Purdue Three-Stage enrinchment Model

Purdue Three-Stage enrinchment Model

by Chris Bishop, Elyse Davis, Ed McEntire, John Morrow

​3 Stage Enrichment Componets

Component 1: Program Goals

• Enable the development of program specific identification procedures and ensures a quality program that can be easily evaluated. Component 1 makes sure the model is flexible and can work with elementary and secondary students.

Multiple Choice

Component 1 Program Goals makes sure that the model is __________.

• Flexible

• Difficult

​3 Stage Enrichment Componets

Component 2: Student Selection and Grouping

• This model recommends that gifted students be identified and grouped together for instruction. While the identification process will vary based on implementation practices, it provides information on the level of intellectual, creative, and academic talent possessed by the student.

Multiple Choice

Component 2 students selection and grouping states that gifted students should be 

• Singled out and made to do extra work.

• identified and grouped together for instruction.

• Given the answers becasue they already know them.

​3 Stage Enrichment Componets

Component 3: Trained Teachers

• Teachers need to be licensed in gifted education, be creative, understand the needs and characteristics of the gifted student. Teachers need a broad knowledge base in their content and be excited about their discipline.

Multiple Choice

Component 3 Trained Teachers; states that all teachers must be __________.

• Smart

• Ready for anything

• liscensed in gifted education

​3 Stage Enrichment Componets

Component 4 & 5: Curriculum and Instruction

​Instructional activities in the model are differentiated with content, process and products all in mind.

​

​

Multiple Choice

According to Component 4 & 5 ​Instructional activities in the model are ____________ with content, process and products all in mind.

• Alligned

• Short and to the point

• Differentiated

• Tailored to the lowest student in the class.

​Lets look at all three stages now!

​Stage 1

​Goal : Master Content and skills; Enhanced divergent and convergent thinking skills.

​Activities: Reading assignments that help develop a rich knowledge base in the area. Lectures, movies, guest speakers, learning centers.

​

​Role of the Teacher: Lead the Class

​Role of the Student: Master Core Content and skills. apply higher level creative and critical thinking skills.

​Stage 2

Goal : Master of core content and skills. Enhanced complex problem- solving abilities.

​Activities: Master core content and skills. discovery learning, creative problem solving, small group discussions. Assignments that require higher level thinking.

​

​Role of the Teacher: Design the learning environment, facilitate the learning experience.

​Role of the Student: Take initiative, share insightful ideas, and demonstrate task commitment.

​Stage 3

Goal : Apply knowledge to real problems. Function as a professional in the talent area. Develop real products to share with real people.

​Activities: Self directed inquiry; Self directed creative production. independent projects. (individual or small group)

​Role of the Teacher: Serve as a resource person for the students.

​Role of the Student: Make appropriate choices. Develop goals. Carry out those goals. Transform Knowledge.

​Who can use this?

​Gifted programs that could possibly implement this Model

​

• Short Classroom units

• Enrichment Classes

• Self contained Classes

• Pull out programs

• Advanced placement and Honors Courses.​

​