1. Differentiation that Makes a
Difference:
The Enrichment Triad Model
Angela M. Housand
University of North Carolina, Wilmington
Nova Scotia Summit 2012

2. angelahousand.com

3. What is your personal definition
of success?

4. What if all of you had a different
definition of success?

5. What if you were all in a
classroom with a singular set of
expectations?

6. Would you all succeed?

7. They Are All So Different…
Children come to us in a variety
of shapes, sizes, intellectual
abilities, creative abilities, inter/
intra personal skills, and a myriad
more characteristics that makes
each child we deal with unique
and special.
Carol Ann Tomlinson

9. The success of education
depends on adapting teaching
to individual differences among
learners.
Yuezheng,
in 4th century B. C. Chinese treatise, Xue Ji

10. What
cons*tutes
success
in
the
21st
Century?

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14. Enrichment Learning and
Teaching
The principles of enrichment learning and teaching are:
Each learner is unique.
Learning is more effective when students enjoy what they are doing.
Learning is more meaningful when content and process are learned within the
context of a real problem.
Learning can be enhanced through informal instruction that uses
applications of students' constructed knowledge and skills.

15. Knowledge
Knowledge
Of
=
Basic
Principles
&
Key
Concepts
Knowledge
How
=
Methodology
Knowledge
About
=
Applica*on
of
Principles
&
Concepts

16. TYPE I* TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES ACTIVITIES
TYPE III
INDIVIDUAL & SMALL
GROUP INVESTIGATIONS
OF REAL PROBLEMS

17. Type I:
General Exploratory Experiences

18. Type
I
Enrichment
• Experiences
and
ac*vi*es
that
are
purposefully
designed
to
expose
students
to
a
wide
variety
of
topics,
issues,
and
ac*vi*es
not
ordinarily
covered
in
the
regular
curriculum.

19. + Gimme Five!
Today’s Five
Assembly 5 Fabulous
TED Talks
Ebook Online
Ideas
Field Trips
Skype an Expert
4 Your Type 1

20. TO

21. Rene
Bibaud

22. Jumpy Jumpertons
• Choreographed a
“recital”
• Introduced Schoolwide
“Jumpathon”
• Raised $1200

23. ted.com"
23

24. Never
Under
Estimate the
Power of a
Book

27. eBooks
http://www.icdlbooks.org/
http://books.google.com
http://kids.nypl.org/reading/Childrensebooks.cfm
http://etext.library.adelaide.edu.au/

28. 722,000

33. 722,000

34. TYPE I* TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES ACTIVITIES
TYPE III
INDIVIDUAL & SMALL
GROUP INVESTIGATIONS
OF REAL PROBLEMS

35. Type II:
The “HOW TO”

36. Type
II
Enrichment
• The
use
of
instruc*onal
methods
and
materials
that
are
purposefully
designed
to
promote
the
development
of
thinking
skills
and
foster
the
use
of
authen*c,
inves*ga*ve
methods
in
students.

37. Type II Enrichment:
Cognitive & Affective Training
• Creative Thinking Skills
• Creative Problem Solving and Decision
Making
• Critical and Logical Thinking
• Affective Skills

38. Type II Enrichment:
Learning How to Learn Skills
• Listening, Observing, and Perceiving
Skills
• Note taking and Outlining
• Interviews and Surveys
• Analyzing and Organizing Data

39. Type II Enrichment:
Advanced Research Skills
• Preparation for Type III Investigations
• Research Skills
• Community Resources
• Internet Research
• New Literacies

40. Type II Enrichment:
Communication Skills
• Visual Communication
• Oral Communication
• Written Communication

41. + Gimme Five!
Today’s Five
How To Books 5 Fabulous
Youtube
eHow
Ideas
About.com
Khan Academy
4 Your Type 2

44. How to Build a Robot?

45. How to Build a Robot?

58. Student Behaviors Suggesting
that Compacting May Be
Necessary

59. • Finishes tasks quickly
• Completes homework in class
• Appears bored during instruction time
• Brings in outside reading material
• Creates puzzles, games, or diversions
in class

60. • Tests scores consistently excellent
• Asks questions that indicate advanced
familiarity with material
• Sought after by others for assistance
• Daydreams

61. Compacting
Eliminates boredom
resulting from
unnecessary drill
and practice.
Provides challenge
leading to
continuous growth.

