THREE TYPES OF ENRICHMENT |
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Type I: General Exploratory Activities |
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| For large groups. Can Include all children |
Type I enrichment consists of experiences and activities which are designed to bring the learner in touch with a wide range of topics or areas of study in which he or she may have a sincere interest. Through involvement in Type I experiences, students will realize that they are expected to pursue further exploration and decide on alternative suggestions for further research. |
Type II: Group Training Activities |
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| For identified working groups. | Type II enrichment consists of materials, methods, and instructional techniques which help the student learn the skills necessary for becoming an independent learner. They are concerned with the higher development of thinking and feeling processes, such as: critical thinking; problem solving; reflective thinking; inquiry training; divergent thinking; awareness development and creative productive thinking. Type II activities are open-ended and allow students to escalate their thinking processes to the highest level possible. Type II activities should also introduce students to more advanced kinds of studies. |
Type III: Individual and Small Group lnvestigations |
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| For identified gifted working in small groups or alone. | Type III enrichment consists of activities in which the student becomes an actual investigator of a real problem or topic by using appropriate methods of inquiry and results in sharing of the findings with a real audience. The success of a Type III activity depends on the task commitment of the individual student. |
The following checklist of gifted traits is the result of years of research with gifted children. If most of the characteristics listed below describe your child, or children with whom you work, they are probably gifted. Notice the list includes a mixture of intellectual and personality traits.
· Good problem solving · Extensive vocabulary · Preference for older playmates
· Curiosity · Long attention span · Sensitivity · Compassion for others · Perfectionism · Vivid Imagination · Excellent sense of humor · Good memory · Fascination with books · Rapid learning ability · Ability with puzzles · High degree of energy · Question of authority
By teachers, counselors, parents, peers throughout the year
Reviewed by homeroom teacher, GATE teacher or counselor; minimum normed composite score required (80%)
Slosson Intelligence
Raven Progressive Matrix
weighted matrix for above criteria