The Purdue Three-Stage Model

Jody CarterJen Hohman

Link Walsh

Purdue Three-Stage Model

What is this model?› A general framework for program and

curriculum development in gifted education that research suggests increases thinking skills, problem solving skills, and the self-regulatory skills needed to successfully complete independent projects (Moon, et al., 2009)

Purdue Three-Stage Model Initially created and implemented as a

model for course design at the college level by John Feldhusen, Kathryn Linden, and Russell Ames at Purdue University.

This model originally stressed student responsibility in the learning process while positioning the instructor as a guide.

Purdue Three-Stage Model

5 key components1. Clear, defensible program goals2. Broad-based, program-specific

identification programs3. Grouping structures that allow gifted

students to interact with each other4. Well-trained instructors5. Differentiated instruction

Program Goals

The development of program specific-identification procedures ensures a quality program that is more easily evaluated

Student Selection and Grouping

Gifted youth benefit from being grouped together to receive fast-paced, complex instruction in a stimulating environment.

The identification procedure provides information on the level of intellectual, creative, and academic talent of the child.

It is crucial to identify students that will benefit from the program being offered, so each program will have various identification procedures.

Trained Teachers Need teachers licensed in gifted

education that are capable of developing curriculum as they are teaching it

Model assumes a nontraditional teaching style in which instructor mainly facilitates the learning occurring in the classroom

Curriculum and Instruction Instructional activities in this model are

differentiated with respect to content(advanced and accelerated), process(active and autonomous), and products (complex and sophisticated).

There are 3 sequential stages used to develop cohesive, thematic

units of instruction

Stage I of Purdue Three-Stage Model

Instructional activities that teach basic thinking skills and academic content that form the foundation of the unit

In-class activities are short-term(10-60 minutes) and directed

by teacher Highly engaging activities that will motivate students for Stages II and III

Stage II of Purdue Three-Stage Model

Engages students in problem-solving activities such as shared inquiry, problem-based learning, and non-routine mathematical problem solving

Activities last longer (1-10 hours) and teachers’ role is more of a coach or facilitator

Stage III of Purdue Three-Stage Model

Students apply knowledge and skills gained in Stages I and II to real problems

Students’ interests are important motivators as Stage III activities are generally self-selected

Stage III gives students the chance to develop personal talent skills

Role of teacher is one of a resource person for the students

Summary of Purdue Three-Stage Model

Elementary Program Applications

Earliest implementation occurred in pull-out classes with students identified for academic talent, creative talent, or both.

Program for Academic and Creative Enrichment (PACE) was created based on Purdue Three-Stage Model.› Includes a process for

identifying students, structure for integrating the program into each school, an agenda for preparing teachers, and gathering curricular resources to fit the model

Elementary Program Applications

Model is very flexible and can be implemented in various ways at the elementary level

Can be used to guide development of after-school, Saturday, or pull-out enrichment classes

Units of instruction can address required curricular standards, while enabling students to go beyond grade-level expectations

Elementary Program Applications

It is believed merging students who are strong academically to those with high levels of creativity will provide powerful experiences for all students.

Teachers should pay attention to English Language Learners and to those from low income families that may be overlooked due to low verbal test scores or other factors

Barriers to Implementation Barriers can include:

› Constraints on instructional time› Belief systems that oppose early

identification of gifted students or grouping gifted students for instruction

› Limited resources such as space, staff, or instructional materials

Purdue Three-Stage ModelSecondary Applications

Works well with the developmental needs of gifted adolescents and in a variety of administrative settings

Purdue Secondary Model focuses on a wide array of services: › Counseling, seminars, AP classes, honors classes, math-

science acceleration, foreign languages, the arts, cultural experiences, career education, vocational programs, and extra-school instruction.

Two models complement each other Together they provide a complete

framework for gifted program development at the secondary level

Purdue Three-Stage Model is used to design individual components of a comprehensive array of programming options.

Three-Stage vs Secondary Models

Identification of Students and Preparation of Teachers

Two scales: Purdue Academic Rating Scales (PARS) and Purdue Vocational Talent Scales› 15-item characteristics ranked in individual

disciplines as well as in vocational courses

Portfolios of work, student interviews, self and peer nominations

Three areas for teacher preparedness:› content of their disciplines, pedagogy of

their discipline, principles of gifted education.

2 strategies that fit well with TSPM’s implementation in secondary classroom

Problem-Based Learning (PBL)› helps learners master subject matter and practice

domain-specific skills › can be constructed around the required curriculum

and address state standards› students are immediately immersed in Phase 1, the

engagement phase› Phase 2 happens as

students work with other class members in the inquiry and investigation phase of PBL.

Secondary Program Types3 common types that are implemented:

• Differentiated advanced classes• Seminars - process-oriented, interdisciplinary contexts - promotes the curriculum of connections• Independent learning opportunities, sometimes

in conjunction with mentorships - emphasizes Stage III of the model - applies knowledge and skills gained in

Stages I and II to real problems/products with real audiences

Strategies (continued) Hegelian Dialectic

› process-oriented strategy that works well in humanities classes

› incorporated into seminars or discipline-focused courses

› students suggest a thesis, and an antithesis for an issue or a situation

Research support for model Evidence suggested that students who

used the model showed an increase in creative thinking, verbal and figurative originality, and verbal fluency.

Long term study results- a small sample reported a positive impact on areas such as talent growth, creative thinking, and self concept.

Implementation Consideration Pros & Cons

Strengths:› Easy to introduce to teachers who are

experts in content.› Flexibility in instruction that teachers crave› Strong motivational benefits to students

Challenges:› Teacher training in gifted education is vital› A lack of developed curricula using the

model (using the model requires teachers to develop their own curriculum)

› More resources are needed to implement the model, especially for Stages II and III

Bibliography

Moon, S.M., Kolloff, P., Robinson, A., Dixon, F., & Feldhusen, J.F. (2009). The Purdue Three-Stage Model. In J.S. Renzulli, et al. (Eds.) Systems and Models for Developing Programs for the Gifted and Talented (2nd ed, pp.289-317).  Mansfield, CT: Creative Learning Press.

Moon, Sydney M., John F. Feldhusen, and Deborah R. Dillon. "Long-Term Effects of an Enrichment Program Based on the Purdue Three-Stage Model." Gifted Child Quarterly 38.1 (1994): 38-48. Long-Term Effects of an Enrichment Program Based on the Purdue Three-Stage Model. Sage Journals. Web. 19 Mar. 2015.