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Group Training Activities If there is one area of school improvement about which virtually all educators agree, that area is the need to blend into the curriculum more training in the development of higher order thinking skills.
In this section, we will discuss a systematic approach for organizing a process skills component within the overall Schoolwide Enrichment Model. Type II Enrichment consists of instructional methods and materials that are purposefully designed to develop a broad range of process skills in the following five general categories: We will use the term "process skills" to include all of these categories.
Type II Enrichment also serves a motivational purpose similar to that discussed in connection with Type I activities. The sections that follow will discuss two general considerations that should be taken into account in developing a schoolwide plan for Type II Enrichment.
These considerations are 1 levels and audiences for Type II activities, and 2 the objectives and strategies for implementing this component of the Enrichment Triad Model.
Levels and Audiences Within each category of Type II Enrichment, the targeted skills exist along a continuum ranging from very basic manifestations of a given skill to higher and more complex applications of any given process.
Thus, for example, skills such as conditional reasoning or recording data from original sources can be taught to students at any grade, but the level and complexity of the specific activities will vary according to students' developmental levels.
Primary grade students, for instance, can learn observational and data gathering skills by counting and recording the number of times that different kinds of birds come to a bird feeder during a given period of time. These data might be presented by using simple tallies or pictograms.
And the advanced mathematics and computer skills of older students might enable them to engage in more sophisticated statistical analyses of their data. Teachers' knowledge of students' developmental levels, together with students' and previous Schoolwide enrichment model thesis in using a particular thinking skill, are important considerations when selecting materials and activities for Type II training.
One of the ongoing activities of teachers and curriculum specialists using high-end learning is to be continually searching for and examining enrichment materials that might enhance regular curriculum topics, or that might serve as useful resources for enrichment clusters or special service situations.
Professional journals, publishers' catalogs, and displays of materials at conferences are good sources of new materials. There are three different methods for presenting Type II Enrichment. The first method consists of planned, systematic activities that can be organized in advance for any unit of instruction within the general curriculum.
These are the kinds of Type II activities that are planned in advance, and are a part of an ongoing framework to develop a comprehensive "scope and sequence" of process-oriented activities that parallel regular curriculum topics. The main criterion for selecting Type II activities in this category is that the activity bears a direct or indirect relationship to the subject matter being taught.
This activity is designed to develop decision making and creative writing skills within the context of the historical period covered in the unit.
Activities in this category are ordinarily used with all students in a classroom, although advanced-level follow-up or related Type II training should take student interests and learning styles into account.
In other words, this dimension is characterized by responsiveness to student interests rather than preplanning. Thus, for example, a group of students who developed an interest in investigative reporting were provided with advanced training in questioning and interviewing techniques, verifying information sources, and other skills related to this area of specialization.
The interest resulted from a Type I presentation by a local journalist; however, the interest could also have been an outcome of a unit on journalism in the language arts curriculum, or a reaction to an important local or national news event.
Enrichment in this dimension can also fulfill the motivational goal of the model by stimulating interests that may lead to more intensive follow-up in the form of Type III Enrichment.
Type II Enrichment in this category can also be used to provide direction for students in a particular enrichment cluster. Because a cluster is composed of students and teachers who have already declared interests in particular areas of study, Type II training that provides methodological skills within the area will help the group generate problems to which the methods can be applied.
For example, a group of students who expressed strong interests in environmental issues was provided with a mini-course that taught them how to analyze the chemical properties of soil and water.
A brainstorming and problem focusing session resulted in making contact with a state agency, meeting with water pollution specialists, and eventually conducting a very professional study on acid rain in their geographic area.
This is a good example of how learning the methodology first provided the impetus for the extended work of the cluster that followed.
The third method for presenting Type II Enrichment consists of activities that are used within the context of already initiated Type III investigations. Activities used in this way represent the best application of inductive learning.
Simply stated, an individual or group learns a process skill because they need the skill to solve a real and present problem. Objectives and Strategies for Type II Training The Type II component of the Enrichment Triad Model is designed to provide students with training opportunities to improve a wide variety of process skills not normally taught within the grade level curriculum.
Teachers or other adults who provide Type II training do so for diverse purposes, in multiple settings, with varied teaching strategies and resources, and for a wide range of students.
Seven major objectives for students participating in Type II training are as follows: Improve their ability to use higher order cognitive skills to organize, analyze, and synthesize new information; Improve their leadership and interpersonal skills; Improve their ability to gather, organize and analyze raw data from appropriate primary and secondary sources; Improve their ability to use a wide range of sophisticated reference materials and techniques when searching for answers to their personal research questions; Demonstrate a more organized and systematic approach to research, experimentation and investigation; Improve the quality and appropriateness of the products that they create in conjunction with real world problem solving; and Use the methods and techniques of various adult professionals to find problems, gather and organize data, and develop products.Full Thesis.
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Print. Related titles. be to Him who had bless us with strength and patience to us to accomplish and complete our thesis project for The Schoolwide Enrichment Model (SEM).
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked influences that are related to learning outcomes from very positive effects to very negative effects.
Hattie found that the average effect size of all the interventions he studied was Davis, Rimm, & Siegle, (Feldhusen, ) Unpublished Thesis (PhD), University of Southampton.
Aljughiman, A. (). Evaluation of Math and Science Summer Enrichment Programs in Saudi The schoolwide enrichment model: A how-to guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press. Dergi İçeriği. Ara: Arama Kapsamı. Schoolwide Enrichment Model Thesis - College Writing Prompts Subject Do my essay for cheap, harriet tubman essays, architecture essay, greek mythology research paper outline, clasification essay, essay identity, college writing prompts.
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