PASSIONPROJECT

ThePassionProject:EnrichmentforGiftedStudents
JamieCorkum
UniversityofSouthFlorida

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TableofContents:

BackgroundandPurpose

LiteratureConnections

MethodsandProcedures

Findings

LearningStatement1
LearningStatement2
LearningStatement3

Conclusion

References

Appendix

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BackgroundandPurpose
IaminterningatanInternationalBaccalaureateMagnetSchool.Ihavethepleasureof
teachingathirdgradeclassofstudentswhoareextremelycreativeandintelligent.Myclassroom
consistsoffifteenstudents,sevenofwhicharelabeledgifted.Allofmystudentsarewell
behavedandeagertolearn.Theyanswerquestions,andareproblemsolvers.Imextremely
luckytosaytheleastthatIhaveanexceptionalgroupofstudentswhoarecaring,openminded,
andprincipled.Atfirstglance,IwonderedwhatIcouldpossiblyhelpthesestudentswith;they
alreadyhavesomanywonderfulqualitiesandweremeetingmostoftheexpectationssetfor
them.MyCollaboratingTeacherthentoldmethatalthoughstudentswerelabeledgifted,notall
ofthemwerebeinggiventheopportunitytomeetsomeoftheirgoalssetforthontheir504plans.
Afterreviewingtheplans,itwasclearthatthesetalentedstudentsneededanoutletfortheir
brilliantminds.
Isetforthaplanforinquiryandimmediatelybegantopullresourcesandmore
informationtohelpsupportmyteachingstrategies.AlthoughIknowthatdifferentiationis
necessaryforeverydaylessonplanning,Iwantedtogivethesestudentssomethingmore.I
wantedtogivethemaspotlighttoshowtheirinterestsandtalents.Eachstudents504was
different,buttheyallhadacommoncharacteristic.Throughouttheplans,areoccuringtheme
wasthatstudentsneededanopportunityforcreativethinkingandtodemonstrateresearchskills.
Basedonthisinformation,Iwasfinallyabletosetthefoundationformyinquiry.HowcanI
providecreativeenrichmentopportunitiesformygiftedstudents?

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LiteratureConnections
WhenbeginningmyresearchprocessIwondered,HowcanIprovidecreative
enrichmentopportunitiesformygiftedstudents?.Iwaspleasedathowmuchresearchwas
availableonthistopic.IfoundarticlesthroughtheUSFlibrarydatabaseandgooglescholarby
usingthekeytermsgifted,enrichment,andelementarystudents.
ThefirstarticleIfoundwascalledPrimaryEnrichmentProgramUtilizingParent
Volunteers.InthisarticleHall(1998)discussedaschoolwhichutilizedparentvolunteersto
workwithsmallgroupsofstudentsforenrichment.Teachersidentifiedstudentswhowereabove
expectationsandexpressedinterestinthespecifictopic.Thosestudentswerepulledonceaweek
andgainedenrichmentopportunitiesduringthistime.Volunteersreportedbacktoteacherson
progressanddevelopmentofstudents.Teacherswereabletousethisinformationforplanning
andstudentdevelopment.Thearticleexpressedaneedforprimaryyearsstudentstohave
opportunitiestoproblemsolveanddevelopcognativethinkingskills.TakingfromwhatIlearned
fromthisarticle,Iwasabletomakeadefinitivedecisionthatpullingoutmystudentsforan
enrichmentactivitywouldbebeneficialtotheirdevelopment.
Olthouses(2014)articlehelpedshapemyideasforcreatinganenrichmentopportunity
formygiftedstudents.Theauthorusedanecdotalnotestoanalyzetenstudentswritingsand
theirpreferencesinreadingandwriting.Theauthorwasabletomakeconnectionsbetweenat
homesupportandtheclassroomenvironment.Thestudentsinthecasestudyenjoyedcreative

