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

Abstract

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.

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

“…As related to instruction, empirical work has suggested providing students with access to dual or heritage language courses and providing teachers with training that can raise their expectations of GT ELs and help them provide supportive networks for students (Olszewski-Kubilius & Clarenbach, 2014). Regarding curriculum, more empirical work has identified particular intervention efforts and grouping models that resulted in achievement growth for this population (Allen et al, 2016; Brulles et al, 2010, 2012; Cho et al, 2015). Finally, one particular Saturday/summer enrichment program for potentially GT ELs resulted in positive academic experiences for these students with their peers, teachers, and school (Pereira & Gentry, 2013).…”

“…Curriculum. Four empirical papers examined the effects of using two different math interventions with ELs through Mentoring Mathematical Minds (M 3 ) curricular units (Cho et al, 2015) and a cluster grouping model (see also Allen et al, 2016;Brulles et al, 2010Brulles et al, , 2012. In the first, M 3 curricular units combine the teaching practices of GT education with the content and process standards of the National Council of Teachers of Mathematics.…”

“…Regarding curriculum, more empirical work has identified particular intervention efforts and grouping models that resulted in achievement growth for this population (Allen et al, 2016;Brulles et al, 2010Brulles et al, , 2012Cho et al, 2015). Finally, one particular Saturday/summer enrichment program for potentially GT ELs resulted in positive academic experiences for these students with their peers, teachers, and school (Pereira & Gentry, 2013).…”

Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution

“…The SEM, with a talent pool identification model, expands exposure to a larger and more diverse group of students and has been used for that purpose and implemented in high poverty, urban and rural schools for decades. For example, Allen at al. (2016) found that use of enrichment clusters at an urban, largely Latinx elementary school improved the school's sense of community, validated students' home cultures, increased attendance, and developed students' sense of agency.…”

“…Use of Enrichment Triad with students from underrepresented minorities showed increased academic achievement, leadership, and creative skills. Allen et al (2016) 2016 Gifted Child Today Use of enrichment clusters expanded opportunities for CLD students at one urban school.…”