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The Multiple Menu Model: A Successful Marriage for Integrating Content and Process.
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Renzulli, Joseph S. – NASSP Bulletin, 1997
The Multiple Menu Model is a practical set of planning guides that teachers can use to design indepth curriculum units. This model differs from traditional approaches by balancing content and process, involving students as inquirers, and exploring knowledge's structure and interconnectedness. Components include menus for knowledge, instructional…
Descriptors: Curriculum Design, Definitions, Guides, Inquiry
Curriculum Compacting: An Essential Strategy for Working with Gifted Students.
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Renzulli, Joseph S.; And Others – Elementary School Journal, 1982
Presents a plan for compacting and streamlining the regular curriculum in order to relieve gifted students of the boredom that often results from unchallenging work and to provide the time gifted students need to pursue acceleration and enrichment activities after prerequisite competencies have been mastered. (Author/RH)
Descriptors: Academically Gifted, Acceleration, Cognitive Style, Curriculum Design
Using Curriculum Compacting to Challenge the Above-Average.
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Reis, Sally M.; Renzulli, Joseph S. – Educational Leadership, 1992
A major problem facing schools is lack of curricular differentiation and academic challenge for the most academically able students. Also, contemporary textbooks have been "dumbed down." Curriculum compacting is a flexible, research-based technique enabling high-ability students to skip work they already know and substitute more…
Descriptors: Academically Gifted, Curriculum Design, Elementary Secondary Education, High Achievement
A Practical Model for Designing Individual Educational Programs (IEPs) for Gifted and Talented Students.
Renzulli, Joseph S.; Smith, Linda H. – G/C/T, 1980
The bulk of the article is devoted to a description of three management forms that constitute the IEP model [--the Strength-A-Lyzer, Compactor, and Management Plan for Individual and Small Group Investigations of Real Problems--] represent a step-by-step procedure for translating theoretical principles derived from the research literature into…
Descriptors: Ability Identification, Curriculum Design, Gifted, Individualized Education Programs
Point-Counterpoint: The Positive Side of Pull-Out Programs and The Ineffectiveness of the Pull-Out Program Model in Gifted Education: A Minority Perspective.
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Renzulli, Joseph S.; VanTassel-Baska, Joyce – Journal for the Education of the Gifted, 1987
Joe Renzulli asserts that pull-out programs for gifted elementary school children that reflect horizontal enrichment and vertical acceleration can provide flexibility and enable radical departures from the regular curriculum. Joyce VanTassel-Baska counters that current pull-out programs are inadequately planned, provide insufficient time, are…
Descriptors: Acceleration (Education), Curriculum Design, Curriculum Enrichment, Curriculum Evaluation
The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum.
Renzulli, Joseph S.; Leppien, Jann H.; Hays, Thomas S. – 2000
Based on constructivist learning theory, this guide presents six practical menus that are intended to guide curriculum developers as they bring together an understanding of a discipline, its content and methodologies, and a vast array of instructional techniques to challenge learners on all levels. It begins with a "Knowledge Menu" that…
Descriptors: Classroom Techniques, Curriculum Design, Curriculum Development, Curriculum Guides
Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress
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Reis, Sally M.; Gubbins, E. Jean; Briggs, Christine; Schreiber, Fredric J.; Richards, Susannah; Jacobs, Joan; Eckert, Rebecca D.; Renzulli, Joseph S.; Alexander, Margaret – National Research Center on the Gifted and Talented, 2003
In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month…
Descriptors: Educational Strategies, Reading Materials, Placement, Independent Reading