School Enrichment Activities

Enrichment activities are adjunct activities and programs that are held either during or after school hours, and complement the classroom instruction and textbook material being presented to students in grades K-12. These activities both enhance the student's learning experience and broaden the scope of what they are learning through practical experiences that link the academic theory with real world applications and offer personal and social development opportunities to the learners involved. As schools focus on ensuring that all of the activities they offer contain meaningful and relevant academic and educational content, it is important that their curriculum includes time and opportunities to offer activities which directly relate to and reinforce the academic material being covered in the classroom phase of learning. This article is an overview that covers the general definition, types, concept, and development of enrichment activities as well as sources, suggested guidelines, and caveats for the sourcing, procurement, and application of materials used for these activities.

Keywords Academic Content; Curriculum Development; Decision Making; Enrichment Activities; Extracurricular; High Quality Activity; Intrinsic Learning; No Child Left Behind Act of 2001 (NCLB); Practical Experience; Strong Relationships; Student Leadership; Tangential Learning

Overview

In part, due to the passage of the No Child Left Behind Act of 2001 (NCLB), schools across the country have come under great pressure to meet stringent academic and performance standards or risk repercussions for failure to progress, which can include the closure of the school or the replacement of its staff. Because of the potential ramifications of failing to meet these standards, many schools and districts have revised their curriculums to ensure compliance with these guidelines. The emphasis is on the areas covered by the NCLB law, often to the exclusion of other worthwhile activities such as art, after school activities, athletics, the social sciences, and the humanities. With this single minded focus on academics comes the danger that schools and school districts will focus exclusively on classroom lessons and teaching material that may meet the required standards of the various academic guidelines, yet not meet the practical standards of the real world in which the students reside, nor be engaging enough for them to fully participate in the learning process.

For some, enrichment activities may provide the extra spark of interest that will mean the difference between fully absorbing the information and losing interest in it. The development and inclusion of academic enrichment activities adjunct to the overall academic curriculum should always be a goal whenever the academic school year is planned. By including engaging, practical, and relevant activities outside of the academic instruction portion of their curriculum, schools can enhance and diversify the learning experience for all their students.

What Are Enrichment Activities?

Enrichment activities are activities and programs held in conjunction with or outside of formal class curriculum that broaden the academic experience for students by helping to develop new skill sets and expand their development both personally and socially. When properly developed, validated, managed, and monitored, these activities can greatly enhance the learning experience of students by adding a new and practical dimension to the classroom and text book instruction they receive in their school curriculum. The inclusion and planning process can begin at any time, however, one good time would be the insertion of enrichment on the agenda when schools review their curriculums for either guideline compliance or redesign, when doing so, the review committee should also focus on ensuring that they include complementary curricular and extracurricular activities containing worthwhile and effective academic content that practically relates to the school's formal curricula.

Types of Enrichment Activities

Enrichment activities can be almost any activity related to the material being taught in the classroom. They can be class trips, projects, extra curricular activities, involvement in community initiatives, or even mock businesses. Regardless of what the activity is, they fall into one of two categories; they are either intrinsic or tangential. In intrinsic activities, the student learns by taking part in the activity through hands on experience. For example, a chemistry project activity teaches the student chemistry outside of the textbook.

Enrichment activities can be tangential or intrinsic. Tangential learning is indirectly associated with the activity in a manner such as students having the opportunity to swim after a field trip to the beach to study marine biology. Intrinsic activities are probably more useful since they are an actual link between the classroom and the practical applications of what is being learned.

Intrinsic Activities

The use of intrinsic enrichment in the planned curricula can yield exponential results when they expand upon what the students learn in the classroom. These activities should be practical, interactive, and project oriented. The best employ the academic concepts being taught and apply them in a real world, self guided manner to enhance the skills and knowledge being imparted to the learners in the lesson plan. The activities can occur either during time set aside during regular class periods, or they can be held after school. Regardless, of when they are conducted, the goal of enrichment programs is the development of "High Quality" activities. According to the Academic Enrichment Project, a program promoted by Learning Point Associates, "high quality" academic enrichment activities are defined by four primary characteristics:

• T hey exhibit well-integrated academic content

• T hey develop strong relationships between the participants and caring adults, older students, or peers.