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writingtoopenendedprompts.Thearticlegivesmanyexamplesofquestionstousewhenasking
studentsabouttheirattitudestowardswriting.Thishelpsguidemyowndatacollectionprocess
throughinterviewingandanecdotalnotetaking.
Gubbels,Segers,&Verhoeven(2014)articlewasaboutaTriarchicEnrichmentProgram
forgiftedstudents.Thisstudydescribestheeffectofanenrichmentprograminwhichstudents
arepulledoutofclassforextrasupportanddevelopment.Thearticlediscussestheprocedurefor
whichthestudytookplace.Itexplainsthatduringintervention,whilestudentswerepulledoutof
classinsmallgroups,theyworkedoncompletingproblemsolvinginvestigations.Thegroups
weretestedpriortoreceivingthisformofenrichment,andafterreceivingenrichmentattheend
oftheyear.Basedontheinformation,theyscoredbetterthanthecontrolgroup.Studentswere
successfullygiventheopportunitytousecreativeandcriticalthinkingskillsasaformof
enrichment.Basedonthisarticle,Ifeelmoreconfidentthatmystudentsshouldnotonlybe
givenclassenrichmentopportunities,butcouldbenefitmorefrombeingpulledoutofclassfor
enrichment.
AnotherarticlebyAljughaimanandAyoub(2012)wasusedtoshapemyinquiry
methods.Thisarticlediscusseshowtheintegrationofanalytical,creative,andpraticalabilities
representapivotalcomponentincurriculmtaughttogiftedchildren.Astudywasdoneonforty
twostudentswhoweretestedbasedontheiranalytical,creative,andpracticalabilities.An
enrichmentprogramwasdesignedbasedonthistest.Duringtheenrichmentperiod,students
wereexposedtoproblembasedscenariostheywouldhavetosolve.Studentsworkedtoprefect
theirworkandtoaddtheirowncreativewaytopresentinformation.Therewerenostatistical
differencebetweenthecontrolledgroupandtestgroupofstudents,buttheirweresignificant

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gainsinanalyticalabilitiesperthepretestandposttest.Evidencefromthisarticleassistsmein
developinganenrichmentopportunitytargetedtomeetmystudentsneedsbasedontheirpresent
abilities.
VantasslesarticleontheCommonCoreStandardsandgiftedstudentsreallyhelpedme
togainagreaterunderstandingofhowthestandardsworkinregardstomygiftedstudents.The
misconceptionexiststhattheCCSS(CommonCoreStateStandards)aresufficientlyadvanced
enoughforthegiftedstudents,sothatnoextradifferentiationisneeded.Thisarticledescribes
theneedsanddevelopmentofgiftedandtalentedstudents.Giftednessisdevelopedovertime
throughtheinteractionoflearnerspotentialwithnurturingenvironmentalconditions.
(Vantassel,2015).Thisarticlehelpedmetounderstandhowimportantitistocontinueto
provideenrichmentopportunitiesanddifferentiatedlessonsformygiftedstudentssotheycan
growanddevelop.
ThearticlewrittenbySmart(2011),dicussedapersonspointofviewworkingthrought
hedesignandimplementationofamathenrichmentprogram.Eventhoughmathwasnotmy
areaoffocus,Itwasabletogivemeagoodperspectiveonthebenefitsofagrouppullout
method.Smallgroupswerepulledforanhouraweektoworkonengagingmathrelated
enrichmentopportunities.Iwasalsoabletorelatetotheauthorsreflectionsonherprojectwhen
shedescribedherstudentsreactionsandresponsestodirectionsandactivities.Thiswassimilar
towhatInoticedinmygiftedstudentswhenIarrivedintheclassroomforinternship.
ThelastarticleIhavefoundisbyRenzulli,Gentry,&Reis(2004)titledATimeanda
PlaceForAuthenticLearning.AuthenticLearningoccurswhenstudentsfindandfocusona
problem,identifyrelevantinformation,categorize,criticallyanalyzeandsynthesizeinformation.

