Level 3: Enrichment Classes & Projects
IMPORTANT BILLING INFORMATION
When you fill out the participant form, enter only the information of the person participating in the course. After submitting this form you will move to the payment phase where you must enter the billing information of the individual or the school/organization that is responsible for the payment. The invoice is created automatically from the billing information entered at this stage, and it will reflect the name, email, address, and any other details you provide in the payment section. If a school/organization needs to appear on the invoice, ensure that you enter the school/organization billing information during the payment phase.
Please note that HAGT is no longer able to create revised invoices following payment. Refund requests received within 2 weeks of the course start date are not eligible for a refund; however, participants may choose to transfer their enrollment to the next available cohort. Refunds provided will incur a payment processing fee.
Please note that AMEX cards are currently not being accepted by our automatic payment platform.
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Fall Session:
September 21, 2026 - November 22, 2026
Early Bird Registration: Before August 31, 2026
Regular Registration: September 1 - 14, 2026
Late Registration: After September 14, 2026
Winter Session:
November 30, 2026 - January 30, 2027
Early Bird Registration: Before November 8, 2026
Regular Registration: November 9 - 22, 2026
Late Registration: After November 22, 2026
Spring Session:
March 1, 2027 - May 2, 2027
Early Bird Registration: Before February 11, 2027
Regular Registration: February 12 - 25, 2027
Late Registration: After February 25, 2027
Building on the foundational and applied knowledge developed in Levels 1 and 2, this course moves participants into the practical work of designing, launching, and sustaining enrichment classes and independent projects for highly able learners. We will begin by drawing a clear line around what enrichment actually means, distinct from remediation or intervention, before exploring the Schoolwide Enrichment Model as a framework for whole-school or classroom-level provision. Participants will grapple with genuine debates in the field, from whether gifted students should serve as peer tutors to how reframing "useless" or incomplete work can reduce perfectionism and fear of failure, before moving into the concrete mechanics of running an enrichment class or independent research project: setting criteria, structuring feedback, facilitating without directing, and helping students share what they've built with an audience beyond the classroom.
Suited for program coordinators, school leaders, and educators who have completed Level 2 or have equivalent prior experience in gifted education.
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Participants will construct a clear definition of enrichment specific to highly able learners, distinguishing it from remedial or intervention-based uses of the term.
Participants will examine the roots and structures of the Schoolwide Enrichment Model and evaluate whether their school's philosophy is better suited to individual classroom enrichment or a whole-school approach.
Participants will evaluate the research and arguments on both sides of using gifted students as peer tutors, and construct an evidence-based position connected to the purpose of enrichment.
Participants will explore the Zeigarnik Effect and the value of incomplete or "useless" creations, and consider how reframing project goals in this way might reduce perfectionism and fear of failure in gifted students.
Participants will identify criteria for effective enrichment projects, including a mandatory research component and consultation with a subject-area expert.
Participants will design the structures needed to launch an enrichment class or cluster, including student selection criteria, idea proposal processes, and warm and cool feedback protocols.
Participants will practice the facilitator's role in enrichment, including the use of open-ended question stems to guide student thinking without supplying answers or direction.
Participants will apply the independent learning cycle to structure independent research projects, including the use of a learning contract, milestones, and regular check-ins.
Participants will plan how students will share their enrichment or independent projects with an authentic audience beyond the classroom, addressing presentation format, feedback, and celebration of learning.
Participants will develop an action plan identifying the teams, professional development, and first next steps needed to implement or improve enrichment provision at their school.