Reis.world conference

Pathways  for  Crea.vity  and  Crea.ve  Produc.vity  

 Sally  M.  Reis  Vice  Provost  for  Academic  Affairs  

Board  of  Trustees  Dis.nguished  Professor  and  The  Le..a  Neag  Morgan  Chair  in  Educa.onal  

Psychology  

University  of  Connec.cut    

Why should creativity and creative productivity so be so

important in our field? Which of my research studies has mattered most to me? Why is research in these areas so important? What do we hope our students and children will do and

become in the future?

The TAG Program in Torrington

•  Began in 1976 •  Elementary, Middle School, and High

School Services in Academics and in the Arts

•  Based on the Enrichment Triad Model •  Original Pilot Site for the Revolving Door

Model and the Schoolwide Enrichment Model

!Sally, !

!A few years I emailed you about my doctoral program work and described my research in pharmacological chemistry. I also reminded you of all of the Type III products I did in the TAG Program. I finished my doctorate and have been invited to give a seminar at UCONN in the School of Pharmacy next month. I was writing to see if you would be available for lunch and perhaps you can attend my seminar? Looking forward to reconnecting. !! ! !Sherry!! ! !Department of Biochemistry and ! ! !Biophysics, University of California

�

TYPE I* GENERAL

EXPLORATORY ACTIVITIES

TYPE II GROUP

TRAINING ACTIVITIES

TYPE III INDIVIDUAL & SMALL

GROUP INVESTIGATIONS OF REAL PROBLEMS

1st

Recognize students’

Expanding conceptions

of giftedness skills and their contribution to

their growth

Reversing Underachievement"

•  Reis, S. M., & Renzulli, J. S. (1982). A research approach for a broadened conception of giftedness. Phi Delta Kappan, 63(4), 619-620.

•  Results: a large scale state-wide study-- students in the top 5% of aptitude scores had no higher levels of creative productivity than students in the next 10-15% of the population—research evidence for our talent pool approach to identification of giftedness

Above Average Ability

Task

Commitment Creativity

Gifted Behavior!

TYPE I* GENERAL

EXPLORATORY ACTIVITIES

TYPE II GROUP

TRAINING ACTIVITIES

TYPE III INDIVIDUAL & SMALL

GROUP INVESTIGATIONS OF REAL PROBLEMS

The Schoolwide Enrichment Model

(Renzulli & Reis, 1985, 1997)"

Evolved from over 30 years of research and field testing. It has three major components: w  The Total Talent Portfolio w  Curriculum Compacting w  Enrichment Learning and

Teaching Applied to:

the regular curriculum, enrichment clusters continuum of services

What happens to students who graduate from these types of

programs?

From the group of 6 students who worked on Bobby Bones….

Four attended and graduated from Medical School!

!Sally, !

!A few years I emailed you about my doctoral program work and described my research in pharmacological chemistry. I also reminded you of all of the Type III products I did in the TAG Program. I finished with my doctorate and was invited to give a seminar at UCONN in the School of Pharmacy next month. I was writing to see if you would be available for lunch and perhaps you can attend my seminar? Looking forward to reconnecting. !! ! !Sherry!! ! !Department of Biochemistry and ! ! !Biophysics, University of California

�

2nd

talented girls and women

Causes of Underachievement"

•  Reis, S. M. (1987). We can't change what we don't recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31(2), 83-89.

•  .

this article began my long journey to better understanding both the external and internal barriers experienced by gifted girls and women

Above Average Intelligence/ Contextual Intelligence/

Special Talents

Belief  in  Self    v   Self-­‐Concept  v   Self-­‐Esteem  v   Sense  of  Purpose  &  Des.ny  

Environmental  Factors  v   Family  &  Peers  Support  v   Time  &  Opportuni.es  

Personality Traits Determination Motivation Patience Creativity Risk Taking

Perceived Social Importance of Talent Manifestation

Realization of Talent in Women in

v  Arts v  Academe v  Literature v  Research v  Social Causes v  Maternal and Family v  Mathematics v  History v  Social Sciences v  Business v  Science v  Athletics v  Education v  etc

A Model of Talent Realization in Women

Desire  to  Develop  One’s  Talent  

Work

Home Tasks (decorating,

stretching budgets, scheduling, organizing)

Personal Appearance

Interests, Hobbies

Service to Others

Friendship and Personal Relationships

Spirituality

Nurturing Relationships with Family

and Parenting

Diversification of Creative in Women

Creativity in

Women

Why study this?

