Goals
The Schoolwide Enrichment Model is intended "to provide every student with the opportunities, resources, and encouragement necessary to achieve his or her maximum potential" (Renzulli, 2003, p. 7).
Major Goals of the Schoolwide Enrichment Model:
1. Offer a continuum of special services to students with demonstrated superior performance or the potential for superior performance in particular academic or extracurricular areas.
3. Preserve and protect the positions of gifted education specialists needed to achieve these goals.
Major Goals of the Schoolwide Enrichment Model:
1. Offer a continuum of special services to students with demonstrated superior performance or the potential for superior performance in particular academic or extracurricular areas.
- Reflects the need to develop both academic giftedness and creative productivity. Reis and Renzulli (2009) point out that "history tells us it has been the creative and productive people of the world...who have been recognized in history as 'truly gifted' individuals" (p. 325).
2. Infuse a variety of "high-end" learning activities into general education classes in order to challenge all students to perform at advanced levels and to provide general education teachers with an opportunity to identify the highest achieving students in particular areas.
- Reflects the need promote an atmosphere of excellence for all students. To support this claim, Reis and Renzulli (2009) refer to the adage, "a rising tide lifts all ships" (p. 341). This goal also reflects the need identify gifted and talented students through nontraditional means.
3. Preserve and protect the positions of gifted education specialists needed to achieve these goals.
- Reflects the need for a team that is specifically responsible for working with the more advanced students. To make this point, Reis and Renzulli (2009) refer to this old cliché: "Something that is the responsibility of everyone ends up being the responsibility of no one" (p. 340).
Theoretical Foundation
The theoretical underpinnings of the SEM stem from Renzulli's (1978) definition of giftedness as outlined in his Three Ring Conception of Giftedness.
Key Concepts of the Three Ring Model:
Defines gifted behaviors rather than gifted individuals:
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Renzulli, Reis, and Smith's (1981) Revolving Door Identification Model provides the basis of identification measures used in the SEM.
Key Concepts of the Revolving Door Identification Model:
Recognizes a "talent pool" of students
Enrichment team gathers "active information" from talent pool students:
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The curricular basis of the SEM stems from Renzulli's (1977) Enrichment Triad Model.
Key Concepts of the Enrichment Triad Model:
Type I Enrichment through general exploratory activities.
Type II Enrichment through group training activities.
Type III Enrichment through individual and small group investigations of real problems.
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Key Concepts of the Three Ring Model:
Defines gifted behaviors rather than gifted individuals:
- Gifted behavior is the result of an interaction between three "clusters" of human traits: 1) above average ability, 2) high levels of task commitment, and 3) high levels of creativity. See Figure 1.
- Gifted behaviors develop over time.
- Gifted behaviors can be developed in certain people, at certain times, and under certain circumstances.
- Culture, environment, personality traits, opportunities, and chance contribute to the development of gifts and talents.
- Giftedness varies within persons and within learning-performance situations.
- Giftedness is a multifaceted phenomenon; there are many manifestations of gifts and talents.
- There are two types of giftedness: academic and creative-productive
- Gifted individuals require a wide variety of educational opportunities and services that are not typically provided in general education classes.
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Renzulli, Reis, and Smith's (1981) Revolving Door Identification Model provides the basis of identification measures used in the SEM.
Key Concepts of the Revolving Door Identification Model:
Recognizes a "talent pool" of students
- Talent pools students are identified using multiple criteria, such as achievement scores, teacher, parent, or self-nomination, and examples of of creative potential or productivity.
- Generally comprised of 10-15% of the student population (as opposed to the 3-5% identified through traditional methods).
Enrichment team gathers "active information" from talent pool students:
- Talent pool students are observed in classrooms and enrichment experiences for signs of advanced interests, creativity, or task commitment.
- The students displaying advanced interest or abilities are provided with extended enrichment opportunities.
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The curricular basis of the SEM stems from Renzulli's (1977) Enrichment Triad Model.
Key Concepts of the Enrichment Triad Model:
Type I Enrichment through general exploratory activities.
- Introduces students to a wide variety of topics and experiences that are not typically offered in the general education curriculum.
- Organized by the Schoolwide Enrichment Team.
Type II Enrichment through group training activities.
- Promotes the development of general learning skills including creative thinking and problem solving, critical thinking, and affective processes, research, and effective communication.
- Promotes the development of area-specific skills through advanced instruction and training.
Type III Enrichment through individual and small group investigations of real problems.
- Students become "first-hand inquirers" and have opportunities to apply their skills to a self-selected area of study.
- Students develop authentic products that are intended to bring about a a desired impact on a specific audience.
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