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Thearticledescribeshowtobeafacilitatorandmentorduringstudentsinquiryprocesses.
Allowingstudentstheopportunitytochooseatopicthatmeansomethingtothem,andthen
counselingthemduringtheirresearchandprojectdevelopmentiskeytoauthenticlearning.It
explainstheprocessforhelpingstudentschooseatopicthatwillmeansomethingtothem,
guidingthemthroughaninvestigationandresearch,andthenfinallycreatingaproductto
representtheirlearning.Thisarticlehasbeenthemosthelpfulinshapingmymethodsfor
investigatingmywondering.
Eachofthesearticleshavehadafewcommonalities.Allofthearticlesdiscusswaysto
providestudentswithanenvironmentforcreativityandcriticalthinking.Theyalsoprovidedata
thatindicatespositiveacademicgainsfrombeinggiventheopportunitytobeinapullout
enrichmentprogram.Thearticlesalsomentionhavingstudentschoosetheirlearningtofocuson
andexplore.Thearticlesdefendthatstudentsintrinsicmotivationwillbestongeriftheyare
interestedinthetopicinwhichtheyarelearning.
Basedonthearticles,Iwasabletobrainstormwaystoprovidemygiftedstudentsan
opportunityforenrichment.Sincetheresearchindicatespullingoutstudentscanbebeneficial,
thatisthemethodIwillbeutilizingfortheenrichmentopportunity.Theresearchalsostates
studentsshouldhavetheopportunitytochoosetheirlearning.Iwillbeallowingstudentsto
researchandlearnmoreaboutatopicofinteresttothembasedontheevidencefromthearticle.
Studentswillalsogetthechancetodisplaytheirlearninginacreativewaythatisindividualized
towardstheirchoosentopic.Ithinkthatinprovidingtheseaccommodationsandopportunities
forthesegiftedstudents,Ishouldbeabletoarriveataconclusionformywondering.

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Methods
Togaininsightintomywondering,therewereafewstepsItookinordertohelpmy
studentsbesuccessful.First,Ilookedoverthesevengiftedstudents504plans.Thisgaveme
ideasaboutcommonalitiesthateachofthestudentscouldbenefitfromduringenrichment.
Amongthesecommonalitiesweregivingthestudentstheopportunitytoproblemsolveandbe
creative.ThenextthingIlookedatwasthestudentswritingscoresfromthesecondgrading
period.Writingwasanareathatallthestudentsintheclassstruggledwithandneededtoshow
improvementbytheendoftheyear.Basedonthisandmyresearch,IdevelopedthePassion
Project.Ihadseensimilarthingsusedbefore,butitwasnotexactlywhatIhadwanted.Iwanted
tohelpguidedmygiftedstudentsinthewritingprocesstomakethemstrogerandmoreconfident
writers.Icreatedthepassionprojectpacketbasedonguidingthemthroughinformationawriting
whilegivingthemcreativefreedom.Thepacketincludedanintroductiontotheproject,idea
brainstorming,creatingguidingquestions,topicvocabularylist,anindependentstudycontract,
gradingrubric,andaselfassessment.Allofthesewerelabeledintostepsforguidingeach
individual.Istartedwithpullingthestudentsforagroupconference.DuringthistimeI
explainedwhattheprojectwas,andaskediftheywantedtoparticipate.Allofthestudentswere
veryexcitedtobedoingresearchonatopicofinterest.Thenextstepwasforstudentstobrain
stormafewtopicideas,andthennarrowitdowntooneofficialtopictoresearch.Astheteacher,
Ihadtosignoffandapprovethesetopics.Studentsleftthefirstmeetingwiththetaskofbrain
stormingsomequestionsthattheywantedtoknowabouttheirtopics.Thesecondmeeting
studentsbeganfillingouttheirindependentstudycontracts.Thispaperallowedthestudentsto
decidewhattheduedatesforeachsectionoftheproject.Theyalsoreadthepledgeatthebottom