63. 722,000

64. TYPE I* TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES ACTIVITIES
TYPE III
INDIVIDUAL & SMALL
GROUP INVESTIGATIONS
OF REAL PROBLEMS

65. Interest and
Rigor Lead To
Creative
Productivity
“We need students to get more deeply interested in
things, more involved in them, more engaged in
wanting to know, to have projects that they can get
excited about and work on over long periods of time,
to be stimulated to find things out on their own.”

66. Type III:
Investigating Real Problems

67. Type
III
Enrichment
Inves&ga&ve
ac&vi&es
and
ar&s&c
produc&ons
in
which
the
learner
assumes
the
role
of
a
first-­‐
hand
inquirer
and
a
prac&cing
professional.

68. Environmental Influences
1. Choice in and control over activities
2. Opportunities for help seeking
3. Student participation in evaluation
4. Provision of complex tasks
(Boekaerts & Corno, 2005; DeCorte, Verschaffel, & DeVen, 2001; Folkesson &
Swalander, 2007; Hadwin et. al., 2001; Perry, 1998; Perry, Hutchinson, & Thauberger,
2007; Perry, Norby, & VandeKamp, 2003; Perry, Phillips, & Dowler, 2004; Turner, 1995)

69. Person
Environment
Fit
• Person
/
Environment
fit
is
the
degree
to
which
a
person
or
their
personality
is
compa*ble
with
their
environment

70. D
I
G
I
T
A
L
IMMIGRANTS
D
I
V
I
D
E
NATIVES

73. “From the standpoint of the
child…he is unable to apply in
daily life what he is learning
at school. That is the
isolation of the school - its
isolation from life.”
John Dewey

74. Autonomy
The more autonomous (self-
determined) a person believes their
behavior to be the greater the personal
satisfaction and enjoyment from
engaging in that behavior.

75. Competence…
Feelings of competence shape a
person’s willingness to actively engage
and persist in different behaviors.
(Bandura 1986, 1997)

76. Motivation
Diminished perception of competence
(self-efficacy), autonomy
(meaningfulness), or control
(environmental perception) leads to
lower motivation and a decreased
willingness to pursue goals and persist
in their attainment, thus limiting
overall educational growth.

77. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)

78. Applying the Triad:
Middle School Humanities
Type I Activities
• Invited speaker from a local historical society
• Simulation activity
• Field trip to related historical site
• Display of historical memorabilia and old
newspapers
• Panel discussion by historians and local experts
• Videos (fiction and nonfiction)
• Television special on related area

79. Applying the Triad:
Middle School Humanities
Type II Activities
• Locate information sources
• Interview skills
• Debate controversial historical issues
• Research skills
• Photography & media skills
• Advanced writing & editing
• Evaluation of primary sources
• Identifying stereotypes & bias in texts

80. Applying the Triad:
Middle School Humanities
Type III Products
• Chronicle of a historical walking tour of a city
• Oral history interviews with past city mayors
• Development of a simulation war game
• Media presentation of the music of the 1940s
• Oral history interviews recording a factory's
influence on a community
• A book summarizing local folklore
• A family tree: A study of genealogy.

81. Type II ½:

82. The Illusion of Choice

84.  Start
small
(2-­‐3
choices)
 Organize
suppor*ve
environment
 Interest
Development
Centers
 Pre-­‐planned
Crea*vity
Ac*vi*es
 CD
Listening/Reading
Center
 Set
clear
performance
standards;
perceived
by
students
as
aainable

85. Learning Contracts
 An agreement between teacher and
student
 An opportunity for a student to work
somewhat independently
 Increases student responsibility for their
own learning
 Provides some freedom for the student in
acquiring skills and understandings

86. Learning Contracts
Include:
 A skills component
 A content component
 A time line
 Specification of expectations
• Behavior
• Criteria for successful completion and quality
 Signatures of agreement to terms (Student
and Teacher)
ACSD (1997)
Tomlinson (1995)

