Student Selected Problem Based Investigation
"Type III Enrichment, the most advanced level of the model, is defined as investigative activities and artistic productions in which the learner assumes the role of a firsthand inquirer: thinking, feeling, and acting like a practicing professional, with involvement pursued at a level as advanced or professional as possible, given the student's level of developmental age." (VanTassel-Baska & Brown, 2009)
The student selected problem based investigation, also called a Type III, is taken from Joseph Renzulli's Schoolwide Enrichment Model (2008) and is an "individual or small group investigation of a real problem." With a Type III, the children explore different problems that exist in their community, their state, the United States, or the world. Type IIIs address many different needs of gifted students, including interdisciplinary connections, authentic learning, 21st century skills, differentiation, higher order thinking, and motivation to continue learning about the topic selected.
There are seven steps to a Type III assignment. The first step is explaining the process to the students. There are five attributes of a Type III assignment:
This is where the teacher would show examples of what is and isn't a Type III assignment. In order for it to be considered a Type III, it needs to meet the criteria listed above.
Step 2 is planning. The students should do some type of bubble map, planning sheet, or other type of organizer to put all their thoughts together to pick their Type III.
The student selected problem based investigation, also called a Type III, is taken from Joseph Renzulli's Schoolwide Enrichment Model (2008) and is an "individual or small group investigation of a real problem." With a Type III, the children explore different problems that exist in their community, their state, the United States, or the world. Type IIIs address many different needs of gifted students, including interdisciplinary connections, authentic learning, 21st century skills, differentiation, higher order thinking, and motivation to continue learning about the topic selected.
There are seven steps to a Type III assignment. The first step is explaining the process to the students. There are five attributes of a Type III assignment:
- Chosen by the student
- Authentic Problem
- Takes a lot of time
- Helps others
- Lots of research
This is where the teacher would show examples of what is and isn't a Type III assignment. In order for it to be considered a Type III, it needs to meet the criteria listed above.
Step 2 is planning. The students should do some type of bubble map, planning sheet, or other type of organizer to put all their thoughts together to pick their Type III.
Step 3 is Goal Setting. To ensure that the students are meeting the needs of the assignment and addressing the problem, the goals need to be SMART (Specific, Measurable, Attainable, Relevant, Time Bound).
Step 4 is Research. This step is crucial for the outcome of the Type III and it is important that the teacher addresses the needs of research so the students are successful. For this section, a KWL (know, what to know, learn) chart would be something beneficial to the students, but it is also important to go over things like deciding on the appropriate resources to use for researching, searching for information, identifying important information, note-taking, citing resources, and choosing reliable websites. This process, like the entirety of the Type III, will be time consuming but rewarding for not only their project, but to have a set of research skills.
Step 5 is collecting survey data. The teacher will design surveys to collect additional data for the students to use in reference to their Type III. The students can decide how to use the date they've collected to apply it to the project they're conducting.
Step 6 is connecting with a mentor. The students will find an expert on the topic they are researching and email a time to interview this individual. Prior to the interview, they will use the research and data they've gathered to formulate questions to better understand the topic. Prior to this, the teacher can take the opportunity to help the students understand what an expert is, how to find one, as well as how to write an appropriate letter to reach the individual. The student will use the answers gathered from the mentor towards their research for their final product.
Step 4 is Research. This step is crucial for the outcome of the Type III and it is important that the teacher addresses the needs of research so the students are successful. For this section, a KWL (know, what to know, learn) chart would be something beneficial to the students, but it is also important to go over things like deciding on the appropriate resources to use for researching, searching for information, identifying important information, note-taking, citing resources, and choosing reliable websites. This process, like the entirety of the Type III, will be time consuming but rewarding for not only their project, but to have a set of research skills.
Step 5 is collecting survey data. The teacher will design surveys to collect additional data for the students to use in reference to their Type III. The students can decide how to use the date they've collected to apply it to the project they're conducting.
Step 6 is connecting with a mentor. The students will find an expert on the topic they are researching and email a time to interview this individual. Prior to the interview, they will use the research and data they've gathered to formulate questions to better understand the topic. Prior to this, the teacher can take the opportunity to help the students understand what an expert is, how to find one, as well as how to write an appropriate letter to reach the individual. The student will use the answers gathered from the mentor towards their research for their final product.
The last step is the Product Work. In this final step, the teacher will assess the organization of notes and research gathered by the students. This will consist of a calendar, notebooks, goals, sticky notes, and other means to keep the data and research organized. This is also where the final product is developed. The final product can be a website, a poster board, or any other type of means to display what the students have discovered. This is the step where they also do a self assessment to grade themselves on their hard work and effort.
References:
The Schoolwide Enrichment Model Executive Model by Joseph Renzulli and Sally Reis. Retrieved from http://www.gifted.uconn.edu/sem/semexec.html
Type 3 Bubble Map taken from Dr. Katherine Brown, PhD The University of Georgia
Type 3 Creating Discussion Guide taken from Dr. Katherine Brown, PhD The University of Georgia
VanTassel-Baska, J & Brown, E. (2009). An Analysis of Gifted Education Curriculum Models. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.
The Schoolwide Enrichment Model Executive Model by Joseph Renzulli and Sally Reis. Retrieved from http://www.gifted.uconn.edu/sem/semexec.html
Type 3 Bubble Map taken from Dr. Katherine Brown, PhD The University of Georgia
Type 3 Creating Discussion Guide taken from Dr. Katherine Brown, PhD The University of Georgia
VanTassel-Baska, J & Brown, E. (2009). An Analysis of Gifted Education Curriculum Models. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.