Students and teachers cooperatively review and analyze best-case samples of students' work, as well as results from interest and learning styles assessment scales, to make meaningful decisions about curriculum modifications and enrichment opportunities. Part of the process involves helping students develop skills to evaluate portfolio items according to both their own set of internal criteria and the external criteria of teachers and other students. Students achieve autonomy and ownership of the TTP by assuming major responsibility for the selection of items to be included, maintaining and regularly updating the portfolio, and setting personal goals by deciding on items they would like to include in the future. Although the teacher initially should serve as a guide in the portfolio review process, the ultimate goal is to turn portfolio management over to the students. For individuals or small groups of students working at approximately the same level, teachers conduct a systematic modification process called curriculum compacting.
Curriculum compacting is easy for teachers to learn and implement at all levels.
A second modification procedure that permits widespread adjustments to the regular curriculum is to examine textbooks and workbooks in order to determine which parts, especially repetitive practice material, can be removed. It also permits curriculum differentiation emphasizing problem-based learning and the use of thematic and interdisciplinary units. In-depth learning requires students to move up the hierarchy of knowledge from facts to principles, generalizations, and theories. These skills and problem-solving strategies will endure long after students have forgotten the memorized facts that are the focus of so much traditional learning. Enrichment Clusters Enrichment teaching and learning strategies are designed to actively engage both teachers and students.