87. Consequences:
 Learning contracts set positive
consequences
Example: continued freedom
 They also set negative
consequences
Example: teacher sets work parameters

89. Independent
Projects
• Build on student interest
• Encourage independence
• Allow work with complex and abstract ideas
• Enable long-term and in-depth work on topics of
interest
• Develop task commitment and self-regulation
• Teach planning and research skills at advanced
levels

90. Timeline:
• Start Date
• Completion Date
• Progress Report Dates
Project Description: What do
you hope to find out or learn? "

91. Intended Project(s):
• What form or format will the final
project take?
• How, when, and where will
you share and communicate the
results of your project with other
people?
• In what ways will you share your
work?
What Format Will Your Project
Take? "
What will your product be?

92. Getting Started:
• What are the first steps you
should take to begin your work?
• What types of information do you
need to find in order to do your
work?
• Where will you get the
information you need? What
questions do you have that you
need answered in order to start
your work?
• What help do you need from your
teacher or parents?

93. Project Skills, Resources and
Materials I Will Need:
What are the resources (people,
organizations, businesses, etc.) I
will need to do this project?

94. Intended Audience(s):
• Who would be most interested in
your work or project?
• What organized groups at the
local, state, regional and national
levels might be interested in my
work?
• Where might I display this work?
• What information will I need to
contact these people and tell
them about my work?

95. Standards:
• Which standards are being
addressed?
• Does the student have a
metacognitive understanding of
these standards?
• Does the student have a vested
interest in meeting and/or
exceeding these standards?

96. EMPOWER STUDENTS

97. Conner Cohen
AGE: 11
iSketch App

98. Ozair Patel
AGE: 13
Berry School Mate

99. What Skills Are Required?
 Problem Finding
 Calculating
 Organizing (relevant from irrelevant)
 Planning
 Communication
 Collaboration
 Metacognitive

100. The Question of Equity

101. All great
achievements
require time…
-Maya Angelou

102. The greater danger for most of us
lies not in setting our aim too high
and falling short;
but in setting our aim too low,
and achieving our mark.
-Michelangelo

103. Questions?

105. Enrichment Clusters Are Not
Mini-Courses!
Enrichment clusters are groups of students
who share common interests and come
together during special time blocks to pursue
these interests with adults who share their
interests and want to help students develop
their talents in this area and produce a product
or service!

106. Seven Steps to Implementing Enrichment
Clusters on a Schoolwide Basis
1. Assess the Interests of Students and Staff
2. Set Up a Wall Chart
3. Create a Schedule
4. Locate People and Staff to Facilitate Clusters
5. Provide an Orientation for Cluster Facilitators
6. Prepare Cluster Descriptions and Register
Students by Placing Them in Clusters of Interest to
Them
7. Celebrate Your Success

107. • What will I need to
work on my project?
• Where will I work?
• Who will I work with?
• What might hinder my
process?

108. • Am I accomplishing
what I planned?
• Is this taking longer
than I thought?
• Am I on task or am I
being distracted?

110. • Did I accomplish what I
planned to do?
• Was I distracted and how
did I get back to work?
• Did I plan enough time or
did it take longer than I
thought?
• In which situation did I
accomplish the most
work?

111. Be Prepared to Let Go.

112. Cyclical and Ongoing

118. 3 Ring Conception of Giftedness

119. OPERATION HOUNDSTOOTH
OPTIMISM COURAGE ROMANCE WITH A TOPIC OR
DISCIPLINE
•hope •Psychological/intellectual
•positive feelings from hard work independence •absorption
•moral conviction •passion
SENSITIVITY TO HUMAN PHYSICAL/MENTAL ENERGY VISION/SENSE OF
CONCERNS DESTINY
•charisma
•insight •curiosity •sense of power to change things
•empathy •sense of direction
•pursuit of goals
diversity
WISDOM balance
SATISFYING LIFESTYLE
THE PURSUIT OF HAPPINESS harmony
proportion
© Operation Houndstooth
The National Research Center on the Gifted and Talented
University of Connecticut
Joseph S. Renzulli, Rachel E. Sytsma, & Kristin B. Berman
November, 2000 www.gifted.uconn.edu

