multiple menu model
Multiple Menu Model is another brainchild of the brilliant Dr. Joseph Renzulli. His goal in creating this model was to improve curriculum writing by giving those writing the curriculum as many options as possible. MMM attempts to create authentic learning experiences by "creating situations in which young people are thinking, feeling, and doing what practicing professionals do when they explore the content and methodology of a particular discipline." (Renzulli et. al, 2000)
MMM relies on the idea that an exceptional curriculum is made up of both knowledge and superior instructional techniques. Dr. Renzulli has outlined the acquisition of knowledge under the MMM in two overarching stages, Tools and Applications. During the Tools stage, curriculum is designed to have the optimum structure to impart knowledge in such a way that students are having an accurate experience of using information outside of the school building. Teachers will build the curriculum in such a way that students are focusing at a specific area of a content domain, such as zoo keeping with-in biology, learning exactly what someone in that area does and why. Reflection is encouraged at all levels, but especially when initially approaching a domain. At the beginning of the curriculum, teachers will present a breadth of information and examples from the content area to be compared.
The teacher's next job is to pull out the most relevant concepts to be learned and focus the lessons on these. At this point, students begin to choose different aspects of the domain on which to focus. During this stage, teachers must also include instruction on knowledge and methodology. Students need to be taught research skills in order to delve into a particular field in a more in-depth approach. There are many components to this section of the curriculum. They are listed in the figure below under the Knowledge Menu, section III.
The next part of the curriculum should take the investigation of the content area a step further by focusing on real world applications of the information the students are learning. At this stage, students will begin to work in small groups or as individuals.
There are a variety of instructional techniques to choose from in MMM. You can see the four different techniques in the figure below. Each takes a different approach to presenting the knowledge to the students. For information on these instructional techniques, please reference Dr. Renzulli's book about the Multiple Menu Model. A link to buy this book is at the bottom of this page under "Resources."
Finally, there is also a choice in how the students demonstrate their mastery of the knowledge in the Instructional Products Menu. There is a continuum of concrete to abstract products. Typically, teachers will create a menu of product options and students may choose one from this menu.
While this model of gifted education is complex, time consuming, and intense, there are some great opportunities for differentiation at all stages, making it ideal for use in a regular classroom. However, most elementary school teachers take one main component from this model to use in their classrooms: the instructional products menu. This is a great tool for teachers to use to incorporate differentiation at the assessment level. The instructional products menu allows teachers to create assessment options that are suitable for below grade-level, on grad-level, and gifted learners. Teachers can even divide the menu into three "levels" and strongly suggest that students who don't pick an appropriate task pick one from their ability level. However, students are often more self-aware than we give them credit for and usually choose an assessment appropriate for them.
MMM relies on the idea that an exceptional curriculum is made up of both knowledge and superior instructional techniques. Dr. Renzulli has outlined the acquisition of knowledge under the MMM in two overarching stages, Tools and Applications. During the Tools stage, curriculum is designed to have the optimum structure to impart knowledge in such a way that students are having an accurate experience of using information outside of the school building. Teachers will build the curriculum in such a way that students are focusing at a specific area of a content domain, such as zoo keeping with-in biology, learning exactly what someone in that area does and why. Reflection is encouraged at all levels, but especially when initially approaching a domain. At the beginning of the curriculum, teachers will present a breadth of information and examples from the content area to be compared.
The teacher's next job is to pull out the most relevant concepts to be learned and focus the lessons on these. At this point, students begin to choose different aspects of the domain on which to focus. During this stage, teachers must also include instruction on knowledge and methodology. Students need to be taught research skills in order to delve into a particular field in a more in-depth approach. There are many components to this section of the curriculum. They are listed in the figure below under the Knowledge Menu, section III.
The next part of the curriculum should take the investigation of the content area a step further by focusing on real world applications of the information the students are learning. At this stage, students will begin to work in small groups or as individuals.
There are a variety of instructional techniques to choose from in MMM. You can see the four different techniques in the figure below. Each takes a different approach to presenting the knowledge to the students. For information on these instructional techniques, please reference Dr. Renzulli's book about the Multiple Menu Model. A link to buy this book is at the bottom of this page under "Resources."
Finally, there is also a choice in how the students demonstrate their mastery of the knowledge in the Instructional Products Menu. There is a continuum of concrete to abstract products. Typically, teachers will create a menu of product options and students may choose one from this menu.
While this model of gifted education is complex, time consuming, and intense, there are some great opportunities for differentiation at all stages, making it ideal for use in a regular classroom. However, most elementary school teachers take one main component from this model to use in their classrooms: the instructional products menu. This is a great tool for teachers to use to incorporate differentiation at the assessment level. The instructional products menu allows teachers to create assessment options that are suitable for below grade-level, on grad-level, and gifted learners. Teachers can even divide the menu into three "levels" and strongly suggest that students who don't pick an appropriate task pick one from their ability level. However, students are often more self-aware than we give them credit for and usually choose an assessment appropriate for them.
SAMPLE LESSON
This is an example of an Instruction Product Menu, also known as a "Think-Tac-Toe." The topic of this lesson is monuments.
RESOURCES
references
Renzulli, J., Leppien, J., and Hays, T. (2000). The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum. In University of Connecticut: The National Research Center on the Gifted and Talented. Retrieved April 18, 2013 from http://www.gifted.uconn.edu/mmm/mmmart01.html.
(n.d.). Choice Boards. In CBSD.org. Retrieved April 19, 2013 from http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf.
(n.d.). Choice Boards. In CBSD.org. Retrieved April 19, 2013 from http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf.