Enrichment

The Enrichment Program at Bedwell is based on Joseph Renzulli’s Schoolwide Enrichment Model. This model was designed to encourage creative productivity on the part of young people by exposing them to a wide array of topics, areas of possible interest, and fields of study, and to further train them in the application of advanced content, process-training skills, and authentic methodology to self-selected areas of interest.

Enrichment Program Goals

To provide students with instructional experiences that differ in content, processes, rate, and depth from the patterns of the regular classroom
To extend students' abilities to utilize higher-order cognitive processes
To provide students with experiences that encourage self-initiated and self-directed learning and growth
To provide students with experiences that expose them to, encourage the pursuit of, and instruct them in the use of specialized resources
To encourage students to recognize the inherent worth in the pursuit of knowledge
To provide opportunities for in-depth learning in areas of individual interest

The intent of the enrichment program is to be inclusive rather than exclusive, to encourage rather than discourage, and ultimately to support the exceptional individuals who demonstrate the drive, inventiveness, excellence, service, and leadership to a purpose beyond themselves.

Please follow what is going on in the Bedwell Enrichment Program on Twitter!
Follow us on Twitter at Mrs.Leonard@Bedwell_Enrich.
Questions about the Bedwell Enrichment Program? Please e-mail Mrs. Leonard.

Power of YET

Each time they enter the Enrichment room students are reminded to use a growth mindset and their Power of YET! Students learn that a growth mindset means believing that you can get better at things by trying hard, learning, and not giving up. People with a growth mindset aren't afraid of mistakes—they know it's how we learn. A fixed mindset is when someone thinks they are either good or bad at something and that they can't change it. People with a fixed mindset might stop trying if something feels too hard. The big difference is that a growth mindset helps you keep going and believe you can improve!

Students learn that The Power of YET means that even if you can’t do something right now, it just means you just can't do it....YET! Maybe you can’t tie your shoes, ride a bike, or solve a tricky math problem.....yet. Saying “I can’t do it yet” reminds students that they are still learning, and with practice, they can get better. The Power of YET helps students believe in themselves and keep trying, even when things are hard!

Kindergarten

Kindergarten enrichment units are designed to develop students' curiosity, provide thought-provoking learning opportunities and complement their their classroom learning.

Sign Language Unit:

Students engage in interactive storytelling, utilizing sign language, music, movement and props, as a segue to new as well as familiar literature. Special emphasis is placed on language development, listening, recall, and vocabulary. Students use Writing Workshop techniques to create responses to literature in addition to creating their own unique writing and illustrations. The connection between storytelling and literacy development is well established; storytelling creates a love of language and motivation to read as well as developing creative thinking and problem solving.

Around the World in Folktales Unit:

In this in-depth unit students explore folktales from around the world, and use inquiry-based learning to question and understand other countries’ geographical, cultural and environmental characteristics. Students learn that a folktale is a story, passed down verbally from generation to generation and that different folktales bear the characteristics of the culture, folklore and customs of the people from which they originated. Through this “trip around the world” students will learn to compare and contrast maps, cultures, climate and other themes by exploring stories, photos, artifacts, websites, games and other hands-on activities.

First Grade

First grade enrichment students become "published" authors and illustrators as they learn both artistic and creative writing techniques in order to create a beautiful book of poetry.

Watercolor and Poetry Book Unit:

Using an art/literacy fusion program called Picturing Writing developed by Beth Olshansky at the University of New Hampshire, first graders create a series of poetry inspired by their own original paintings. Based on the theme of the weather, the students’ work tells the story of rain, clouds, snow, wind, thunder and lightning as they learn creative poetry techniques. Students also learn science concepts related to weather patterns.

Each lesson begins with a piece of published literature that highlights the particular weather being considered. This work of literature is used as our 'inspiration piece' for both our paintings and works of poetry. First, students create a Cray Pas watercolor resist depicting that weather element. Students collaboratively create a word bank of strong, precise words as they engage in Writer's Workshop to add text to each painting in order to create beautiful poetry. Upon completion, each student’s collection of original art and writing is bound as a book to be shared by our proud authors and illustrators!

Second Grade

Second grade enrichment units give students the opportunity to explore challenging literature in a way that allows them to deepen their critical thinking and questioning skills.