• T hey provide opportunities for authentic decision-making by the participants.

• T hey allow the potential for student leadership in the activity (Learning Point Associates, 2006a, "What Characterizes").

Hand in hand with decision making authority is the opportunity for students to experience personal growth through the assumption of assigned or voluntary leadership roles in the activities. Instructors should encourage and nurture this important life skill among their students (Learning Point Associates, 2006a).

The synergy of these four characteristics in a well designed intrinsic enrichment activity can provide an optimal environment for complementary learning and reinforce the lessons of the classroom for the students involved.

Tangential Activities

Tangential activities can be useful in motivating or engaging students to the learning at hand by injecting an element of "free play," or reward, into learning. However, unlike intrinsic activities which are inherently focused on practical learning, tangential activities run the risk of obscuring the real purpose of the activity - learning. Tangential activities couple a marginally related activity (usually recreational) with a genuine, but separate, learning opportunity that may be regarded by the students as merely an afterthought to the enjoyable experience that is offered alongside. The learning should be intertwined in every phase of an activity as opposed to being a separate and distinct part of it. When the learning involved in an activity is regarded as a secondary goal by the students, then the school is not effectively and fully utilizing the time scheduled for that activity for a meaningful learning opportunity. The fun in an activity should come from the learning inherent in it, not from the perception that the adjunct activity being offered with the learning phase is a reward for participating.

Types of Enrichment Programs

When a teacher, school, or school district is considering what type of enrichment activities to offer, there are many points to consider. Among them - "What type of activities should we offer"? "How do we develop it"? Or "Where can we get it'? If the activity being utilized has been developed by an outside source, then the question must be "is it legitimate or does it represent a partisan cause"? Finally, the question of liability must be considered and addressed if the activity involves any element of risk. All of these issues and any other specific school or district concerns should be addressed during the planning phase. The types of enrichment activities available cover the academic gamut from the arts and sciences to languages and geography and agriculture. They can be aimed at specific or broad student populations and everything in between. It is up to the educators to select what activities and subjects most closely align with the requirements of their individual institutions.

Applications

In-House Activity Development

The best types of enrichment activities complement and enhance what is being offered in the classroom. Since what is being taught and how it is being taught differs from school to school, the most effective activities are those that are developed by the staff of the individual schools and tailored to the curriculum being taught. While almost any activity related to what is being taught academically can classify as "enrichment," there are some general guidelines which might be followed to maximize the effectiveness of the activity. The personnel undertaking the development could ask themselves the following questions about the activity:

• Does it have a strong academic component?

• Does the activity teach the concepts being learned in a way that is different from the classroom instruction?

• Is the learning in the activity intrinsic?

• Does the activity link the classroom theory with the practical real world?

If the answer to these questions is "yes", then the activity being developed would be rated as "High Quality" by the Academic Enrichment Project's activity criteria (Learning Point Associates, 2006b). Schools should not limit themselves to just the resources available within the school. Museums, governmental and civic organizations, as well as colleges, universities, and private companies often offer substantial and relevant enrichment opportunities ranging from trips to various facilities, internship possibilities, free materials and videos, to visits to the school itself by personnel or faculty to present information on a wide array of topics. These opportunities are often offered free or at a nominal cost as a community service by these organizations. Even though the time to develop these often complex activities probably comes at a premium for most educators, activities developed in conjunction with the curricula for different blocs of classroom instruction offer the great advantage of being designed expressly for that instruction and thus fit seamlessly and with maximum effect into the overall learning process.

Outside Providers of Enrichment Programs

While enrichment activities developed by in-house teachers and staff are tailored to the school's individual requirements or guidelines, educators, for a variety of reasons, often turn to outside sources to procure these materials. A myriad of companies and organizations offer enrichment learning activities and programs covering all subjects, for every grade, and in every media and format. While many of these sources are the traditional education companies, the advent of widespread internet usage has greatly increased the number of sources available for materials.

