Professional Documents
Culture Documents
B. Sponsor Info
Sponsor Role:
Rehema Capri is the gifted team leader at Timothy Road Elementary School. She works
with both third and fourth grade by providing resource classes for gifted students. Rehema also
provides collaboration services to meet the needs of gifted and advanced fourth grade students in
their classroom during reading, writing, science and social studies. Rehema has organized
creativity projects school wide. Last year Rehema, along with the other gifted teachers at
Timothy Road, encouraged students to put on their engineering and creativity hats to design and
build leprechaun traps. These traps were judged by the teachers on each grade level and
displayed in the library. Rehema has also planned, organized, and facilitated enrichment clusters
C. Description of Experience
i: Project Title: Fourth Grade Enrichment Clusters
enrichment clusters with my fourth grade team and students. I became interested in enrichment
clusters during my coursework in EPSY 7250, Program and Curriculum for Gifted Students.
Jennifer Moon
During this course, I researched the Schoolwide Enrichment Model and presented information on
this model to my classmates. The Schoolwide Enrichment Model is based on the Enrichment
Triad Model. This model allows teachers to provide enrichment for all students through type I
and type II activities that expose students to a variety of topics, disciplines, events, hobbies,
persons, places, interest areas and occupations that are not a normal part of the curriculum and
promotes the development of a broad range of thinking and feeling processes (Davis & Rimm,
2004, p. 166). It also allows students to pursue a self selected problem and create an original
product based on this problem through type III enrichment (Davis & Rimm, 2004, p. 177). This
model of enrichment helps teachers and schools identify students who need gifted services.
After learning about enrichment clusters I am eager to try this model at my own school.
This type of enrichment, that focuses on inclusion, will be beneficial to all students. This
opportunity will allow students to grow and show new aptitudes in areas of interest. The
Schoolwide Enrichment Model will also increase student engagement as students are encouraged
to pursue learning based on their interests. Not only will this enrichment increase engagement for
students, but it will allow teachers to connect the community to the students at the school by
Through this project, I want to become more knowledgeable about enrichment clusters
and interest based learning. I want to understand how enrichment clusters and interest based
learning impacts students interest and achievement in school. I plan to read a minimum of three
articles on enrichment clusters and interest based learning and provide professional learning to
teachers on my fourth grade team based on the knowledge I have gained. Using enrichment
clusters with fourth grade students and teachers will also be challenging as we schedule activities
for students that will meet their interests and help them create a product around what they have
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learned. During this project I want to learn how to effectively schedule, plan, and facilitate
enrichment clusters and provide support to teachers on my team to effectively implement interest
based learning for our students. I want to understand the impact that enrichment clusters have on
student engagement and how this engagement impacts learning in other content areas. I also
The fourth grade teachers and I have been implementing clusters for two months. Over
the course of these two months all teachers have focused on type I enrichment activities. As I
move further into this project I am implementing additional type I enrichment activities which
allow students to see and experience problems associated with our cluster, The Sea. I am
working now on helping students identify a problem, propose a solution to that problem, and
create a product that effectively communicates the solution. As I move from implementing type
I activities to type II and III activities I will focus on helping students develop important
research skills, which will be valuable to them as they continue their educational career.
During this project I will be responsible for providing professional learning to my team
so that they understand enrichment clusters and how to implement clusters effectively. I will also
be responsible for organizing and collecting interest surveys and using that data to create
enrichment clusters. I will plan my own cluster and provide additional guidance on planning for
other cluster groups as needed. I will also be responsible for collecting appropriate data to gauge
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I will help my students identify effect ways to communicate their solutions and help them
identify an audience to present their type III projects too. I will also be responsible for providing
assistance to teachers on my team as they help their students identify problems, create solutions,
and create products for their type III projects. After the fourth graders have completed their first
type III project, the fourth grade team will reconvene to debrief and brainstorm new clusters that
will be offered. I will once again be responsible for creating a survey and using that data to
September: Teachers will receive professional learning on enrichment clusters and the
fourth grade team will choose an interest survey to give to students. Students will take
the interest surveys. Teachers will gather results and form enrichment cluster groups.
Teachers will also advertise the clusters and students will make a decision about the
October: Enrichment clusters will begin. Students will engage in enrichment clusters 1
time a week each week. Students will explore general topic information. (15 hours)
December: Enrichment clusters will continue. Students will take a survey to gauge the
impact of enrichment clusters and how teachers can better meet their needs when
January: Enrichment clusters from the previous semester will continue. Students will
work on creating a type III project in their cluster groups. (15 hours)
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February: Students will finish type III projects, present those projects to an appropriate
audience. Type III projects and presentations will be completed no later than February
24. Teachers will meet to debrief about clusters and brainstorm the new round of clusters.
A new survey will be administered no later than February 27. (20 hours)
I will document my learning through a digital portfolio. This portfolio will include
articles I have read and the professional learning presentation based on the information I have
learned. It will also include the student learning survey and the result from the survey the team
used to form enrichment cluster groups. I will also include lesson plans from the enrichment
clusters and samples of student work. I plan to include surveys and survey results that show the
D. Developmental Statement
Implementing enrichment clusters is different than the other strategies I have
class through the use of choice boards, but enrichment clusters go beyond giving students choice
over the content that is chosen for them. Enrichment clusters give students more authority as they
get to choose the content that they want to learn. Enrichment clusters are different too, because
they require a team of people to provide interest based learning to students. These clusters
require that I help my team understand the benefits of this type of learning and make sure that
they are implementing the clusters correctly. Enrichment clusters will also provide an
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opportunity to help teachers on my team recognize the aptitudes and talents of students in their
classroom.
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