He specialized in gifted education in the United States at both the Masters (Johns Hopkins University) and Doctoral level (University of Kansas). He made over 150 presentations at national and international conferences and has over 60 publications related to giftedness.
He explored a wide range of research interests in gifted education including:
- identification approaches
- instructional planning
- aspects of social-emotional development, including self concept, perfectionism, personality development, and career planning
His work appears in both editions of the International Handbook on Giftedness and Talent and the Handbook of Gifted Education.
He was the co-editor of AGATE: Journal of the Gifted and Talented Education Council of the Alberta Teachers’ Association, and was on the editorial advisory boards of the Journal for the Education of the Gifted, Gifted Child Quarterly, High Ability Studies, The Journal of Advanced Academics, and PsycCritiques-Contemporary Psychology: APA Review of Books.
In addition to his academic contributions to the field of gifted education, Dr. Pyryt was a tremendous advisor to, and educator and supporter of parents of gifted children.
Quality Programming for the Gifted Using Pyryt’s Enrichment Matrix
In Alberta, educational programming for intellectually gifted students is mandated by the School Act, and outlined in the Standards for Special Needs Education (2004). There are no specifications, however, regarding the nature of programs and services that must be provided for gifted students.
Dr. Michael Pyryt devised an approach to developing quality programming for gifted students which can be used to plan, deliver and evaluate differentiated curriculum. His approach is called “Pyryt’s P’s”, and his model, the Pyryt Enrichment Matrix.
Dr. Pyryt’s model is useful for parents in a number of ways. It can be used as a basis to:
- discuss strategies for meeting the needs of a gifted learner
- assess suitability of a gifted program in a particular school
- aid in preparing the Individual Program Plan for a gifted child.
In terms of Individual Program Planning (IPPs), Pyryt’s P’s approach to gifted education provides a framework for differentiated curriculum, developmental concerns, metacognition, and career planning for the gifted learner.
Dr. Pyryt’s model is described in:
“Accommodating Gifted Learners in Regular Classrooms: Promises and Pitfalls”
Pace Process Passion Product Peers
When discussing IPPs, Dr. Pyryt added another P – Power.
The following is a brief summary of each element of the model: