Enriching Curriculum for All Students - Paperback

by Joseph S. Renzulli (Editor), Sally M. Reis (Editor)

"The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools."
--Tricia Peña, Principal
Cienega High School, Vail, AZ

"This book does a good job of explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum."
--Laurie Peterman, Instructional Facilitator
Anoka-Hennpin ISD #11, Lino Lakes, MN

Create an instructional program that can transform every student′s learning experience!

How can educators spark an enthusiasm for learning in young people? What can classroom teachers do to promote creativity and innovative thinking? In Enriching Curriculum for All Students, Second Edition, the authors present the Schoolwide Enrichment Model (SEM), a groundbreaking instructional program that reaches all students through hands-on problem solving, high-interest activities, and cooperative learning.

The revised edition offers updated research and additional guidelines for implementing lessons to support differentiated and enriching learning opportunities for all learners. Demonstrating how teachers can shift from instructor to coach or mentor, and how students′ minds, spirits, and values can be developed within an invigorating atmosphere, the authors focus on:

• Developing the talent potential of all students
• Improving academic performance through meaningful, enjoyable learning
• Fostering a reflective, growth-oriented staff
• Honoring ethnic, gender, and cultural diversity
• Involving students, parents, teachers, and administrators in decision making

This vital resource combines inspiration with practical methods and highlights the importance of a versatile and imaginative curriculum that gives all students the opportunity to reach their highest potential.

Author Biography

Joseph S. Renzulli is Professor of Educational Psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a Fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Con-necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.