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ofthecontractthatstatesthattheywoulddotheirbestworkandnotplagiarize.Aftereach
individualstudentchosetheirduedatesandsignedtheircontract,IthensignedthatIagreedto
theirproposal.Ikeptthesepapersforreferencesfortheremainderoftheproject.Afterthefirst
twomeetings,eachweekIwouldindependentlyconferencewithstudentstocheckonprogress,
andtheirfeelingsontheprojectthusfar.Ialsolookedforareasofconfusiontohelpguidewhole
classwritingworkshops.Duringwholeclasswritersworkshopstheclassreviewedpunctuation,
paragraphstructure,andhowtouseaRANCharttoguideinformationalwriting.Studentswho
wereworkingonthePassionProjectwereallowedtogetonthecomputerorworkontheproject
iftheyfinishedworkearlyduringtheELAtimeblock.Asstudentsfinishedtheroughdraftof
theironepagewritingontheirtopic,studentsagainconferencedwithmeandmadecorrections
totheirwork.AsStudentsfinishedtheirfinalwritingpieceandthepresentation,theypresented
theirlearningtotheclass.Studentscouldchoosetoreadtheirwriting,makeaposter,diorama,
model,oruseacomputerpresentationwhilepresentingtotheclass.Afterstudentsweredone
presenting,theywereaskedtofillouttheirselfassessment,addinganycommentsinregardsto
theprojectitself,andtoturninthewholepacketofworkwiththeirfinalwritingpiece.
DurningthisprocessIwasabletocollectampleamountsofdatatotrackmystudents
progressaswellasbeingabletoseetheiroverallgrowth.FirstIgottheir504plansandtheir
secondnineweekswritingscores.Fromthisinformation,IknewwhatdirectionIneededtogoto
guidethesestudentsenrichmentprocess.DuringthefirstPassionProjectmeetingItook
anecdotalnotestogaugestudentsinterestandtohaveanideaofwhattopictheywouldchoose.I
thenhadstudentsdoashortwritingassignmentformorningworktogetasampleoftheirwriting
beforeworkingwiththem.Thesecondmeeting,Itookthestudentsindependentstudycontracts

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inwhichtheygavemeatimelineforprojectcompletion.Itookmoreweeklyanecdotalnotes
whileindependentlyconferencingwithstudentsabouttheirprogressonthisproject.Afterthe
fifthweek,Ihadstudentsagaindoashortwritingassignmentformorningworkandthenpeer
edittheirshoulderpartners.Thiswastotrackwritingprogressandalsogetstudentsreadyforthe
editingprocessthatwewoulddotogetherontheirroughdraft.Finallythelastpieceofdata
collectedwasthestudentsfinalwrittendraftofthePassionProjectalongwiththeirfolder,which
includedtheresearchstepstheytook,rubricfortheclasspresentation,andtheirselfassessment.
Afterdatahadbeencollected,allstudentsworkhadtheirnamesremovedandtheywereassigned
anumberwhichwasplacedontheirscoresandwork.Thiswastokeepstudentworkanonymous
tooutsideviewers,butallowgrowthtobeseenwithintheirwork.
DuringthePassionProjectIusedmyresearcharticles,anecdotalnotes,writingsamples,
andstudentspreviousgradestoguidemyindependentconferencesandwholeclasswriting
workshopinstruction.Asstudentsfinishtheirpresentations,andselfreflectIwillbeableto
beginanalyzingtheirindependentgrowthduringthroughthisenrichmentproject.Icancompare
howtheirwritingwasatthebeginningofFebruarywhenwestartedtohowitisafterthesix
weeksofwritingenrichment.Iknowthatduringthewritingprocess,Iwasabletoseesmall
developmentsandimprovementsoverthecourseofmyindependentconferences.Icannotwait
toseetheoverallgrowthmysevengiftedstudentshavemadethroughthePassionProject.

Findings
Asaresultofanalyzingmydata,threeimportantthingsIwasabletolearninclude:

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Learningstatement1Icanprovidecreativeenrichmentopportunitiesformygifted
studentsthroughtheuseofapassionproject.

LearningStatement2Mygiftedstudentsbennifitedfromthepulloutmethodprovided
throughtheenrichmentopportunity.

