An important component of implementaton is understanding how to use the model effectively. Renzulli, Leppien & Hays (2000) highlighted some questions that teachers asked when using this model in their text Multiple Menu Model: A Practical Guide For Developing Differentiated Curriculum.

1. What will the end product be?

"The multiple menu takes the teacher and students to the very heart of the discipline to examine its location in the domain of information and to understand the methodology employed by those who produce knowledge in the field. Accordingly, a teacher's instructional unit should enable learners to become firsthand inquirers and creators of information, a far more intensive, productive engagement in the school setting than what students experience as consumers of information." (Renzulli et al, p.73)

2. What are fields of study?

It is best to pick a field in which the teacher has a personal interest. The writing process is more successful when one's role in developing it can be viewed as "an opportunity to be a creative producer." (Renzulli et al, p. 73) When trying to link a topic to a field of study the text recommends that teachers first look their own knowledge base. An example of linking a topic to its field of study can be found in bubbleology. "For example, bubbleology is a fun way to involve students in the study of optics and surface tension, but it is the concepts and principles of physics that provide learners with the understanding of bubbleology." (Renzulli et al, p. 74)

3. How do I find principles, concepts, and methodologies of the field?
Look for a content expert either to help the teacher become more knowledgeable or to instruct the students. A example of a content expert could be a practicing professional. An example of using a content expert: "One teacher relied on an orthopedic surgeon in her community to teach her how to introduce Newton's Law to her fourth grade students. This surgeon enjoyed model rocketry and built rockets from scratch. Not only was he able to extend her knowledge of Newton's Laws but he also happened to have the technological equipment and computer software to track the flight patterns of rockets. He offered to work with the class on Wednesdays to design rockets with tracking devices that would test various scientific principles." (Renzulli et al, p. 76) Reference librarians, academic standards, Internet, propedias, and journals in the field are also sources for content experts.

4. Are there other materials that are helpful to the curriculum writing process? Bloom's Taxonomy (1954)

5. How do I know if my lessons appeal to the imagination of students?

Ask questions like: "What types of activities will actively involve my students in uncovering these content ideas?"
"What methodological skill can I teach that will actively engage the students in constructing knowledge about a
particular concept?", "What questions will I pose to the students to place them in direct confrontation with knowledge?", and "What issues are perplexing and relevant to them as we explore a concept?" And most importantly solicit student feedback and use it to make changes and adjust. (Renzulli et al, p.78)

6. Are there some organizational techniques that others have used to help them accomplish this task?

The text suggests that teachers have a folder for each section of the unit to collect ideas and materials. However this is not necessary.

7. I don't understand the importance of Artistic Modifications. Why should I use this menu?

This menu injects personal experience into the unit which make it more interesting and engaging for the students and teacher. By using the Artistic Modification Menu "...teachers and students can share interests, students can learn to consider their own experiences, and they may develop a passion for the topic." (Renzulli et al, p. 79)

8. Can I use the Multiple Menu Model with all types of learners?

Yes, this model can be used with all types of learners. It helps teachers to design curriculum to include many of the following tools that engage and help the learning process: organization, pursuit of authentic knowledge, investigative methodologies, priniciples and concepts, and therefore essential questions; higher level thinking skills, flexibility, and concrete and abstract products. However, it is recommended that each teacher differentiate their lessons based on the learning profiles of the students in their classroom. Renzulli, Leppien & Hays (2000) believe that the essential questions, representative topics, and examples and materials that a teacher uses can vary the depth and complexity of the four knowledge areas. (p. 79 -80)

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