Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American student...

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Bibliographic Details
Published in:Gifted child today magazine 2016-04, Vol.39 (2), p.84-97
Main Authors: Allen, Jennifer K., Robbins, Margaret A., Payne, Yolanda Denise, Brown, Katherine Backes
Format: Article
Language:English
Subjects:
Academically Gifted
Active Learning
African American Students
Charter Schools
Communication Skills
Curricula
Curriculum
Disproportionate Representation
Elementary School Students
Elementary schools
Enrichment Activities
Equal Education
Faculty Development
Gifted education
Hispanic American Students
Interviews
Literacy Education
Observation
Problem Solving
Student Diversity
Students
Teaching Methods
Thinking Skills
United States (Southeast)
Workshops
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Summary:Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness, the SEM incorporates enrichment clusters, which are designed to expose students to a variety of topics that would not ordinarily be covered in the regular curriculum. The goal of enrichment clusters is for students to engage in active learning under the direction of the cluster facilitator, who encourages inductive and cooperative approaches to problem-solving and higher order thinking skills. At our investigation site, enrichment clusters are inclusive of all students, providing access to gifted methods and challenging curricula for Latina/o and African American students, who are typically underrepresented in gifted programming.
ISSN:1076-2175
2162-951X
DOI:10.1177/1076217516628568