In  the  nineteenth  century,  the  central  moral  challenge  was  slavery.  In  the  twen.eth  century,  it  was  the  baNle  against  totalitarianism.  We  believe  that  in  this  century  the  paramount  moral  challenge  will  be  the  struggle  for  gender  equality  around  the  world.    Nicholas  D.  Kristof,  Half  the  Sky:  Turning  Oppression  into  Opportunity  for  Women  Worldwide  

Causes of Underachievement"

3rd

Underachievement

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: what do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170. Reis, S. M., & Diaz, E. I. (1999). Economically disadvantaged urban female students who achieve in school. The Urban Review, 31(1), 31-54.

Research Conducted on Underachievement at NRC/GT"

•  Four year study of 45 academically talented students in a large, diverse high school

•  Half were achieving by the end of their freshman year

•  Studied these students from freshman to senior year in all school classes, home and during activities

Reasons for Underachievement

Lack of Challenge and Effort

Poor Academic Self-Perception

Lack of Creative Opportunities/Engagement

Inappropriate Classroom Environment

Low Self-Efficacy, Motivation and Self-Regulation

Poor use of time and Negative Peer influence

Causes of Underachievement"

Degrees of Underachievement

•  Minimal-­‐-­‐lower  grades  than  expected  

•  Moderate-­‐-­‐failing  grades    

•  Pervasive  and  devasta.ng—drop-­‐outs,  life  failures  

4th

Curriculum Compacting

Causes of Underachievement"

Compacting and Differentiation

Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above-average. Educational Leadership, 50(2), 51-57. Findings: Approximately 40-50% of curriculum/content could be eliminated for academically talented students—without any loss in achievement scores—students whose curriculum was compacted actually scored higher than control group in some areas

From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner"

Causes of Underachievement"

5 TTi

th Twice Exceptional Students--2E

 •  Reis,  S.  M.,  Neu,  T.  W.,  &  McGuire,  J.  M.  (1997).  Case  studies  of  high  ability  students  with  learning  disabili.es  who  have  achieved.  Excep>onal  Children,  63(4),  1-­‐12.    

Academically talented college students with learning disabilities were late to be identified, had serious struggles in elementary and secondary schools, and half were still in counseling in college. They were misunderstood and some educators failed them. All had special talents and these talents were ultimately responsible for helping their parents advocate for these students’ special 2E needs.

Qualitative Research-- Comparative Case Studies

Identified 15 participants academically talented college-aged students with learning disabilities for two different studies

Each completed a survey and was interviewed multiple times

Each had one or more parent who was also interviewed

Diane – I always felt like I was 2 people. One that I present to people, and the other one is inside me, but can’t speak, and knows everything, I get so absolutely frustrated and that’s her. I write this journal, and I and I say, “OK, self,” and the self that I talk to is inside and is the one that always puts the pressure on because the inside person knows everything, and that person expects this person to be able to convey what they know, and the other person says, I can’t do that, I can’t do that. Sometimes I sit there at meetings and know all this stuff and I know all the answers. If I could just figure out how to say it, or how to get it out…

Baum’s Study of Using Enrichment Triad Model with Students with LD

•  Creative Type III studies, when used as an intervention with high ability, learning disabled students, was associated with improvement in students’ school performance, reversing underachievement and improving the ability to self-regulate time on task; improve self-esteem; and develop specific learning strategies.

Focus some attention on the development of gifts rather than the remediation of deficits

Provide a nurturing environment that values creativity

Encourage differentiated compensation strategies

Encourage awareness of individual strengths and disabilities

Celebrate victories and strengths.

Four Suggestions for Program Development for 2E

4Last

Causes of Underachievement"

Talented  Readers  and  Enrichment  Reading  

78 But Why Can't I Read A Book From the Other Shelf? Challenging Talented Readers

Talented Readers and SEM-R Reis, S. M. & McCoach, D. B. et al (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal. 48 (2). 462-501.

We can eliminate 5 hours of regular group reading instruction and replace it with daily interest-based, self-selected reading content and differentiated instruction of 5-10 minutes each week and students at all levels score just as well on oral reading fluency and comprehension tests.

I try to get to them (the talented readers) at least once a week, but I am not always able to do that. You see, so many of my other students read below grade level that it is hard to justify not working with them. Many of these lower readers will be retained in this grade if they do not improve. The top group already reads at grade level, so I rarely have any instructional time to give to them.

The needs of talented readers are not being met!

www.gifted.uconn.edu/semr

NRCG/T

The National Research Center on the Gifted and Talented

Three  Goals  of  SEM-­‐R  To  increase  enjoyment  in  reading  

To  encourage  students  to  pursue  challenging  independent  reading  

To  improve  reading  fluency,  comprehension,  and  increase  reading  achievement  

Components of the SEM-R Framework  

  Phase 1 - Exposure Phase 2 - Training & Self-Selected Reading

Phase 3 - Interest & Choice Components

•  High-interest book hooks for read aloud

•  Higher-order thinking probing questions

•  Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature

•  Training and discussions on Supported Independent Reading

•  One-on-one teacher conferences on higher level reading strategy and instruction

•  Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.

