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Type III Projects

Type III Projects. An Introduction to Individual or Small Group Investigations of Real Life Problems. Definition and Rationale. What is a Type III Project? It is different for every student!

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Type III Projects

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  1. Type III Projects An Introduction to Individual or Small Group Investigations of Real Life Problems

  2. Definition and Rationale What is a Type III Project? It is different for every student! It’s defined as “investigative activities or artistic productions in which the learner assumes the role of a first-hand inquirer; the student should begin thinking, feeling, and acting like a practicing professional” or expert in a field of interest (Renzulli 396).

  3. Definition and Rationale Type III Projects give gifted and talented students an opportunity to develop their own curriculum, solve their own problems, and manage their own resources. Through a Type III Project, students create real products to solve real-life personal, social, artistic, or political problems.

  4. Definition and Rationale Why should we create Type III Projects? You’ll make a positive difference in your world. You’ll improve your own skills – problem solving, creativity, planning, organization, time management, self-evaluation, etc. This could be the most important work you ever do in school.

  5. Where Do I Begin? • Start with a real-world problem in your area of interest (or a creative contribution that’s necessary) – one that people really want to be solved. • Does something need to be improved? • Do you have a creative or original idea? • You may already have a problem, or it may take a while to come up with one. • This can be the hardest part for some students.

  6. Next Steps Research the problem. See if there are solutions already in existence. Talk with friends, parents, and others who may share your same interest. Brainstorm what the best solutions might be for your particular audience. What different types of products could solve your problem?

  7. Next Steps Fill out the Type III Management Plan. Be sure to keep good records of your work as you complete the project. Complete any necessary Type I or Type II Enrichment experiences. Begin developing your product. Go through a proven process – the scientific method, the writing process, etc. – to complete the work. Present the product to the audience and get their response.

  8. Next Steps • Evaluate your work. • Was it successful? Did you meet your goal? • How would you do it differently next time? • Will you pursue the project further?

  9. Some Trussville Examples Mr. Stovall’s 2006 Gifted/Talented and Honors Classes

  10. Matthew and Charlie, along with Will (not pictured) created a tripod that could be used with video cameras, for a smoother moving camera angle.

  11. Tyler designed and built a model of a Hummer/helicopter for use in military operations.

  12. Katie created a clever insert to improve ballet shoes so that they would be more comfortable to dancers.

  13. Kyle and Will read about computer game design, and created their own “pong-like” games for their friends to play.

  14. Adam came up with an idea for washable football pads, so that they could be left in the football uniform to be washed. He water-proofed his sample pads, then sewed them permanently into the uniform. He sent his idea to a uniform manufacturer.

  15. Nicole designed a clever pocket-filled case for make-up and other accessories.

  16. Carlee and Jenny designed and built this yarn container for Mrs. Reddick’s art classes.

  17. Lauren designed a new look for the Huskies’ mascot. She had the jersey made and donated it to the school.

  18. James created fencing that does not allow balls to get stuck inside it.

  19. Kelsey and Kelsey imitated the master painter Pablo Picasso for their art teacher, Mrs. Reichert, to use as an example in future art classes.

  20. Taylor created his own recipe for a Chinese dish, made it, and served it to his family.

  21. Kati and Casey designed pillows for pets and attempted to give them to a local veterinarian.

  22. Austin compared a variety of baseball bats by conducting some primary research for his fellow baseball players.

  23. Kristin created original necklaces for pets, but when her friends wanted some for themselves, she modified her project to create bracelets for them also.

  24. Nick designed a new “Waterfall” thrill ride and sent his idea to Alabama Adventure.

  25. A sample Type III from Mr. Stovall • (Christmas cards)

  26. Other Examples App Creator More Student Entrepreneurs Student Website for Service Learning Eagle Scout Project National Science Project

  27. The Management Plan (Your Type III Plan may look a little different.)

  28. Essential Elements of the Plan:Your goal should have at least three parts. Outcome – what you hope to accomplish with your project Product – what you’ll produce Audience – a real person, animal, or group who wants your product

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