LearningStatement3Thestudentswithgiftedaccomidationsshowedimprovementsin
writingthroughinstructiongivenduringthepassionproject.
LearningStatement1:Icanprovidecreativeenrichmentopportunitiesformygifted

studentsthroughtheuseofapassionproject(AppendixA).Throughtheprocessof
implementingthePassionProject,Iwasabletogivemygiftedstudentstheopportunityto
exploreanareaofinterest.Whenanalyzingmydatafromstudents504plansIwasabletosee
commonalitiesthatspreadacrossthestudentsaccomidations.Studentsneededenrichmentthat
allowedthemtobecreative,problemsolve,anddemonstrateresearchskills.Thesenotescanbe
foundinAppendixC.BasedonthisknowledgeIstartedbrainstormingenrichmentideasforthis
groupofstudents.InmyresearchIwasabletofindarticlestosupportmyideatohavestudents
beinvolvedinthepassionproject.Challengestudentstosolveeverydayproblemsina
meaningfulcontexts,andthelearningwilltakecareofitself.(Renzulli,J.S.,Gentry,M.,&
Reis,S.M.,2004).Thisarticlebroughtmeaningtomyprojectidea.Allowingstudentstobein
chargeoftheirlearningandprovidingmeaningfulguidancethroughtheprocessmadethe
studentsexcitedtolearn.
DuringfirstmeetingwithmygroupofsevenstudentsIwasabletotakeanecdotalnotes
onstudentsreactionsandideasfortopicsthattheywantedtolearnmoreabout(AppendixF).
Studentswereexcitedandengagedatthethoughtofcreatingtheirownprojectandimmediately

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startingtryingtodecidewhattopictochoose.Basedonstudentsreflectionsthattheycompleted
attheendoftheirprojects,Iwasabletoseehowmuchthestudentsthoughttheybennifitedfrom
theproject.Allsevenstudentsthoughttheydidgoodorexcellentandwereabletoexplainwhy.
Theyalsowereabletoexplaintheirbigunderstandingthattheygainedthroughtheproject.
ExamplesoftheirreflectionscanbefoundinAppendixL.
Studentsindividualendprojectsvarrieddependingonwhichcreativeroutetheychoose.
Somestudentschoosetodoapowerpoint,andonedidaposter.Therewereafewthatdecided
ratherthanmakeanextravisual,theywantedtoreadtheirresearchpapertotheclassandanswer
questions.Thiswasalsoanacceptablewaytoteachtheclasswhattheyhadlearnedthroughout
theproject.ExamplesoftheprojectscanbeseenintheAppendixM.WhilepresentingIuseda
rubrictoscorethestudentsbasedonhowIthoughttheydidthroughttheprojectbasedontheir
organization,creativity,productivity,andpresentation.Eventhoughthisprojectwasnotfora
grade,thescoreletthemknowhowtheyweredoingandwewereabletodiscussinwhatareas
theycouldshowimprovementinthefuture.Overall,throughthisprojectstudentsweregivenan
enrichmentopportunitytobecreative,researchanareathattrulyinterestedthem,andcreatea
projecttoteachotherssomethingnew.
LearningStatement2:Mygiftedstudentsbennifitedfromthepulloutmethodprovided
throughtheenrichmentopportunity.Duringthepassionproject,Iwasabletopullsmallgroups
tomeetonceaweektomentorstudentswhiletheywentthroughtheresearchprocess.While
doingthisIwasabletohoneinonwhatindividualswerestrugglingonandprovidesupport
whereitwasneeded.Basedonstudentswritingsamples(AppendixD),Icouldseethatstudents
struggledwithunderstandinghowtoputsimilarideasandtopicstogetherwhilewriting;

