Karg-Heft Nr. 9: Das Drehtürmodell in der schulischen Begabtenförderung
Studienergebnisse und Praxiseinblicke aus Nordrhein-Westfalen
Studienergebnisse und Praxiseinblicke aus Nordrhein-Westfalen
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<strong>Das</strong> »<strong>Drehtürmodell</strong>« – theoretische Grundlagen und Weiterentwicklung<br />
13<br />
Abb. 1: Renzulli Educational Programm<strong>in</strong>g System (In Anlehnung an RENZULLI/REIS/SMITH 1981, 4) <br />
Theory & Research<br />
Characteristics Of Gifted and Talented Learn<strong>in</strong>g Process Components The Enrichment Triad Model<br />
Abilities<br />
Task<br />
Commitment<br />
Student<br />
Teacher<br />
I<br />
General<br />
Exploratory<br />
Experiences<br />
II<br />
Group<br />
Tra<strong>in</strong><strong>in</strong>g<br />
Activities<br />
Creativity<br />
Abilities<br />
Interests<br />
Learn<strong>in</strong>g<br />
Styles<br />
Curriculum<br />
Abilities<br />
Interests<br />
Teach<strong>in</strong>g<br />
Styles<br />
III<br />
Individual and Small<br />
Group Investigations of<br />
Real Problems<br />
Objectives Content,<br />
Process and Epistemological<br />
Practice<br />
Revolv<strong>in</strong>g Door Identification Model<br />
Psychometric<br />
Regular Curriculum: Compac-<br />
Cognitive and Affective<br />
Families Of Status<br />
And Action Information<br />
Developmental<br />
Sociometric<br />
Performance<br />
t<strong>in</strong>g, Streaml<strong>in</strong><strong>in</strong>g and<br />
Enrich<strong>in</strong>g<br />
The Differentiated<br />
Curriculum: Programm<strong>in</strong>g<br />
Alternatives such as<br />
Accelerations and<br />
Process Development<br />
Intregration beetween Regular<br />
and Special Programs<br />
The Gifted Student as<br />
First-Hand Inquirer (Practic<strong>in</strong>g<br />
Professional)<br />
Enrichment<br />
Test Scores<br />
Community Resources<br />
Total Faculty In-Service<br />
Sources Of Information<br />
Completed Products and<br />
Presentations<br />
Anecdotal Records<br />
Observational Reports<br />
Teacher/Peer/Self Rat<strong>in</strong>gs<br />
Unstructured Self Expressions<br />
Cooperative Plann<strong>in</strong>g:<br />
Regular and Special Teachers,<br />
Parents, Student<br />
Tra<strong>in</strong><strong>in</strong>g Program<br />
Teacher Growth and Creativity<br />
Program Evaluation<br />
Classroom Performance<br />
Management<br />
The Strength-A-Lyzer<br />
The Compactor<br />
The Management Plan<br />
The<br />
Interest-A-<br />
Lyzer<br />
The<br />
Learn<strong>in</strong>g<br />
Styles<br />
Inventory<br />
Areas Procedures Alternatives<br />
Curricular Areas<br />
Audiences Products<br />
Objectives<br />
Resources<br />
Summary<br />
Steps