A quick search of the worldwide web produces almost infinite results. There are literally thousands of sources of pre-developed and pre-packaged enrichment activities and materials available ranging from government sponsored sources such as the U.S. Department of Education, NASA, the University of California System, to the Honolulu Zoo, and the Smithsonian Museum. Additionally, many professional educators' organizations maintain websites offering enrichment materials such as the National Education Association (NEA) there is even material targeted at specific audience subsets such as gifted students and students with disabilities (National Education Association, n.d.). There are also countless educational companies and organizations offering both free or purchased materials and activities. However, with the widespread availability of such materials there must also be an element of caution on the part of the educators when using the materials ("Enrichment Activities," n.d.).

Credibility of Materials & Sources

Regardless of the perceived credibility of the source, one is always well advised to carefully and thoroughly review all materials obtained from such sources to ensure their suitability for use with the school's community, material guidelines, and curriculum objectives in mind. When obtaining materials and resources from outside sources, particularly from a web based source, it is vital that a careful and objective review is made of the materials or activities themselves as well as the organization sponsoring the site. While the internet is a wonderful resource for educators to draw upon, the old admonition of "caveat emptor" certainly applies to it.

Regardless of whether the materials are free or purchased, it is important to be aware that some organizations on the web have espoused agendas that may or may not be compatible with the official views and positions of the schools or districts that the materials will be used in. While even the most reliable and credible sources may have outdated or incorrect materials on their websites, some sites are run by entities that espouse specific political, social, or other agendas that may be controversial. They offer materials on their sites which often subtly support their views and positions in the hopes that they will be used in school instruction, thus lending credibility to their causes and furthering their goals. While the vast majority of education-oriented websites are run by legitimate and uncontroversial organizations who seek only to promote general education, the existence of the small number who do so to further controversial causes makes it wise to thoroughly vet material obtained from all sources.

Liability

Unfortunately, in today's world, one of the things that must always be considered when planning school activities that may contain even the smallest element of risk is the issue of liability. Those trips to the beach to explore tidal pools for Biology, the CO2 powered racer projects to lend a kick to physics, the exploding volcano in chemistry, and students volunteering for Habitat for Humanity projects in Industrial Sciences are all worthwhile, relevant and exciting activities that can inject practical learning into a student's classroom experience. However, they are also activities that can quickly turn into an unforeseen problem for the schools and personnel involved if risk management is not part of the planning process. While no educator should ever write off whole venues of educational possibilities because of possible risks or fears of liability issues (this would result in some very dull activities), it is important that all activities be reviewed with an eye to safety in mind, preferably by an independent source. The school or district's safety compliance officer is a good person to start with when planning such activities. Proper preparation and planning are essential, particularly with off-site activities. While the activities are underway, adequate supervision is the key to ensuring that accidents do not occur and that students have an enjoyable and safe experience.

Conclusion

Regardless of the type or scope of the enrichment activity planned for students by educators and schools, no matter how engaging or worthwhile they may seem, there is one thing to always keep in mind about these activities. The purpose of the activity should be as a "bridge" from the academic world of the school to the real and practical world that students live in. It must transcend the classroom instruction and the theory being presented in the textbooks, the blackboards, and on the computers in a way that students may take those theoretical concepts that they are being taught and apply them in a meaningful manner to the everyday world outside of the school. The discoveries of Pasteur, the great inventors of the 19th and 20th Centuries, the music of Mozart and Vivaldi, the great sweep of world history, and concepts of chemistry and physics will remain just that, concepts, - facts, figures, and old news to the learners if their educators cannot provide a practical link from this material to everyday reality and thus impart them with a useful and comprehendible purpose in the lives of their students.

Schools today have many pressures upon them that did not exist in the past. The demands of the increasing numbers of regulations, guidelines, and standards mandated by the Federal, state, and local governments as well as the pressure to increase student performance and achievements in a measurable manner, give educators less and less leeway in how they can operate and teach. Coupled with bureaucratic red tape, funding issues, and a shortage of teachers in many districts, schools must find a way to maximize the education they provide by ensuring that all of their activities within and outside the classroom contain strong academic content and mutually support the overall curricula and educational goals of the school. While traditional academics obviously have the priority for teachers and administrators and the curriculums they develop concentrate on meeting those regulations and standards, it is also imperative that teachers and administrators provide room in their curricula for the enrichment activities that "go a step beyond" the classroom learning and let students see for themselves where the concepts fit into their lives. Without them, a key piece of the educational puzzle will be missing from the education of our children.

Terms & Concepts

Academic Content: A strong academic basis is a component of a "high quality" enrichment activity."

