Enrichment Clusters A Practical Plan for Real-World, Student-Driven Learning

Enrichment clusters engage students and facilitators in student-driven, real-world learning experiences. Grouped by interest, students working like practicing professionals apply advanced content and methods to develop products and services for authentic audiences. Clusters are scheduled during the school day over an extended period of time and involve all students. This updated second edition of Enrichment Clusters provides the rationale for including this important enrichment program for all students, suggestions for creating buy-in, and a step-by-step guide for successful implementation of a self-sustaining enrichment cluster program within the context of specific schools. Included are staff development activities, suggestions for evaluation and program improvement, guidelines for developing high quality cluster experiences for teachers and students, suggested resources, and everything one needs to develop, implement, and sustain a top-quality enrichment cluster program.

ACKNOWLEDGEMENTS CHAPTER 1 Freedom to Teach CHAPTER 2 What Is an Enrichment Cluster CHAPTER 3 Seven Steps to Implementing an Enrichment Cluster Program CHAPTER 4 How to Develop Your Own Enrichment Cluster CHAPTER 5 Staff Development and Program Evaluation CHAPTER 6 Research Underlying the Enrichment Cluster Program REFERENCES APPENDIX A If I Ran the School Survey APPENDIX B Sample Enrichment Cluster Descriptions APPENDIX C Methodological Resources ABOUT THE AUTHORS INDEX

Joseph Renzulli is a professor of educational psychology at the University of Connecticut, where he also has served as the director of the Renzulli Center For Creativity, Gifted Education, and Talent Development. Marcia Gentry is the director of the Gifted Education Resource Institute and professor of educational studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation, the application of gifted education pedagogy to improve teaching and learning, student perceptions of school, and nontraditional services and underserved populations.