Multiple Menu Model

Developed by Joseph
Renzulli

Most elementary school teachers take one

main component from this model to use in
their classrooms: the Instructional

The Multiple Menu Model is a tool used

to develop differentiated curriculum.

Curriculum = Knowledge +
Instructional Techniques

Instructional Techniques
Students should gain understanding of
the structure of a discipline, its
content and methodologies.
Involves students as firsthand
inquirers, exploring the structure and
interconnectedness of knowledge.
Places emphasis on authentic
content and process

The Big Idea

Teachers should create situations in
which students are thinking, feeling,
and doing what practicing
professionals do when they explore the
content and methodology of a
particular discipline.

Authentic Learning

Students assume roles as firsthand

explorers, writers, artists, and other types

A quick run through of the

process

Tools and Applications

Dr. Renzulli has outlined the
acquisition of knowledge under the
MMM in two overarching stages, Tools
and Applications. During the Tools
stage, curriculum is designed to
provide students with an accurate
experience of using information
outside of the school building.

Content Focus
Teachers will build the curriculum in
such a way that students are focusing
at a specific area of a content domain,
such as zoo keeping in biology;
learning exactly what someone in that
area does and why.

What is Most Relevant?

The teacher's next job is to focus
lessons on the most relevant concepts
to be learned. At this point, students
begin to choose different aspects of
the domain in which to focus. Students
need to be taught research skills in
order to delve into a particular field in
a more in-depth approach.

Real World Applications

The next part of the curriculum should
take the investigation of the content
area a step further by focusing on real
world applications of the information
the students are learning.

Assessment
Finally, there is also a choice in how the
students demonstrate their mastery of the
knowledge in the Instructional Products
Menu. The instructional products menu
allows teachers to create assessment
options that are suitable for below gradelevel, on grad-level, and gifted learners.

The Six Menus

(Planning Guides)

Knowledge Menu: The largest of the menu

pieces. In this menu the teacher is selecting
your most important concepts to be taught.
Creating your theme, patterns, structure and
defining your area of study. Renzulli
suggests doing this in phases selecting only
the most crucial topics and covering each
with depth and complexity.
The knowledge to be learned.

Instructional Objectives / Student

Activities Menu: This menu is divided into
four sections and provides choices for what
you will have the students do to gain the
knowledge that you want them to learn. (I.E.
listening, questioning, debating, ordering,
constructing)
What the student will do to gain the
knowledge.

Instructional Strategies Menu: This menu

provides teachers with a broad range of
instructional strategies where the focus of
learning is placed upon the learner. ( I.E.
investigative report, role play/ dramatization,
discussion)
How the student will gain the
knowledge.

Instructional Sequence Menu: This menu

provides the teacher with sequence options
for running a lesson. Keeping in mind that
the format can be recycled within a lesson.
In what order the knowledge will be
taught.

Artistic Modification Menu: This menu

provides the teacher with ideas for how a
previously developed curriculum can be adapted
to add their own creative expression. (I.E. share
your own beliefs on the topic or share personal
memorabilia related to study)
Your personal twist on the knowledge.

Instructional Products Menu: This menu

provides options for how students will show what
they have learned. There are two types of
products concrete and abstract. Concrete products
are physically constructed such as a speech or
essay. An abstract product is a behavior or skill
that the student has acquired such as increased
self-confidence or ability to type using the home
keys.
How the student will show they gained the
knowledge.

Multiple Menu Model

Demonstration
Putting the research to use

Objectives
Science Standard: Students will understand that organisms depend
on living and nonliving things within their environment.
Language Objective: Students will compile various facts using text
features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.
Writing Objective: Students will use technology to produce and
publish writing (using keyboarding skills) as well as to interact and
collaborate with others.
Speaking and Listening Objective: Students will report on a topic
or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an
understandable pace.

Knowledge Menu

Instructional Techniques

Instructional Objectives / Student

Activities Menu

Instructional Strategies
Menu

Instructional Sequence
Menu

Graphic Organizer Examples

Artistic Modification Menu

Instructional Products Menu

Concrete Product - Choice

Board

Other Product Examples (Grades K6)

Product Examples (Grades

7-12)

Class Practice

Standard: Students will understand the relationship and

attributes of objects in the solar system.
Objective 1: Describe and compare the components
of the solar system.
Objective 2: Describe the use of technology to observe objects
in the solar system and relate this to scientific
understanding of the solar system.
Objective 3: Describe the forces that keep objects in orbit
in the solar system.

Pre-Assessment
Make a list of planets in the
correct order from the sun.

How does a telescope help us

understand the attributes of
the different plants?

What holds the planets in

their orbits around the sun?

Questions?