Loudoun County Public Schools



5318652-354736Enrichment, Extension, and Multilevel InstructionWhat is meant by enrichment and extension and how does it apply to my child?Enrichment and extension are terms that describe instructional approaches typically aimed at gifted learners; however, all students can benefit from enrichment and extension opportunities. Enrichment is a term that describes learning that goes beyond the general curriculum. Extension generally refers to extending learning to other content areas, and going beyond the required curriculum. The difference between enrichment and extension is subtle and the two terms are often used interchangeably. Enrichment and extension activities are provided to students who demonstrate mastery of curriculum skills and knowledge at the beginning of a unit of study, or who quickly learn new material. The purpose of enrichment and extension activities is to further learning and allow students to explore their interests. More work or harder problems are not examples of enrichment and extension. Rather, students may work with the teacher to extend learning across content areas (math and art) or to design a project related to the topic of study (science/media/communication). What is multilevel instruction and how does it benefit my child?Multilevel instruction is also referred to as differentiated instruction. One size does not fit all when it comes to instruction! Children come to school with varying degrees of readiness and a wide range of experiences. All students benefit from differentiated, multilevel instruction that challenges and focuses on higher order thinking skills.Teachers can differentiate:What students learn (content)How skills and knowledge are taught (process)How students demonstrate what they have learned (product) Teachers differentiate in response to students’ readiness, interest, and learning profile. Readiness refers to the skill level and background knowledge of the child. Interest refers to topics that the student may want to explore or that will motivate the student. The student’s learning profile includes learning style, grouping preferences, and environmental preferences. (Give examples)What does multilevel instruction look like in the classroom?Multilevel instruction can occur in any classroom. Each lesson includes an objective or expected outcome for students. Multilevel, differentiated instruction maintains the same objective or expected outcome for all students. Subtle differences in instruction may not be evident or noticed immediately. For example, teachers may support learners who lack background knowledge or foundational skills needed to achieve the expected outcome (i.e. pre-teaching vocabulary, word bank, brainstorming, classroom resources, and leveled texts). This support is called “scaffolding” and helps all students access the regular curriculum.What is meant by higher order thinking skills?466238668283In 1956 Benjamin Bloom and a group of educational psychologists developed a model that classified levels of intellectual behavior. Bloom’s Taxonomy of intellectual behaviors was updated during the 1990’s and reflects different levels of thinking. Lower level skills require students to recall or remember information at the “remembering” level, and to explain ideas and concepts at the “understanding” level. Higher level skills require students to justify or judge at the “evaluating” level, and to develop a new product or point of view at the “creating” level. Teachers plan instruction with the goal of advancing students to higher levels of thinking. Assessments must also be designed to measure higher levels of thinking. Higher order thinking skills include analyzing, evaluating, and creating. All students are encouraged to achieve at these levels with appropriate instruction and support.How do teachers know what my child needs?Teachers design assessments that are aligned with the curriculum. They assess students’ knowledge and skills before, during, and after instruction. Pre-assessments are often used to determine readiness for new learning. Pre-assessments may check for pre-requisite skills, background knowledge, or misunderstandings/confusions about skills and concepts that will be taught. Teachers use this information to design lessons that meet the needs of all learners. Teachers continue to assess learning throughout lessons and make adjustments to teaching based on student progress. For example, before teaching multiplication to third grade students the teacher gives a pre-assessment and learns that several students in the class “know” multiplication facts; some are able to provide a working definition of multiplication, while others are able to prove that 3 x 4 is 12 using arrays, repeated addition, or number patterns. The teacher plans instruction and learning activities that meet the needs of all students in the class. What are some opportunities for enrichment and extension beyond the classroom?Odyssey of the Mind Math Olympiad Reading Incentives No Name Book ClubAccelerated ReaderSuccess Maker Enterprise (SME Math/Reading)Science FairReflectionsPoetry/Essay ContestsWhat resources are available to parents?National Parent Information Network: http: National Association for Gifted Children: Education Network: ................
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