Shakespeare Enrichment Unit:

Second grade students engage in a form of literacy exploration known as Socratic Seminar as they explore "A Midsummer Night's Dream" by William Shakespeare. The object of Socratic Seminar is to develop a deeper understanding of the ideas, values, problems, issues, and themes inherent in writing, as well as to increase student thinking and reasoning ability. Socratic Seminar consists of conversations moderated by the teacher in which a carefully constructed open-ended question, about which there should be an element of doubt, is posed. The resultant discussion encourages students to listen closely to the comments of others while thinking critically about their own responses. Socratic Seminar encourages students to work cooperatively and to question intelligently and respectfully.

During the second half of the year students create their own version of "A Midsummer Night's Dream". Students choose a character and scene, and then they work collaboratively in groups to write a script and create their own puppet show. Students are taught elements of script writing as well as acting techniques, which culminates in a wonderful class performance for their families at the end of the school year.

Scenes From "A Midsummer Night's Dream" Second Grade Puppet Show

Third Grade

Third Grade Enrichment allows students to think critically as investigators through a variety of engaging learning experiences. Students become investigators in the world of forensic science, investigators in the word of scientific research and finally as investigators in the world of bubble science. Through each of these investigations students learn to pay attention to detail, take careful and accurate notes and to push their thinking.

Forensic Science Unit:

In the fall students enter the world of forensic science at Bedwell CSI! Using real-world investigation techniques, third grade junior detectives collect evidence, perform scientific tests, and eventually solve crimes based on actual cases. Students also learn that in order to give their opinion on the case they must cite evidence, a writing technique that carries over into their classroom Writing Workshop.

Scientific Research Unit:

In their next enrichment unit students learn to conduct research projects on endangered animal species using the Independent Investigation Method. Students learn how to take notefacts, cite resources, organize their information according to categories and turn their research into knowledge as they team up to create a project which displays what they have learned.

Fourth Grade

Fourth grade enrichment students learn to apply STEM concepts as they explore the mathematical principles involved with origami and engineering through interactive and thought provoking enrichment units.

Origami Unit:

Students explore the basic principles of plane and solid geometry by folding a variety of origami models. Emphasis is placed on students’ development of spatial sense through examination and transformation of the models they create, as well as communication about the processes they experience while creating them. Attention will be paid to ideas relating to perpendicularity, parallelism, similarity, congruence, symmetry and fractional parts. Students will be introduced to the Platonic solids and will have the opportunity to fold a number of Platonic solid models.

For more interesting information on how origami improves students' skills please read this Edutopia article, "5 Reasons Why Origami Improves Students' Skills":
Check out this article to find out how origami is being used in the science field with tissue engineering!

Engineering and Problem Solving Unit:

Enrichment Wonder Questions

Bedwell students in grades K-4 LOVE pushing their thinking and trying to answer the daily "Wonder Questions" when they come to enrichment. These questions range from "Why do we have different color hair?" to "How do wind chimes work?", and students enthusiastically engage in excellent discussions on a variety of 'wonder'ful topics!

Enrichment wonder questions help students become curious thinkers and question the world around them. Students are encouraged to write their own wonder questions which are placed in "The Super Terrific Happy Magical Duct Tape Wonder Box" and then displayed on the "Wonder Wall" for all to see. Ask your child to share the fascinating pieces of information they learned through our questions!

Please visit the Wonderopolis with your child to submit questions, or peruse the thousands of wonder questions available!

Enrichment Interest Clusters

Enrichment Interest Clusters are a wonderful opportunity for students to further develop their interests and find out what they are passionate about!

At the beginning of the school year, all 2nd, 3rd, and 4th grade students complete an interest survey, indicating 10 topics they'd like to learn more about. Next, volunteer presenters with expertise in the areas of interest indicated by the results of the student survey are solicited from the Bedwell community. Volunteer presenters are matched with an audience of students who share their interest so that they may share their expertise, answer student questions and provide engaging learning opportunities that students may not get elsewhere.

If you would like to volunteer as a presenter for our Enrichment Interest Cluster Program, please e-mail Mrs. Leonard!

Before School Enrichment

Math Club

Interested third and fourth grade students may choose to participate in before school math club enrichment classes. These classes meet once a week for a specified number of weeks in the Enrichment Room. After school enrichment classes run from 3:30 to 4:15 AM.

Students who participate in Math Club enrichment will receive direct instruction in thinking skills and strategies to use when solving multi-step, logical, algebraic, and geometric problems such as those presented in the Continental Math challenges.

For more information about Math Club please contact Mrs. Leonard at mleonard@shsd.org.