122. Gifted Behaviors NOT Gifted People!

123. Gifted Artist
Talented Mathematician
Use “defining” terms as adjectives:
Talented Musician
Gifted Writer

124. 722,000

125. T he Schoolwide Enrichment Model
Joseph S. Renzulli & Sally M. Reis
School Structures
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
TYPE I TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES ACTIVITIES
TYPE III
INDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Regular
Classroom Environment
Service Delivery Components
www.gifted.uconn.edu

126. Reflect
on
YOUR
teaching
experiences….
1. Think
about
one
or
two
students
who
have
unique
learning
needs
and
experiences.
2. Consider
what
these
learners
need
to
make
con&nuous
progress
in
learning?
3. Think
about
how
you
can
meet
the
needs
of
students
with
diverse
(a)
readiness
levels,
(b)
interests,(c)
learning
styles?
4. What
factors
make
it
easy
or
difficult
to
modify
curriculum
and
instruc&on
for
diverse
learners?

127. "First
grade
would
be
all
right
if
it
weren't
for
the
11
sequels."

128. Individual
Educa*onal
Programming
Guide—The
Compactor
Individual Conference
Dates and Persons
Name Age Teacher Participating in Planning
of IEP
School Grade Parent(s)
Curriculum
Procedures
Accelera&on
Areas
to
Be
for
and/or
Considered
Compac&ng
Enrichment
for
Basic
Ac&vi&es
Compac&ng
Materials

129. Accelera*on
• Different
books,
same
subject,
different
level
of
reading
• Math:
odd
problems
only,
to
free
up
*me
for
independent
study
of
another
facet
of
math
that
the
student
would
not
otherwise
study
• Skip
a
grade
• Skip
a
grade
in
one
subject

130. Ra&onale
for
Use
• Builds
on
student
interest
• Sa*sfies
curiosity
• Teachers
planning
and
research
skills
at
advanced
levels
• Encourages
independence
• Allows
work
with
complex
&
abstract
ideas
• Allows
long-­‐term
and
in-­‐depth
work
on
topics
of
interest
• Taps
into
high
mo*va*on

131. Guidelines
for
Use
• Build
on
student
interest
• Allow
the
student
maximum
freedom
to
plan,
based
on
student
readiness
for
freedom
• Teacher
provides
the
guidance
&
structure
to
supplement
student
capacity
to
plan
and
ensure
high
standards
of
produc*on
•
Use
present
*melines
to
zap
procras*na*on
• Use
process
logs
to
document
the
process
involved
throughout
the
study
• Establish
criteria
for
success

133. Why Aren’t Some
Students Challenged?

134. Classroom Practices Study
Teachers reported that they never had
any training in meeting the needs of
gifted students.
61% public school teachers
54% private school teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular
classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph
93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."

135. Classroom Practices
Observational Study
Students experienced no instructional
or curricular differentiation in 84% of
the activities in which they
participated:
Reading Language Arts
Mathematics Social Studies
Science
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and
curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs,
CT: The National Research Center on the Gifted and Talented, University of Connecticut."

138. Your Experience:
Addressing the needs of
Diverse Learners with Diverse
Learning Styles#
" What differentiation techniques have you
employed?"
" What are your greatest successes?"
" How do you think differentiation of learning
styles might be different from or similar to
differentiation for readiness level, ability, and
interests? "

139. Diversity in students can include:
 Ability (aptitude) differences
 Achievement differences
 Differences in affect
 Enthusiasm level and personality
 Differences in effort
 Effort vs. Ability

140. Diversity in students can include:
 Academic background differences
 Potentially poor preparation
 Limited exposure
 Cultural differences
 Second language acquisition
 Interaction style differences
 Differences in self-regulation and study skills

141. 100
80 Reading
Language Arts
Mathematics
60
Percent
Science
40 Social Studies
All Subject Areas
20
0
No Differentiation
Advanced Content
Advanced Process
Advanced Product
Assigned Topic
Self-selected Topic
Differentiation
Indep. Study w/
Indep. Study w/
Other
No Differentiation Advanced Content Advanced Process Advanced Product Indep. Study w/Assigned Indep. Study w/Self-selected OtherDifferentiation

142. "Congratulations!! He seems very bright."

