Gifted and Talented Program in the Elementary Schools

The Grade Three Enrichment Prototype

Developing an effective and flexible program for highly able and gifted/talented students necessitates modifications to existing curriculum which result in activities based on a cohesive, articulated framework or structure. The Grade Three Enrichment Prototype is a series of eight coordinated and sequenced lessons which incorporate the three basic components of the Renzulli Enrichment Triad Model: Type I (General Exploratory Activities), Type II (Group and Individual Training), and Type III (Individual and Small group Investigation of Real Problems). The Prototype is based on the Grade Three Mathematics unit on probability. The Prototype also makes connections to MSPAP outcomes in mathematics, in reading/writing/language arts, and in social studies.

The Grade Three Enrichment Prototype is designed to be taught in a regular classroom setting by the classroom teacher. Some of the activities are written for total group involvement, while others are designated for talent pool students identified through a variety of inclusive, multidimensional selection procedures appropriate for both the grade level and the specific activity. Final decisions on talent pool composition and flexible grouping variations should be left to individual schools. The mathematics lessons are designed to be taught in Block Two. Time can be "bought" for the talent pool students through curriculum compacting, specifically the outcomes related to subtraction in Block Two.

All activities in the Grade Three Prototype are related to the theme Games. The activities culminate in the actual creation of original math games. These games will be based on mathematics skills appropriate for grade three students. These math games will be shared with all students in a games festival to be conducted at the end of Block Two. Additionally, these games may be incorporated into learning centers which will provide accessible resources for extension and enrichment activities. Understanding the process of developing games can be extended into other mathematics blocks or content areas.

The prototype serves as a model to illustrate student-directed learning which results in creative production. The game theme was selected because of its high interest level and its universality and flexibility of application. Another theme could be selected providing that prototype outcomes are achieved. Experience gained from implementing the prototype should translate into productive and prolific use of the Enrichment Triad both for additional teacher-directed enrichment in other disciplines and for a variety of student-initiated, interest-based enrichment investigations.

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Anne Arundel County Public Schools
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Last updated September, 2002
Gifted/Talented/Advanced Programs Office