1st and 2nd Grade: Literacy and Math Enrichment

First and second graders who have been identified for additional literacy or math enrichment are invited to participate in the following flexible enrichment groups:

Literacy Enrichment:

Students read various types of literature and learn to hold inquiry discussions and debates as they are introduced to Sandra Kaplan's Depth and Complexity icons. Students build new vocabulary through analogies and different word challenge games. During Writing Enrichment students learn a variety of writers' craft moves as they engage in poetry and descriptive writing lessons.

Math Enrichment:

Students learn to use a variety of math strategies to solve challenging word problems and logic puzzles. Students are asked to push their thinking to work through high level math problems by strengthening their individual problem solving skills as well as collaborating with peers to explain their mathematical reasoning. Emphasis is placed on developing strategies to use when solving multi-step, logical, algebraic, and geometric problems that can be carried over to the classroom.

3rd and 4th Grade: OPT3

Third and fourth grade students who have been identified as those who possess above average ability, task commitment, and creativity will be invited to participate in OPT3 (Original Product/Type 3). These students will receive training in the use of the Independent Investigation Method (IIM) in order to conduct independent research. They will be provided with the time, space, materials, and resources necessary to undertake and execute an original project. Students will present their work to an authentic audience upon completion. The goals of OPT3 enrichment are:

To provide opportunities for applying interest, knowledge, creative ideas, and task commitment to a self-selected problem or area of study
To acquire advanced level understanding of the knowledge and methodology used within a particular discipline, artistic area of expression, or interdisciplinary study
To develop authentic products primarily directed toward bringing about a desired impact upon a specified audience
To develop self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision-making, and self-evaluation
To develop task commitment, self-confidence, and feelings of creative accomplishment (Renzulli, Reis, 1997)

Renzulli, J.S., & Reis, S. M. (1997) The schoolwide enrichment model: A how-to guide for educational excellence. Mansfield Center, CT: Creative Learning Press.

I Want To Know More About...
Identification for OPT3

I Want To Know More About...

Any student who develops an interest that arises out of a regular curricular experience, an Enrichment Interest Cluster experience, or activities cultivated outside of school may choose to use the Enrichment Room to further pursue that interest. Students who take advantage of this program option may come to the Enrichment Room during open enrichment time or during their lunch/recess period.

Identification for OPT3

Beginning in grade 3, students are identified for inclusion in the OPT3 (Original Product/Type 3) Program. Approximately ten percent of students in each grade level are identified using a modified version of the system detailed by Renzulli (Renzulli, Reis 1997) in The Schoolwide Enrichment Model.

Students ranked at or above the 97th local percentile on any of the major subtests of that grade level’s standardized aptitude test are automatically evaluated for inclusion in the OPT3 pullout program. Teachers are asked to evaluate these students using Renzulli’s Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). This scale rates behaviors typical of individuals who demonstrate exceptional abilities in a wide range of domains and is used to help create a composite profile of the nominated students.

In addition, any Bedwell teacher, including the enrichment specialist, may nominate and complete a SRBCSS for a student who displays characteristics not easily determined by tests (i.e., high levels of creativity and/or task commitment, unusual interests and or talents, or special areas of superior performance and/or potential).

Any parents who feel that their children would benefit from the opportunity to conduct in-depth independent research in an area of high personal interest, while maintaining a level of excellence in their regular classroom work, are encouraged to nominate their children for OPT3 consideration as well.

Standardized test scores, SCRBCSS values, information from a student’s cumulative folder, teacher input, and student responses to a task designed to measure the ability to identify a topic of high personal interest are used to generate a numeric score for each child representing the accumulated value of each of the items on the scale. Scores in each grade are ranked in order to generate the OPT3 population, which comprises approximately 10% of the student body in each grade.

Parents are notified by letter of the opportunity to include their child in the OPT3 program and are invited to attend an information session in the fall. At that meeting, parents are asked to sign an agreement stating that by participating in OPT3 their child will be missing a certain amount of instruction that he or she will be held accountable for during the academic year.

OPT3 students are expected to approach their work in the enrichment room with an attitude of seriousness and rigor and should strive toward excellence in the product they choose to create. Students are reevaluated for inclusion in OPT3 at the beginning of each year based on their performance during the previous year. Students who cannot maintain an above average level of achievement in the regular classroom will be reevaluated regarding the appropriateness of their continued participation in OPT3. In addition, those students who, in the opinion of the enrichment specialist, are not using their time in OPT3 to their best advantage, will be encouraged to exit the program.