143. Sally Reis on Differentiation
“The policy statements of almost
every school district in the nation
reflect a commitment to meeting
students’ individual needs, and yet,
many districts lack a capacity to
put these policies into practice.”

144. What is differentiation?
Matching the given content area
with a student’s interests,
abilities, and learning styles
through various instructional
strategies.

145. What is differentiated instruction?
 It’s teaching with student variance in
mind.
 It’s starting where the kids are rather
than with a standardized approach to
teaching that assumes all kids of a
given age or grade are essentially
alike.
 It’s responsive teaching rather
than one-size fits-all teaching.

146. What Differentiated Instruction…
IS IS NOT
• Differentiated instruction is • Individualized instruction
more QUALITATIVE than • Chaotic
quantitative. • Just another way to provide
• Differentiated instruction homogeneous instruction
provides MULTIPLE (inflexible grouping)
approaches to content, • Just modifying grading
process, and product. systems and reducing
• Differentiated instruction is workloads
STUDENT CENTERED. • More work for the “good”
• Differentiated instruction is a students and less and
BLEND of whole-class, group different for the “poor”
and individual instruction. students
• Differentiated instruction is
“ORGANIC.”

147. The Five Dimensions of Differentiation
Content
Process
(Knowledge)
(Pedagogy)
Yourself
Classroom
Products
Organization and
(Expression Styles)
Management

148. A Quick Differentiation QUIZ
Did every student do it? NO
Should every student do it? NO
Could every student do it? NO
Would every student want to do it? NO
Did the student do it willingly and zestfully? YES
Did the student use authentic resources YES
and methodology?
Was it done for an audience other than (or YES
in addition to) the teacher?

149. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Study
• Tiered Assignments
• Interest Development Centers
• Compacting

150. Approximately 40-50% of
traditional classroom
material could be eliminated
for targeted students.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."

151. Compacting
" Assesses what a student knows and
what content is not yet mastered
" Content not yet mastered becomes part
of learning goals
" Previously mastered content is not
required thereby “freeing up” time for
enriched, accelerated, or interest driven
activities
Renzulli & Reis (1997)
Tomlinson (1995)

152. When teachers eliminated as much as
50% of the curriculum, no differences
were found between treatment and
control groups in most content areas.
In fact, students whose curriculum was
compacted scored higher than control
group students in some areas.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."

153. What is Curriculum Compacting?
" Modifying or streamlining the regular
curriculum
" Eliminating the repetition of previously
mastered material
" Upgrading the challenge level of the
regular curriculum

155. When once the child has
learned that four and two
are six, a thousand
repetitions will give him no
new information, and it is a
waste of time to keep him
employed in that manner.
J.M. Greenwood
Principles of Education Practically Applied, 1888

157. A BILIT
GROUPING Y
RESEARCH-BASED DECISION MAKING SERIES
All
youngsters
profit
from
grouping
programs
that
adjust
the
curriculum
to
the
ap*tude
levels
of
the
groups.
Schools
should
try
to
use
ability
grouping
in
this
way.

158. Cluster
Grouping:
An
Inves&ga&on
of
Student
Achievement,
Iden&fica&on,
and
Classroom
Prac&ces
Marcia
Gentry

159. Cluster Grouping
Sample Classroom Configuration

160. 60
58
56
54 Treatment
52 Comparison
50
48
46
44
42
40
Grade 3 Grade 4 Grade 5
Grades
Figure
3.
Adjusted
NCE
total
baery
means
for
treatment
and
comparison
school
students
class
of
2000.

161. 60
58
56
Treatment
54
52 Comparison
50
48
46
44
42
40
Grade 3 Grade 4 Grade 5
Grades
Figure
4.
Adjusted
NCE
total
baery
means
for
treatment
and
comparison
school
students
class
of
2001.

