Achieving a balance and coordination between the knowledge acquired (content) by gifted learners and the instructional techniques (process) used to activate this knowledge is a constantly evolving mission for educators. The Multiple Menu Model is designed to provide curriculum developers with necessary planning guides that will allow them to create differentiated and effective lessons, units, and learning experiences.
The word "menu" was chosen purposefully. Much like a menu at a restaurant, this model offers a variety of choices and options within each specific component of the model. Curriculum developers should also have a general idea about the outcomes and products that gifted learners will produce. Knowledge is placed at the center of the planning process for this model.
The specific components of the Multiple Menu Model will be discussed below this graphic of the entire model :
The word "menu" was chosen purposefully. Much like a menu at a restaurant, this model offers a variety of choices and options within each specific component of the model. Curriculum developers should also have a general idea about the outcomes and products that gifted learners will produce. Knowledge is placed at the center of the planning process for this model.
The specific components of the Multiple Menu Model will be discussed below this graphic of the entire model :
Components of the Multiple Menu Model (with supporting graphics below (Renzulli, 1988)):
Knowledge Menu: This menu is based on three levels of knowing. These levels are: knowledge-of, knowledge-about, and knowledge-how. Knowledge-of is entry level knowledge where learners become acquainted with content. This involves remembering, recollecting, recognizing, and becoming aware of what will be taught and the expectations. Knowledge-about is a more advanced level of knowledge that builds on knowledge-of where learners interpret information, analyze, translate, and demonstrate through explanations their understanding of content. Knowledge-how represents the type of knowledge held by those who make new contributions to their fields of study. It is viewed as the highest level of involvement in a respective field. This range and progression of knowledge acquisition allows students to experience learning with a "hands on" approach.
Instructional Objectives/Student Activities Menu: Curriculum developers keep in mind that there is a wide range of general statements and certain behaviors they can expect from learners when it comes to this menu. There are four sections to this menu and they should not be followed in a linear fashion, but instead a real-world, problem solving way that permits learners and educators to cycle back to relevant levels. The four levels are Assimilation and Retention (information input), Information Analysis (process of information through an extensive range of thinking skills), Information Synthesis and Application (the output and products created) and Evaluation (reflection and judgment on the experiences).
Instructional Strategies Menu: This menu offers a wide range of options that teachers use when presenting learning situations. A balance of these strategies should be used and in combination with one another. This menu also allows for students to self-direct their learning and explore their creativity.
Instructional Sequence Menu: This menu differs from others because it is much more sequential. This sequence is important in organizing material in ways that allows for students to master necessary prerequisites. Organizing material this way will help maximize the outcomes of preplanned learning activities. Knowledge will be enhanced as linkages between information learned and how it will be applied are explicit and made aware to students.
Artistic Modification Menu: This menu allows teachers to put their own artistic interpretation on curriculum material. The importance of this is bringing the curriculum "alive." If other individuals have developed/designed lessons and learning experiences, they may seem alien to those who will present the concepts to students. The Artistic Modification Menu aims to have educators personalize the material they teach. Personal connections for the teachers and learners is vital as experiences, interests, beliefs and values, hobbies, involvements, collections, viewpoints, etc. are shared.
Instructional Products Menu: This menu is built on the belief that gifted learners should generate both concrete and abstract products. Concrete products could include such items as reports, essays, stories/skits, plays/dramas, time lines, dances, musical compositions, projects, presentations, etc. Abstract products are a little different and may not be "visible" at a glance. Abstract products could include improved cognitive structures, advancement in problem solving strategies and critical thinking skills, growth and establishment of a value system and self-actualization, maturation socially and emotionally, and development of the ideals of self-concept and self-efficacy; their position in the "grand scheme" of things.
Knowledge Menu: This menu is based on three levels of knowing. These levels are: knowledge-of, knowledge-about, and knowledge-how. Knowledge-of is entry level knowledge where learners become acquainted with content. This involves remembering, recollecting, recognizing, and becoming aware of what will be taught and the expectations. Knowledge-about is a more advanced level of knowledge that builds on knowledge-of where learners interpret information, analyze, translate, and demonstrate through explanations their understanding of content. Knowledge-how represents the type of knowledge held by those who make new contributions to their fields of study. It is viewed as the highest level of involvement in a respective field. This range and progression of knowledge acquisition allows students to experience learning with a "hands on" approach.