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paragraphsdidnotflowormakesensetoareader.Iattendedawritingworkshopinwhichthis
skillwasbeingtaughttoanotherclassofthirdgraders(AppendixE).Basedontheworkshop,I
wasabletothenteachmyclasshowtouseaRAN(Reading,Analyzing,Nonfiction)Chart.This
wasdoneasawholeclasswritingactivity,butthenpulledtosmallgroupforenrichment.They
wereencouragedtopulloutallthattheyhadresearchedontheirtopicsthusfarandsortthe
informationintocategoriesbasedontheircommonalities.Thegiftedstudentsgreatlybennifited
fromthiswhenitcametimetowritietheirroughdraftoftheirresearchpapers.
Anotheractivitythatwasdoingwithinoursmallgroupenrichmentwascreativewriting
exercizes.Theywouldtakethecreativewritingpiecetheywereaskedtodoformorningwork
andswitchwithanothergroupmember.Thestudentswerethengiventhetaskofpeerediting
eachotherswork.Basedonthisactivitystudentswereabletoanalyzeotherswriting,thenreflect
ontheirown.Theywereabletodiscusstheirstrengthsandweaknessesintheirwriting.
ExamplescanbefoundintheAppendixJ.Towardstheendoftheproject,Imetindividually
withstudentstofocusontheirindividualneedsandgetfeedbackfromthemontheirprogress.
DuringthistimeIwouldtakeanecdotalnotes(AppendixK).BasedonthisIwasableto
determinehowstudentswerefeelingtowardstheprojectandtheirprogress,whatelsethey
neededhelpon,andfinalizingpresentationdates.Overall,Ifeelthatstudentsdidbenefitfrom
thepulloutmethodofenrichmentinstructionbasedontheirfeedback,andparticipationingroup
activities.
LearningStatement3:Thestudentswithgiftedaccomidationsshowedimprovementsin
writingthroughinstructiongivenduringthepassionproject.AtthebeginningofJanuary,my
collaboratingteacherdiscussedthatstudentsstruggledwithwriting.Ibegancollectingwriting

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samplesandlookingattheirwritingscoresfromthebeginningoftheyear(AppendixBandD).
Therubricwhichwasusedtoscorestudentsusesthreedifferentcategoriestomeasurestudents
work.ThefirstisPurpose,Focus,andOrganizationanditsa4pointscale.Thesecondis
EvidenceandElaborationwhichisalsomeasureona4pointscale.ThelastisConventionsof
theEnglishLanguagewhichisonlya2pointscale.ThisrubricwillbeshowinAppendixG.
AfteranalyzingthescoresandthenotesIwasabletoseethateventhestudentsinmygroup
variedfromverylowscoresof111allthewaytothehigherendof332.Withsuchabroad
rangeofscoresItriedtonarrowdownspecificskillsthatcouldberefined.Ingeneral,students
hadinconsistentorganization,lackofstructure,missingelaborationorinsight,andstruggled
withgrammarandspelling.Throughthepulloutmethodofinstructiondiscussedabove,Iwas
abletoprovidestudentswithstrategiestohelporganizeandstructuretheirresearchpapers.
Throughouttheeightweekproject,Icollectedmultiplewritingexamplestotrackstudent
progressandmonitorimprovements.Youwillnoticeintheexamplesintheappendixthatsome
studentsdidnotusetheredguidelinesonthepaperintheverybeginning.Attheend,itshows
drasticimprovementsinsomeofthestudentsworkjustwiththeirhandwritingandusingthe
papercorrectly.Attheendofthepassionproject,studentsturnedintheirfinaldraftoftheirone
pageresearchpaper(AppendixL).Itwasonlyrequiredtobeonepage,butsomewentaboveand
beyondthisrequirement.Afteritwasturnedin,Iusedthesamerubricthatwasusedinthe
beginningoftheyeartoscorethestudents.
Bellowyouwillseeagraphthatshowsstudentsprogress.
Student
Student 1

Before (2/1)
2/2/1

After (3/25)
3/2/2

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Student

Before (2/1)

After (3/25)

Student 2

1/1/1

2/2/2

Student 3

2/2/1

2/2/1

Student 4

3/3/2

3/3/2

Student 5

2/1/1

2/2/1

Student 6

1/1/1

2/2/1

Student 7

3/2/2

4/3/2

Basedonthisdata,youcanseehowstudentsshowedgainsinthedifferentwritingfields.
Inolongerhadstudentswhocouldnotwritewithapurposeorfocus.Papersshowedsome
organization,andoverallbetterspellingandgrammarwasused.Moststudentsstillstruggledon
elaborationandmakingconnectionstotheirwriting.Thisisamorecomplexskillandoverthe
courseofayearcouldbedeveloped.Overall,Iwasabletoseegreatimprovementwithinmy
studentswritingoverthecourseofthisproject.