162. Flexible Grouping
 Employs several organizational patterns for
instruction
 Students are grouped and regrouped according
to:
 Specific goals
 Activities
 Individual needs
 Interests
 Desired outcomes (products)
http://www.eduplace.com/science/profdev/articles/valentino.html

163. Grouping Options
 Teacher-Led Groups
 Whole class
 Small group
 Individual
 Student-Led Groups
 Collaborative
 Performance-based
 Dyad (Pairs)
http://www.eduplace.com/science/profdev/articles/valentino.html

164. More Grouping Options
 Within Class Grouping
 Ability
 Interest
 Question-Based
 Readiness
 Learning Style
 Beyond Class Grouping
 Across-Class
 Multi-Age
 Team Regrouping
Renzulli & Reis (1997)
Tomlinson (1995)

165. Ways to Differentiate
Content in Groups
 Varied Texts
 Varied Supplementary Materials
 Varied Graphic Organizers
 Independent Study
 Tiered Questions/Assignments
 Interest Development Centers

166. Anchor Activities
 Self-paced, purposeful, content-
driven activities that students can
work on independently
 Can be done over the course of a
unit, grading period, or longer
 Activities that are meaningful,
ongoing, and appropriate to students’
learning needs
http://wblrd.sk.ca/~bestpractice/anchor/

167. In Class Enrichment
• Interest Development Centers
• Learning Games
• Special Class Projects
– Community Service, Simulations, Class
Meetings, Field Trips, Videos, Guest Speakers,
Free Choice Reading Time, Cooking, Art,
Science, Nature Walks, etc.

168. How do I make room for
everybody?
• Provide enrichment
opportunities for the
whole school
– Service Projects
– School Olympics
– Monster Mansion
– Art Show
– Family Nights
– Science Fairs

169. Joseph S. Renzulli
Abilities Interests Style Preferences
Maximum Instructional Learning Thinking Expression
Performance Interest Styles Environment Styles Style
Indicators Areas Preferences Preferences Preferences Preferences
Tests Fine Arts Recitation & Drill Written
Inter/Intra Analytic
•Standardized Peer Tutoring
Crafts Personal (School Smart)
Lecture Oral
•Teacher-Made Literary •Self-Oriented
Lecture/Discussion
Course Grades Synthetic/
Historical Discussion •Peer-Oriented Manipulative
Teacher Ratings Creative
Mathematical/Logical Guided Independent •Adult-Oriented
Product Evaluation (Creative,
Study * Inventive) Discussion
•Written Physical Sciences •Combined
Learning /Interest
•Oral Life Sciences Center Physical Display
Practical/
•Visual Political/Judicial Simulation, Role Playing, •Sound Contextual
Athletic/Recreation Dramatization, Guided •Heat (Street Smart) Dramatization
•Musical
Fantasy
•Constructed Marketing/Business •Light
Learning Games Legislative Artistic
(Note differences between Drama/Dance Replicative Reports or •Design
assigned and self-selected
Musical Performance Projects* •Mobility Executive Graphic
products)
Musical Composition Investigative Reports or •Time of Day
Level of Participation
Projects* Judicial Commercial
in Learning Managerial/Business •Food Intake
Unguided Independent
Activities Photography •Seating
Study* Ref: Sternberg, Service
Degree of Interaction 1984, 1988, 1990
Film/Video Internship*
With Others Ref: Amabile, 1983;
Computers Apprenticeship* Ref: Kettle, Renzulli,
Dunn, Dunn, & Price, & Rizza, 1998;
Ref: General Tests and Other (Specify) *With or without a mentor 1977; Gardner, 1983 Renzulli & Reis, 1985
Measurements Literature
Ref: Renzulli, 1997
Ref: Renzulli & Smith, 1978

170. Interest-A-Lyzer

171. Sample Items…
Imagine that you can spend a week job shadowing any
person in your community to investigate a career you
might like to have in the future. List the occupations
of the persons you would select.
1st choice ______________________
2nd choice______________________
3rd choice ______________________

172. Sample Items (Secondary Interest-A-Lyzer)…
If you could conduct an interview with a man or
woman you admire, past or present, who would it
be? What 3 questions would you ask him or her?
1. ____________________________________
2. ____________________________________
3. ____________________________________

184. Learning Styles Inventory
Sample Items (Renzulli Smith)…
Really Dislike……..Really Like
Being a member of a panel that 1 2 3 4 5
is discussing current events
Working on your own to prepare 1 2 3 4 5
material you will discuss in class