Type III
Type III Enrichment experiences are academic investigations, artistic productions, or other projects or endeavors in which the student becomes a first-hand inquirer and practicing professional, focusing on a topic or problem of intense, personal interest. Enrichment Activities involve pursuing “self-selected” areas (within guideline topics) for advanced content acquisition and process training in which students assume the role of first-hand inquirer. The goals of these Type III activities include the following:
- providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a selective problem
- acquiring advanced-level understanding of knowledge (content) and methodology (process)
- developing authentic products
- developings planning, organization, resource utilization, time management, decision-making, and self-evaluation skills
- developing task commitment, self-confidence, and feelings of accomplishment.
Type III investigation occurs only after students have developed their inquiry, research, and presentation skills. By this time, students have been immersed in their topic and can now identify an area of interest to research and develop their expertise. Webbing is a very important aspect of the Triad process, as students work together to complete a class web identifying all aspects that have been discussed. This web is a handy reference tool for students to re-familiarize themselves with the details of the topic and to reflect on areas that they may want to further investigate.
Since students are provided choice in selecting their personal interest area, they are generally more motivated to see the project through to the end. Giving students the opportunity to self-select their topic is also an excellent way to differentiate within the classroom. Students are permitted to choose a topic that they feel will challenge them, while allowing them to develop their individual interests and talents. When students are permitted to choose their own area of study, it may help to set them up to experience greater success, and since each student's topic is unique, they are assessed on their own efforts and the quality of their work rather than being compared to other members of the class. Everyone is equal within the Triad classroom. Once students have decided on their topic, they have the opportunity to begin their research. This research is completed primarily at school. Similar to Type II, students will research their topics through a variety of resources. They should be encouraged to find information from a variety of sources and to take notes for inclusion in their speeches.
The products are completed simultaneously with the speeches. Once the student has decided what they want to create, the teacher can help to locate the necessary materials. The products are completed at school and require no additional funds from parents. If possible, students they should be permitted to create their desired product. If their choice is unreasonable, it is the responsibility of the teacher to discuss this with the student develop an alternative plan; however, the teacher should not interfere with the student’s vision.
At the final celebration, if a student decides they do not want to get up and present, do not force them. Try to encourage them to present to the audience, but if the student refuses, let them know that it is okay. The most important part of Triad is the journey to the end and that students were able to develop skills which will continue to be used throughout their lives. When the student is ready, they will present to an audience. It is best to let them develop that level of comfort on their own rather than create a climate of fear about standing in front of audiences. The greatest reward students and teachers receive from their Triad experience is the sense of pride and accomplishment that is evident in the students. Students experience a great feeling of success when they are able to stand comfortably in front of an audience and "show what they know". The beaming smiles on the students' faces at the celebration remind the teacher of the important skills and values they have helped their students to develop.
- providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a selective problem
- acquiring advanced-level understanding of knowledge (content) and methodology (process)
- developing authentic products
- developings planning, organization, resource utilization, time management, decision-making, and self-evaluation skills
- developing task commitment, self-confidence, and feelings of accomplishment.
Type III investigation occurs only after students have developed their inquiry, research, and presentation skills. By this time, students have been immersed in their topic and can now identify an area of interest to research and develop their expertise. Webbing is a very important aspect of the Triad process, as students work together to complete a class web identifying all aspects that have been discussed. This web is a handy reference tool for students to re-familiarize themselves with the details of the topic and to reflect on areas that they may want to further investigate.
Since students are provided choice in selecting their personal interest area, they are generally more motivated to see the project through to the end. Giving students the opportunity to self-select their topic is also an excellent way to differentiate within the classroom. Students are permitted to choose a topic that they feel will challenge them, while allowing them to develop their individual interests and talents. When students are permitted to choose their own area of study, it may help to set them up to experience greater success, and since each student's topic is unique, they are assessed on their own efforts and the quality of their work rather than being compared to other members of the class. Everyone is equal within the Triad classroom. Once students have decided on their topic, they have the opportunity to begin their research. This research is completed primarily at school. Similar to Type II, students will research their topics through a variety of resources. They should be encouraged to find information from a variety of sources and to take notes for inclusion in their speeches.
The products are completed simultaneously with the speeches. Once the student has decided what they want to create, the teacher can help to locate the necessary materials. The products are completed at school and require no additional funds from parents. If possible, students they should be permitted to create their desired product. If their choice is unreasonable, it is the responsibility of the teacher to discuss this with the student develop an alternative plan; however, the teacher should not interfere with the student’s vision.
At the final celebration, if a student decides they do not want to get up and present, do not force them. Try to encourage them to present to the audience, but if the student refuses, let them know that it is okay. The most important part of Triad is the journey to the end and that students were able to develop skills which will continue to be used throughout their lives. When the student is ready, they will present to an audience. It is best to let them develop that level of comfort on their own rather than create a climate of fear about standing in front of audiences. The greatest reward students and teachers receive from their Triad experience is the sense of pride and accomplishment that is evident in the students. Students experience a great feeling of success when they are able to stand comfortably in front of an audience and "show what they know". The beaming smiles on the students' faces at the celebration remind the teacher of the important skills and values they have helped their students to develop.
