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<\/p>\nThe following is based on the research and ideas of Joseph Renzulli.<\/p>\n
Renzulli proposes a three-phase model in empowering students as learners.<\/p>\n
As shown in the following charts, the responsiblity of the teacher for the learning activity decreases as the student’s increases.<\/p>\n
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In Phase I activities, the teacher serves as the director<\/strong>. The teacher sets up the problem and the path(s) to the (generally) predetermined solution. This is the “ad hoc” empowerment phase, the frontloading phase. It is here that lecture as a delivery model would be most appropriate.<\/p>\n In Phase II activities, the teacher serves as the facilitator<\/strong>. The teacher sets up the problem, but solutions and the structures for those solutions are more the student’s responsibility. The teacher helps the student manage the information and its outcome. Often, Phase II consists of replicating classic models in the subject area.<\/p>\n In Phase III activities, the teacher sits back and plays the mentor<\/strong>. The student defines both the problem and the solution. The teacher is there only to provide guidance when the student needs it.<\/p>\n It should be pretty clear that Phase III is where we want students at GHP to be operating. However, while our kids certainly have all the potential for Phase III, we sometimes dump them there without making sure they’re ready. Phase I activities at GHP may last five minutes instead of a semester, but don’t make the mistake of thinking they’re unnecessary.<\/p>\n
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