The Purdue Three Stage Model
The Purdue Three Stage Model is a framework for a program or curriculum with an emphasis on creativity, higher level thinking, problem-solving skills, and independent learning abilities. This model is dependent upon trained and creative teachers willing to teach, facilitate and finally offer resources for each individual student.
Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (PARTIALLY MET)
The Purdue Three Stage Model ’s gifted identification process includes particular attention to a student 's’ creativity and potential rather than traditional measures of above average scores in order to include English Language Learners, low income families, and minorities (Moon et al., 2009, …show more content…
Criterion 7: Incorporate problem-solving model strategies to meet the needs of students with gifts and talents .(FULLY MET)
“Problem-Based Learning (PBL) is easily implemented in a Purdue Three Stage Model program” (Moon et al., 2009, p.313). Encouraging creative problem-solving is found in Stage Two, “Creative and Critical Thinking and Problem Solving Skills” (Moon et al., 2009, p.294) and in Stage Three, the children are invited “to identify real problems in their own lives that could be addressed with an invention” (Moon et al., 2009, …show more content…
Underachieving gifted students are not addressed.The success of this program does relies on the student’s “self-awareness, resilience, and self-regulation” which sets high expectations for all students (Moon et al., 2009, p.203).
Criterion 9: Provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g. through mentors and role models (FULLY MET)
Teachers are hired and continuously trained to be the role of a teacher, facilitator, and resource teacher (Moon et al., 2009, p.293). Students choose their own pursuit of interest in Stage Three, especially in the Secondary Program (Moon et al., 2009, p.306). “Independent learning opportunities, sometimes in conjunction with mentorships” are offered on the secondary level in order to develop identity and achievement (Moon et al., 2009, p.309).
Criterion 10: Provide for enhancement of oral, written, and artistic forms of communication, recognizing students’ cultural context. (NOT
The Purdue Three Stage Model is a framework for a program or curriculum with an emphasis on creativity, higher level thinking, problem-solving skills, and independent learning abilities. This model is dependent upon trained and creative teachers willing to teach, facilitate and finally offer resources for each individual student.
Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (PARTIALLY MET)
The Purdue Three Stage Model ’s gifted identification process includes particular attention to a student 's’ creativity and potential rather than traditional measures of above average scores in order to include English Language Learners, low income families, and minorities (Moon et al., 2009, …show more content…
Criterion 7: Incorporate problem-solving model strategies to meet the needs of students with gifts and talents .(FULLY MET)
“Problem-Based Learning (PBL) is easily implemented in a Purdue Three Stage Model program” (Moon et al., 2009, p.313). Encouraging creative problem-solving is found in Stage Two, “Creative and Critical Thinking and Problem Solving Skills” (Moon et al., 2009, p.294) and in Stage Three, the children are invited “to identify real problems in their own lives that could be addressed with an invention” (Moon et al., 2009, …show more content…
Underachieving gifted students are not addressed.The success of this program does relies on the student’s “self-awareness, resilience, and self-regulation” which sets high expectations for all students (Moon et al., 2009, p.203).
Criterion 9: Provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g. through mentors and role models (FULLY MET)
Teachers are hired and continuously trained to be the role of a teacher, facilitator, and resource teacher (Moon et al., 2009, p.293). Students choose their own pursuit of interest in Stage Three, especially in the Secondary Program (Moon et al., 2009, p.306). “Independent learning opportunities, sometimes in conjunction with mentorships” are offered on the secondary level in order to develop identity and achievement (Moon et al., 2009, p.309).
Criterion 10: Provide for enhancement of oral, written, and artistic forms of communication, recognizing students’ cultural context. (NOT