Conclusion
DuringtheinquiryprocessIwasabletoseemystudentsloveoflearninggrow,writng
improve,andshowcasestudentscreativetalents.Whenfirstenteringthisclassroom,it
disappointedmetoseemygiftedstudentstalentsgoingtowasteastheysatboredandfinished
withtheirindependentclasswork.Whilecompletingthepassionproject,Iwasabletoseethe
excitementthatmystudentsoncehadforschoolandlearningreturn.Theyknewthatwhenthe
hadfreetime,theywereabletoindependentlyresearchatopicthattrulyinterestedandinspired

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them.Vantasselsarticleexpressingthatenvironmentalconditionscannurtureastudents
giftednesstodevelopovertimesupportsthisinquiryconclusion(2015).Providingmystudents
withanenvironmentwhichsupportsinquiryandtheirpassionsallowedmystudentsto
demonstrateimprovementinthefieldofwriting.
Byengaginginthisinquiry,Ihavelearnedthatallofmystudentscouldbenefitfroma
passiondrivenprojectlikethisone.Givingstudentsachancetoshowcasetheirtalentsandto
findoutmoreaboutaselfchoosentopic,drivesthemtodotheirbest.Studentbecomeinspiredto
learnandtosharetheirknowledgewithothers.Basedonthis,Iplantousethisprojectinthe
futureandopenituptoallowthewholeclasstobeinvolvedintheinquiryprocess.Each
individualwillneeddifferentlevelsofsupportintheprocess,butwillbenefitfromtheoverall
learningexperience.MywonderingnowwillturntohowcanImanagetimetobeableto
accommidateforallmystudentsbeinginvolvedinaPassionProject?

References:
1.

Aljughaiman,A.M.,&Ayoub,A.A.(2012).TheEffectofanEnrichmentProgramon
DevelopingAnalytical,Creative,andPracticalAbilitiesofElementaryGiftedStudents.
JournalForTheEducationOfTheGifted,35(2),153174.

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2.

17

Gubbels,J.,Segers,E.,&Verhoeven,L.(2014).Cognitive,Socioemotional,and
AttitudinalEffectsofaTriarchicEnrichmentProgramforGiftedChildren.JournalForThe
EducationOfTheGifted,37(4),378397.

3.

Hall,S.R.(1998).PEP:PrimaryEnrichmentProgramutilizingparentvolunteers.Gifted
ChildTodayMagazine,21(2),20.

4.

Olthouse,J.M.(2014).GiftedChildrensRelationshipsWithWriting.JournalForThe
EducationOfTheGifted,37(2),171188.

5.

Renzulli,J.S.,Gentry,M.,&Reis,S.M.(2004).Atimeandaplaceforauthentic
learning.EducationalLeadership,62,7377.

6.

Smart,A.M.(2011).Designingandteachinganelementaryschoolenrichmentprogram:
WhatthestudentsweretaughtandwhatIlearned.MontanaMathematicsEnthusiast,8(1/2),
227244.

7.

VantasselBaska,J.(2015).CommonCoreStateStandardsforStudentsWithGiftsand
Talents.TeachingExceptionalChildren,47(4),191198.doi:10.1177/0040059915569360

Appendix
AppendixA:PassionProjectpacketthatstudentsreceived:

Passion Project

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What is important to you? What do you care about? What are you interested
in? The answers that you give to these questions, could help you find a focus
for your passion project. This project is intended to give each student the
opportunity to explore your true passion in life. You will be responsible for
choosing a topic, researching, and creating a presentation for your research.
You also will be in charge of planning a timeline for completing this
assignment. Follow the steps below to successfully complete your passion
project.
Step One: Brainstorm
List some of the topics that you are interested in. Try to come up with at least
three to choose from.
1.

