Multiple Menu Model
What is the Multiple Menu Model?
The Multiple Menu Model was a creation of Dr. Joseph Renzulli, with the goal 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 discipling." (Renzulli et. al, 2000)
The Multiple Menu Model was a creation of Dr. Joseph Renzulli, with the goal 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 discipling." (Renzulli et. al, 2000)
![Picture](/uploads/7/7/8/1/77811362/mmm_1.gif?250)
The Design
As you can see in the image, the Multiple Menu Model is designed similar to a choice menu. There are six inter-related concepts: Knowledge, Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, Artistic Modification, and Instructional Products, which house two other inter-related concepts.
1. Knowledge Menu- This menu is underpinned by two particularly important assumptions: (1) the belief that it is futile, if not impossible, to teach everything important in a discipline, and (2) the necessity of inquiry. The Knowledge Menu requires curriculum writers to evaluate a curriculum from four perspectives:
2. Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, and Artistic Modification Menus- These menus from the model focus primarily on pedagogy or instruction. Specifically, these menus provide curriculum developers with a range of options related to how they will present learning activities to students based on the principles and concepts they have selected. There are many instructional opportunities for gifted students in these menu options.
As you can see in the image, the Multiple Menu Model is designed similar to a choice menu. There are six inter-related concepts: Knowledge, Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, Artistic Modification, and Instructional Products, which house two other inter-related concepts.
1. Knowledge Menu- This menu is underpinned by two particularly important assumptions: (1) the belief that it is futile, if not impossible, to teach everything important in a discipline, and (2) the necessity of inquiry. The Knowledge Menu requires curriculum writers to evaluate a curriculum from four perspectives:
- Purpose and placement within the bigger picture
- Underlying concepts and principles
- Most relevant topics and contributions to the universal knowledge
- Methodology
2. Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, and Artistic Modification Menus- These menus from the model focus primarily on pedagogy or instruction. Specifically, these menus provide curriculum developers with a range of options related to how they will present learning activities to students based on the principles and concepts they have selected. There are many instructional opportunities for gifted students in these menu options.
- Instructional Objectives and Student Activities Menu: This menu breaks down processes used in gathering information about a subject area and incorporates the ideas of Bloom's Taxonomy "by clarifying the process skills" (Renzulli et al, p. 50). The menu gives examples of behaviors under four categories of learning processes: assimilation and retention, information analysis, information synthesis and application, and evaluation.
- Instructional Strategies Menu: This menu provides a detailed list of teaching strategies with bullet point examples on how to enhance the strategy. Strategies include more teacher-centered strategies as well as more independent, student-led strategies.
- Instructional Sequences Menu: This menu ensures that the teacher assesses "the student's knowledge base, experiential background, and the capacity to learn" in order to progress a the field of study. (Renzulli et al, p. 57) It is designed to be used in a sequential fashion and helps to ensure formative assessments are included in each unit. The menu breaks down the eight areas of the sequence: gaining attention, informing students of the purpose, relating the topic to other material, presenting material through various strategies, providing other options to extend the material, assessing performance, preparing students for future topics, and pointing out application opportunities.
- Artistic Modification Menu: This menu encourages teachers to personalize their curriculum material. It provides detailed examples of how to personally modify the curriculum to "bring life and meaning to content." (Renzulli, et al, p. 60)
- Concrete products refers to the physical constructions that result from learner interaction with the knowledge, principles, and concepts. Examples include, speeches, essays, experiments, and dramatizations.
- Abstract products refer to the secondary outcomes. Such outcomes include behaviors (leadership activities related to an issue), increased self-confidence, and the acquisition of new methodologies (such as interviewing skills).
Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32(3), 298-309.
Renzulli, J. S. (Vol. Ed.) (2004). Identification of students for gifted and talented programs. In S. M. Reis (Ed.), Essential readings in gifted education. Thousand Oaks, CA: Corwin Press.
Renzulli, J. S., Leppien, J. L., & Hays, T. S. (2000). The Multiple Menu Model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (Vol. Ed.) (2004). Identification of students for gifted and talented programs. In S. M. Reis (Ed.), Essential readings in gifted education. Thousand Oaks, CA: Corwin Press.
Renzulli, J. S., Leppien, J. L., & Hays, T. S. (2000). The Multiple Menu Model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press.