Decision Making: Age appropriate decision making authority is a component of a "high quality" enrichment activity. Students can see how their decisions making directly impacts the outcome of the projects and activities that they are working on.

Enrichment Activities: In-class or extracurricular academic activities which differ from traditional classroom teaching and provide a practical "real world" approach for the application of academic theory.

High Quality Activity: An enrichment activity that incorporates defined four components in its development and application.

Intrinsic Learning: Learning associated with an activity in a direct and inseparable manner.

Strong Relationships: A relationship of interpersonal trust and support between the students and instructors is a component of a "high quality" enrichment activity.

Student Leadership: A component of a "High Quality" academic activity characterized by personal growth during the assumption of leadership roles during academic enrichment activities.

Tangential Learning: Learning associated with an activity in an indirect manner.

Bibliography

Bouie, A. (2006). After-School Success: Academic Enrichment Strategies with Urban Youth: Academic Enrichment Strategies with Urban Youth. New York, NY: Teachers.

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Colorado State University Extension (n.d.). K-12/4-H School Enrichment Activities. Retrieved December 5, 2007 from http://www.colorado4h.org/k12/seontheweb.shtml Enrichment Activities for K-12 Teachers, Students and Families. (n.d.). Retrieved December 5, 2007 from University of California http://k12.ucop.edu/enrichment.html

Gonsalves, A., Rahm, J., & Carvalho, A. (2013). "We could think of things that could be science": Girls' re-figuring of science in an out-of-school-time club. Journal of Research in Science Teaching, 50, 1068-1097. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91255907&site=ehost-live

Grimes-Lallier, K., Robinson-Marino, N. (1997). The Persona Book: Curriculum-Based Enrichment for Educators, History through Role-Playing. Englewood, CO: Teacher.

Lampert, N. (2013). Inquiry and critical thinking in an elementary art program. Art Education, 66, 6-11. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91546045&site=ehost-live

Learning Point Associates. (2006a). About Academic Enrichment Activities. The Academic Enrichment Project. Retrieved December 5, 2007 from http://www.learningpt.org/promisingpractices/character.htm

Learning Point Associates. (2006b). Academic Enrichment Activities. The Academic Enrichment Project. Retrieved December 5, 2007 from http://www.afterschool.org/aea/

Leonard, P. (1998). CUES: Choose, Use, Enjoy, Share: A Model for Educational Enrichment through the School Library Media Center. Englewood, CO: Libraries.

National Aeronautics and Space Administration. (n.d.). Featured Teaching Materials. Retrieved December 5, 2007 from NASA website http://www.nasa.gov/audience/foreducators/k-4/features/index.html

National Education Association. (n.d.). Class Grants- Project Ideas. NEA Student Program. Retrieved December 5, 2007 from http://www.nea.org/student-program/programs/class-ideas.html

No Child Left Behind Guidelines (2007). Retrieved December 5, 2007 from U.S. Department of Education, http://www.ed.gov/nclb/landing.jhtml

Smithsonian Early Enrichment Center (2007). Website visited December 5, 2007 at http://www.seec.si.edu/index.htm.

U.S. Department of Education. (n.d.). Federal Resources for Educational Excellence. Website visited December 5, 2007 at http://www.free.ed.gov/

Wager, A. (2012). Incorporating out-of-school mathematics: From cultural context to embedded practice. Journal of Mathematics Teacher Education, 15, 9-23. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=70247146&site=ehost-live

Suggested Reading

Assouline, S., Lupkowski-Shoplik, A. (2005). Developing Math Talent: A Guide for Educating Gifted and Advanced Learners in Math. Waco, TX: Prufrock.

Draze, D. (1988). Alphabet Soup: Language Arts Enrichment Activities. San Luis Obispo, CA: Dandy.

Flack, J. (1993). TalentEd: Strategies for Developing the Talent in Every Learner. Englewood, CO: Libraries

Lang, M. (2006). How to Choose the Perfect School: What 21st Century Parents Need to Know about K-12 Education. Victoria B.C. Canada: Trafford

Plauche-Parker, J., Grimillion-Begnaud, L. (2003) Developing Creative Leadership (Gifted Treasuries Series). Portsmouth, NH: Teacher.