________________________________________

2.

________________________________________

3.

________________________________________

Step Two: Choose a Topic

___________________________________________________
Step Three: Complete Independent Study Contract
Since this project is self-driven, it is your decision on how much time you will
need to complete each section of this project. I also want quality work that
you can be proud of for years to come. Complete your contract and submit to
teacher for approval. After your topic has been approved, you may begin the
rest of the Steps to complete the Passion Project.
Step Four: Questions
Come up with at least three guiding questions for your research. What would
you like to know about your topic or passion?
1.__________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

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Step Five: Research

It is now time to start researching your topic. You must have at least
2internet sources and one book source as references for research.
Sources:
1.___________________________________________________
2._________________________________________________
3__________________________________________________
Step Six: Vocabulary
While researching you have probably come across unfamiliar words. Make a
list of these words, and then look up the definitions. You should have at least
8 vocabulary words with definitions when your research is complete.
1.__________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
4._________________________________________________________________
5._________________________________________________________________
6._________________________________________________________________
7.__________________________________________________________________
8._________________________________________________________________

Step Seven: Rough Draft

Write a one page draft of information that you have learned about your topic.
Make sure to provide the information you found most important and
interesting. Also,make sure this is in your own words.
Step Eight: Presentation
Choose a way to present your passion topic to the class. Each final product
will be unique as each of you are working on different topics. I hope that
your final presentations show a motivation to better yourself and be a lifelong learner.

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Product Options:
Poster
Power Point
Model
Brochure
Other: Approved by teacher
Step Nine: Reflection
All good learners reflect on completed inquiries. After you have presented
you will complete a self assessment form which the teacher will provide after
you have presented to the class.

Independent Study Contract

My project topic is:___________________________________________
I want to research this topic because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I will complete my research by:_____________________________________________
I will complete my one page rough draft by: ___________________________________
I will be ready to present my project by:______________________________________
Materials I may need for my project are:____________________________________
_____________________________________________________________________.
People who will help me with my project are:
______________________________________________________________________
They will help me by:

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______________________________________________________________________
My Promise:
I will select a topic that matters to me.
I will use at least three resources to find my facts.
I will take notes in my own words and not plagiarize.
I will keep a bibliography to show where I find my information.
I will put forth my best effort on this project
I will take my time and work hard to show my peers what I have learned.
I will carefully edit and proofread my work.

Student Signature:_______________________________Date:___________________
Teacher Signature:_______________________________Date:___________________

Final Presentation Rubric

Each students project should be unique as each research topic is different. I expect that
each student will put in great effort to ensure their project is done to the best of their
abilities.

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Comments:
______________________________________________
______________________________________________
______________________________________________
Score: ________________________________
Name:__________________________

Date:_________________

Passion Project Reflection

Overall I feel my performance was: (Circle one)

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Not so great

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Fair

Good

Excellent

Because:______________________________________________________________
_____________________________________________________________________.

I improved my understanding of my topic by:__________________________________

_____________________________________________________________________.

My BIG understanding:___________________________________________________
______________________________________________________________________
_____________________________________________________________________.

Through my presentation I was able to teach the class:_________________________

_____________________________________________________________________
_____________________________________________________________________.

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AppendixB:WritingScores(January):

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AppendixC:GiftedAccommodations:

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AppendixD:WritingSamples(January):

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AppendixE:WritersWorkshopNotes:AppendixF:AnecdotalnotesfromGroup

Meeting:

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AppendixG:WritingRubric(Front/Back):

AppendixH:
AnecdotalnotesfromGroupMeeting(2/3):

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AppendixI:Studentsselfselectedcompletiondates:AppendixJ:Studentsgroupworksamples:

SamplesContinued:

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AppendixK:AnecdotalNotesfromIndividualConferences:

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AppendixL:
FinalPassion
ProjectWritingSamples:
ReflectionofStudent:

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AppendixM:Passion
Projectpresentation
samples.