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The Multiple Menu Model

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by

Meg Sullivan

on 24 November 2013

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Transcript of The Multiple Menu Model

The Multiple Menu Model
Choice 1 - Knowledge
The choices from this menu answer the question, "What should students know and be able to do?"

Tools:
Structure - Location, Definition, and Organization
Basic Principles and Functional Concepts
Knowledge about Methodology

Applications:
Knowledge about Specifics

(Davis, Rimm, and Siegle, 2011)
Choice 2 -
Instructional Techniques
Choices from these menus answer the question, "How will students engage with and learn the material?"

Instructional Objectives and Student Activities - What should students learn? How should they engage in the learning process?
Instructional Strategies - How should the material be presented to students?
Instructional Sequence - How should students progress through the material?
Artistic Modification - What background does the teacher bring to the topic?

(Davis, Rimm, and Siegle, 2011)
Specifics include:
facts
conventions
trends and sequences
classifications and categories
criteria
principles and generalizations
theories and structures
CRITIC'S REVIEW
PROS:
Very flexible - can be used in any discipline, at any grade
Applies theories about how knowledge is developed, but in a practical and understandable way
Requires minimal training - takes common techniques and presents them in an organized manner, so a teacher can use his/her current strategies within the model

CONS:
As an unit-planning tool, would be good to use for any class of students (and so is not very defensible as a gifted curriculum model)
Free information and examples are not readily available, which would make using this model a challenge in the beginning
Developed in 2000 by
Renzulli, Leppien, and Hays
Kiss the Cooks!
Davis, G. A., Rimm, S. B., & Siegle, D.
(2011) Education of the gifted and talented. Boston, MA: Pearson.
Renzulli, J. (2009). The Multiple Menu Model for
Developing Differentiated Curriculum. In J.S. Renzulli (Ed.),
Systems and models for developing programs for the gifted and
talented
(pp. 353-382). Mansfield Center, CT: Creative Learning Press, Inc.
CONCRETE PRODUCTS
Knowledge
Written Products
Spoken Products
Constructed Products
Artistic Performances
Leadership Behaviors
ABSTRACT PRODUCTS
Cognitive Structures
Problem Solutions
Strategies
Values
Appreciations
Self-Actualizations
Choice 3 - Instructional Products
Choices from these menus answer the question, "How will students demonstrate their new knowledge?"
Methodology Knowledge includes:
How to identify problem areas within a content field.
How to find and focus a problem within an area.
How to state hypotheses or research questions.
How to identify sources of data.
How to locate and construct appropriate data gathering instruments.
How to classify and categorize data.
How to summarize and analyze data.
How to draw conclusions and state generalizations.
How to report findings.

(Davis, Rimm, and Siegle, 2011)
Presentation Created By:
Meg Sullivan and
Stephanie Wicke
EDPS 54200
Purpose
The Multiple Menu Model provides teachers with a framework to use the current research on how knowledge is developed, so that by choosing content and strategies from a variety of options, they can create interesting and authentic instructional units.

(Renzulli, 2009)
Want More?
The Mulitple Menu Model: A Practical Guide for Developing Differentiated Curricullum, by J. Renzulli, J. Leppien, and T. Hays
(available from amazon.com or the library, or a summary can be found at http://www.gifted.uconn.edu/mmm/mmmart01.html)

http://www.youtube.com/user/jbperkowski
(videos including more details on how to implement the model - they seem to be oriented towards students in a class similar to EDPS 542)
(Davis, Rimm, and Siegle, 2011)
For example, in a unit on ancient cultures you might decide that your students need to know:
the major similarities/differences between different cultures (specific knowledge - trends)
what makes a culture (structure - definition) and how one develops (basic principle)
techniques an archaeologist might use to study ancient cultures (methodology knowledge)
In your ancient cultures unit, you might decide that students should:
interview professors at a local college (instructional objective & student activities)
go on virtual field trips of ancient civilizations in Rome, Greece and Egypt (instructional strategies)
relate the information to a previous unit on world geography, and then pose questions they would like to continue to investigate (instruction sequence)
see and discuss a slide show of your recent trip to Cairo (artistic modification)
To demonstrate what they learned about ancient cultures, your students might:
write and perform a skit in which someone from an ancient culture suddenly finds themselves in the present
create a model of an archaeological dig site, with accurate tools and artifacts for a specific ancient culture
Full transcript