•  Introducing creative thinking

•  Exploring the Internet

•  Genre studies

•  Literary exploration

•  Responding to books

•  Investigation centers

•  Focus on biographies

•  Buddy reading •  Books on tape •  Literature circles •  Creative or expository

writing •  Type III investigations

Type I Activities Type II Activities Type II & Type III Investigations

Incr

easi

ng d

egre

e of

stu

dent

sel

ectio

n

What have I learned? Some lessons from my 30 year

research career. . .

Theme One •  We still fail to identify

and serve too many high potential, high poverty, underachieving, and learning disabled talented students when we restrict enrichment programs to a small percentage of students—particularly if creative productivity is a goal.

Theme Two

•  Gifted and talented girls and women, across many cultures and countries are still underserved and will continue to underachieve.

Theme Three

The use of creative teaching does not result in lower test scores. Rather, our research tells us that achievement scores INCREASE or do not decrease when we use differentiated creative teaching methods and enrichment pedagogy.

Theme Four: my husband is brilliant

Exposure to Interests

Freedom of Choice to Pursue Topics and to CREATE, INVENT and PRODUCE

Training in Creativity, Problem solving Methods

Suggestions for other Researchers

•  Conduct research with practical implications for students and schools

•  Find partners who inspire you—thanks to Joe, Del, Terry, Susan, Betsy

•  Publish in journals that extend beyond gifted education

•  Believe your work makes a difference and then make it happen

Urban Gifted Children and the Renzulli Academy

Reis, S. M., & Renzulli, J. S. (2010). Opportunity gaps lead to achievement gaps: Encouragement for talent development and school wide enrichment in urban schools. Journal of Education, 190 (1/2), 43 – 49.

Our newest pursuit….

The Dr. Joseph S. Renzulli Gifted and Talented Academy

53

The Renzulli Academy http://www.hartfordschools.org/index.php/our-

schools/school-listing/schools/items/view/the-dr-joseph-s-renzulli-gifted-and-talented-academy-the-

renzulli-academy

54

•  Two students from the Renzulli Academy were awarded the Student Inventor Recognition; Shaila Murdock was awarded for her invention of the "Tech-Pet Timed Feeder" and Imanol Santana was recognized for his invention, the GCFLP.

Renzulli  Academy:  Purpose  One  school  developed—two  more  in  progress  

55

• Opportunities to develop creativity and creative productivity applied to real world problems in areas of student interest

• Application of research methods across content areas

• Opportunities for learning outside the classroom that enrich the curriculum

• Increased personal and academic self-regulation

Compacted and Enriched Curriculum

56

Curriculum

57

– SEM-­‐R  – Inquiry  Based  Science  – M3  

– Pre-­‐Algebra  – Algebra  – Social  Studies  – Independent  Study  – Renzulli  Learning  – Enrichment  Clusters  – Counseling  Services  

– RoseNa  Stone  – Technology  Based  Art  – Wri.ng  Clusters  – Empowering  Writers  – Type  I,  II,  III  – Hardord  Symphony  Orchestra  (Type  I)  

Renzulli Academy Philosophy

58

E A Engagement

Enjoyment

Enthusiasm

Achievement

What do we want our students to become?

•  Creators. Inventors, Change Agents,

Leaders, Scholars, and Doers

Schools should be places for Talent Development!

Latent talents

Developed talents and gifts!

Emerging talents

4Next GEN—CT http://www.youtube.com/watch?v=A-CV7VAb7cA

Big  Ideas  at  UConn:  Triad  goes  to  College  

UConn  IDEA  Grants    Have  you  always  dreamed  of  inven>ng  the  next  big  thing?    Have  you  wanted  to  create  something  innova>ve,  but  didn’t  have  the  >me  or  the  resources?  This  is  your  chance  to  explore  an  area  you  have  thought  about  for  some  >me,  or  one  that  is  completely  new.    UConn  undergraduate  students    at  all  campuses  and  in  all  majors  can  apply  for  a  UConn  IDEA  Grant  of  up  to  $4,000  to  fund  self-­‐designed  work  on  a  topic,  project,  problem,  ar.s.c  product  or  performance,  or  other  entrepreneurial  or  crea.ve  idea  of  choice.  The  work  should  be  personally  meaningful,  relevant,  and  engaging.      hNp://ugradresearch.uconn.edu/files/2013/02/idea_logo_standard_color_boNomWEB.png  

Thank you--Muchas Gracias

•  Děkuji nastotisíckrát

•  Merci beaucoup •  Mersi •  Teşekkür ederim •  Dank u zeer •  謝謝 [谢谢]

(xièxie)