Theme One
•  We still fail to identify
and serve too many high
potential, high poverty,
underachieving, and
learning disab...
Theme Two
•  Gifted and
talented girls and
women, across
many cultures and
countries are still
underserved and
will contin...
Theme Three
The use of creative teaching
does not result in lower
test scores. Rather, our
research tells us that
achievem...
Theme Four: my husband is brilliant
Exposure to
Interests
Freedom of Choice to Pursue Topics
and to CREATE, INVENT and PRO...
Suggestions for other
Researchers
•  Conduct research with practical
implications for students and schools
•  Find partner...
Urban Gifted Children and the
Renzulli Academy
Reis, S. M., & Renzulli, J. S. (2010).
Opportunity gaps lead to achievement...
The Dr. Joseph S. Renzulli Gifted
and Talented Academy
53
The Renzulli Academy
http://www.hartfordschools.org/index.php/our-
schools/school-listing/schools/items/view/the-dr-
josep...
Renzulli	
  Academy:	
  Purpose	
  
One	
  school	
  developed—two	
  more	
  in	
  progress	
  
55
• Opportunities to dev...
Compacted and Enriched Curriculum
56
Curriculum
57
– SEM-­‐R	
  
– Inquiry	
  Based	
  Science	
  
– M3	
  
– Pre-­‐Algebra	
  
– Algebra	
  
– Social	
  Studi...
Renzulli Academy Philosophy
58
E AEngagement
Enjoyment
Enthusiasm
Achievement
What do we want our students to become?
•  Creators. Inventors, Change Agents,
Leaders, Scholars, and Doers
Schools should be places for
Talent Development!
Latent talents	

Developed talents and gifts!	

Emerging talents
Next GEN—CT
http://www.youtube.com/watch?v=A-CV7VAb7cA
Big	
  Ideas	
  at	
  UConn:	
  
Triad	
  goes	
  to	
  College	
  
UConn	
  IDEA	
  Grants	
  
	
  
Have	
  you	
  always	
  dreamed	
  of	
  inven>ng	
  the	
  next	
  big	
  thing?	
  	
 ...
Thank you--Muchas Gracias
•  Děkuji
nastotisíckrát
•  Merci beaucoup
•  Mersi
•  Teşekkür ederim
•  Dank u zeer
•  謝謝 [谢谢]...
Reis.world conference
Reis.world conference
Reis.world conference
Reis.world conference
Reis.world conference
Reis.world conference
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Pathways for Creativity and Creative Productivity

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Reis.world conference

  1. 1. Pathways  for  Crea.vity  and  Crea.ve   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. 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. 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. 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
  5. 5. TYPE I* GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS
  6. 6. 1st Recognize students’ Expanding conceptions of giftedness skills and their contribution to their growth
  7. 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. 8. Above Average Ability Task Commitment Creativity Gifted Behavior!
  9. 9. TYPE I* GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS
  10. 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. 11. What happens to students who graduate from these types of programs?
  12. 12. From the group of 6 students who worked on Bobby Bones…. Four attended and graduated from Medical School!
  13. 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. 14. 2nd talented girls and women
  15. 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. 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  &  Opportuni.es   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. 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. 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. 19. 3rd Underachievement
  20. 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. 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. 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. 23. Degrees of Underachievement •  Minimal-­‐-­‐lower  grades  than  expected   •  Moderate-­‐-­‐failing  grades     •  Pervasive  and  devasta.ng—drop-­‐ outs,  life  failures      
  24. 24. 4th Curriculum Compacting
  25. 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. 26. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner"
  27. 27. 5TTi th Twice Exceptional Students--2E
  28. 28.   •  Reis,  S.  M.,  Neu,  T.  W.,  &  McGuire,  J.  M.   (1997).  Case  studies  of  high  ability  students   with  learning  disabili.es  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. 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. 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. 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. 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. 33. Last Talented  Readers  and   Enrichment  Reading  
  34. 34. 78 But Why Can't I Read A Book From the Other Shelf? Challenging Talented Readers
  35. 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. 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. 37. www.gifted.uconn.edu/ semr NRC G/T The National Research Center on the Gifted and Talented
  38. 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. 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. 40. What have I learned? Some lessons from my 30 year research career. . .
  41. 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. 42. Theme Two •  Gifted and talented girls and women, across many cultures and countries are still underserved and will continue to underachieve.
  43. 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. 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. 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. 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. 47. The Dr. Joseph S. Renzulli Gifted and Talented Academy 53
  48. 48. The Renzulli Academy http://www.hartfordschools.org/index.php/our- 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. 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. 50. Compacted and Enriched Curriculum 56
  51. 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   – Wri.ng  Clusters   – Empowering  Writers   – Type  I,  II,  III   – Hardord  Symphony   Orchestra  (Type  I)  
  52. 52. Renzulli Academy Philosophy 58 E AEngagement Enjoyment Enthusiasm Achievement
  53. 53. What do we want our students to become? •  Creators. Inventors, Change Agents, Leaders, Scholars, and Doers
  54. 54. Schools should be places for Talent Development! Latent talents Developed talents and gifts! Emerging talents
  55. 55. Next GEN—CT http://www.youtube.com/watch?v=A-CV7VAb7cA Big  Ideas  at  UConn:   Triad  goes  to  College  
  56. 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  crea.ve  idea  of  choice.  The  work   should  be  personally  meaningful,  relevant,  and  engaging.       hNp://ugradresearch.uconn.edu/files/2013/02/idea_logo_standard_color_boNomWEB.png  
  57. 57. Thank you--Muchas Gracias •  Děkuji nastotisíckrát •  Merci beaucoup •  Mersi •  Teşekkür ederim •  Dank u zeer •  謝謝 [谢谢] (xièxie)

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