Instructional Objectives/Student Activities Menu: Curriculum developers keep in mind that there is a wide range of general statements and certain behaviors they can expect from learners when it comes to this menu. There are four sections to this menu and they should not be followed in a linear fashion, but instead a real-world, problem solving way that permits learners and educators to cycle back to relevant levels. The four levels are Assimilation and Retention (information input), Information Analysis (process of information through an extensive range of thinking skills), Information Synthesis and Application (the output and products created) and Evaluation (reflection and judgment on the experiences).
Instructional Strategies Menu: This menu offers a wide range of options that teachers use when presenting learning situations. A balance of these strategies should be used and in combination with one another. This menu also allows for students to self-direct their learning and explore their creativity.
Instructional Sequence Menu: This menu differs from others because it is much more sequential. This sequence is important in organizing material in ways that allows for students to master necessary prerequisites. Organizing material this way will help maximize the outcomes of preplanned learning activities. Knowledge will be enhanced as linkages between information learned and how it will be applied are explicit and made aware to students.
Artistic Modification Menu: This menu allows teachers to put their own artistic interpretation on curriculum material. The importance of this is bringing the curriculum "alive." If other individuals have developed/designed lessons and learning experiences, they may seem alien to those who will present the concepts to students. The Artistic Modification Menu aims to have educators personalize the material they teach. Personal connections for the teachers and learners is vital as experiences, interests, beliefs and values, hobbies, involvements, collections, viewpoints, etc. are shared.
Instructional Products Menu: This menu is built on the belief that gifted learners should generate both concrete and abstract products. Concrete products could include such items as reports, essays, stories/skits, plays/dramas, time lines, dances, musical compositions, projects, presentations, etc. Abstract products are a little different and may not be "visible" at a glance. Abstract products could include improved cognitive structures, advancement in problem solving strategies and critical thinking skills, growth and establishment of a value system and self-actualization, maturation socially and emotionally, and development of the ideals of self-concept and self-efficacy; their position in the "grand scheme" of things.
Strengths of using the Multiple Menu Model with gifted learners:
1. The model is targeted towards achieving maximum balance of content and process, which in turn challenges learners because of the preplanned nature of the model.
2. It meets the diverse needs of gifted learners who have prior experiences and background knowledge.
3. Due to the accelerated rate of knowledge expansion, this model can handle the growth because it concentrates on enduring knowledge and functional concepts/principals.
4. Information is presented by both concrete and abstract methods. Concrete and abstract products offer a vast range of choices for learners to apply what they know.
5. The menu aspect gives almost limitless options of instruction and learning experiences available to educators.
6. This model fosters a positive attitude approach to creative challenges and active learning environments.
7. Differentiation is facilitated through each menu in this model.
Resources Used:
Renzulli, J. (1988). The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented. Gifted Child Quarterly, 298-309.
Renzulli, J. (2000). The Multiple Menu Model for Developing Differentiated Curriculum*. University of Connecticut: The National Research Center on the Gifted and Talented. Retrieved from http://www.gifted.uconn.edu/mmm/mmmart01.html
1. The model is targeted towards achieving maximum balance of content and process, which in turn challenges learners because of the preplanned nature of the model.
2. It meets the diverse needs of gifted learners who have prior experiences and background knowledge.
3. Due to the accelerated rate of knowledge expansion, this model can handle the growth because it concentrates on enduring knowledge and functional concepts/principals.
4. Information is presented by both concrete and abstract methods. Concrete and abstract products offer a vast range of choices for learners to apply what they know.
5. The menu aspect gives almost limitless options of instruction and learning experiences available to educators.
6. This model fosters a positive attitude approach to creative challenges and active learning environments.
7. Differentiation is facilitated through each menu in this model.
Resources Used:
Renzulli, J. (1988). The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented. Gifted Child Quarterly, 298-309.
Renzulli, J. (2000). The Multiple Menu Model for Developing Differentiated Curriculum*. University of Connecticut: The National Research Center on the Gifted and Talented. Retrieved from http://www.gifted.uconn.edu/mmm/mmmart01.html