The Schoolwide Enrichment Model/The Enrichment Triad Model

Creativity

Enrichment Triad Model

• Ability to look at problems in new and unusual ways
• Generate a large number of ideas
• Challenge the existing ways of doing things
• Playful with ideas
• Willing to take risks

Schoolwide Enrichment Model

• Creativity within an area of interest or the production or presentation of a product
• Enrichment clusters
• Real-world problems --> workable solutions

Above-Average Ability

Enrichment Triad Model

Task Commitment

• Intelligence, aptitude, or achievement tests
• However, Renzulli believes in a unitary conception of giftedness (IQ) and argues that gifted behaviors include other abilities not measured on traditional tests
• Superior performance in a specific ability area
• Talent Pool
• 15-20% of the school's population

Enrichment Triad Model

Schoolwide Enrichment Model

• Most misunderstood cluster
• Refined and focused commitment and ability to take energy and concentrate it on something very specific
• Problem situation
• Creative project
• Research project
• Persistence in the accomplishment of goals
• Integration toward goals
• Drive to achieve

• Talent Pool
• Achievement tests
• Teacher nominations
• Assessment of potential creativity and task commitment
• Self or parent-nomination

Schoolwide Enrichment Model

• Motivation in enrichment clusters
• Mixed-grade groups
• Student chosen based on interests
• Led by qualified adults who share interests

A Bird's Eye View of the SEM

Three-Ring Conception of Giftedness

What do you ALREADY know?

Type II

Group Training Activities

Enrichment Triad Model

Type I

General Exploratory Activities

• The SEM provides educators with the means to:
• Develop the talent potentials of young people
• Improve the academic performance of ALL students in ALL areas of the regular curriculum
• Promote continuous, reflective, growth-oriented professionalism of school personnel
• Create a learning community that honors ethnic, gender, and cultural diversity
• Implement a collaborative school culture that includes appropriate decision making opportunities for students, parents, teachers, and administrators

Importance for Gifted Learners

Enrichment Triad Model (ETM)

Schoolwide Enrichment Model (SEM)

The interaction among these three clusters is necessary for creative and productive accomplishment.

Type III

Individual and Small Group Investigations of Real Problems

Target Audiences: Individuals and small groups of students

who demonstrate interests in particular topics or problems

and show willingness to pursue these topics at advanced levels

Objectives:

• Provide opportunities for students to apply their interests, knowledge, creative ideas, and task commitment to a self-selected problem or area
• Acquire advanced level understanding of the content and processes used within particular disciplines, artistic areas, expression, and interdisciplinary studies
• Develop authentic products
• Develop self-directed learning skills
• Develop task commitment, self-confidence, feelings of creative accomplishment, and the ability to interact with other students and adults at advanced levels

Key Concepts:

• Personalized learning by doing
• Real purpose applied to the content, process, and product
• First-hand inquirer
• Personal involvement

• Renzulli adapted and expanded the ETM to create the Schoolwide Enrichment Model
• A plan to promote educational excellence and school reform
• Involves a much larger number of teachers and children
• The SEM requires that all personnel at a participating school buy into the philosophy of the model
• The SEM addresses three major goals:
• Maintain and expand a continuum of special services that will challenge students
• Infuse activities for high-end learning
• Preserve and protect the positions of gifted education specialists

Type III Enrichment

Type II Enrichment

Investigative activities and artistic productions in which the learner assumes the role of a first-hand inquirer; the student thinking, feeling, and acting like a practicing professional.

Instructional methods and materials that are purposefully designed to promote the development of thinking and feeling processes.

Type I Enrichment

Experiences and activities purposefully designed to expose students to a wide variety of disciplines, topics, issues, occupations, hobbies, persons, places, and events not normally covered in the regular curriculum.

Target Audience: ALL students

Objectives:

• Enrich the lives of all students by expanding

the scope of experiences

• Simulate new interests that might lead to

more investigation

• Give teachers direction in making meaningful decisions

Key Concepts:

• Exposure
• Dynamic activities
• Stimulate new interests
• Event-oriented

Gifted behavior occurs

in certain people,

at certain times,

under certain circumstances.

Joe Renzulli

Target Audience: ALL students

Objectives:

• Develop general skills in creative thinking, critical

thinking, and problem solving

• Develop affective processes (sensing, appreciating,

valuing, etc.)

• Develop a wide variety of specific learning skills
• Notetaking
• Interviewing
• Classifying and analyzing data
• Drawing conclusions
• Develop written, oral, and visual communication

skills

Key Concepts:

• Group interaction
• Process development
• Methods-oriented and materials-oriented

References

In conclusion...

All the traits do not need to be present in any given individual or situation to produce a display of gifted behaviors.

Renzulli, J.S. & Purcell, J.H. (1995). A schoolwide enrichment model. Education Digest, 61(4), 14-16.

Renzulli, J.S. (1998). A rising tide lifts all ships: Developing the gifts and talents of all students. Phi Delta Kappan, 80(2), 104-111.

Renzulli, J.S. & Reis, S.M. (2002). What is schoolwide enrichment?: How gifted programs relate to total school improvement. Gifted Child Today, 25(4), 18-25.

Renzulli, J.S., Gentry, M., & Reis, S.M. (2007). Enrichment clusters for developing creativity and high-end learning. Gifted & Talented International, 22(1), 39-46.

Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Creative Learning Press, Inc.

Renzulli, J.S. & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Creative Learning Press, Inc.

Renzulli, J.S. & Reis, S.M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Second Edition. Mansfield Center, CT: Creative Learning Press, Inc.

Renzulli, J.S., Gentry, M., & Reis, S.M. (2014). Enrichment clusters: A practical plan for real-world, student-driven learning. Prufrock Pres.

Research

Enrichment Triad Model (ETM)

• A great deal of research, with gifted and non-gifted students, exists validating the Enrichment Triad Model (ETM)
• Students demonstrate increases in creativity and self-confidence
• Studies suggest that independent study creates favorable results

Effective? YES!

Research

Schoolwide Enrichment Model (SEM)

• Results; true for ALL learners:
• Significantly better attitudes toward reading
• Significantly higher reading fluency and comprehension
• Increased confidence in answering higher-order questions
• Improvements in attitudes of teachers and learners
• Encourages Three-Ring Conception of Giftedness
• Improves product variety and complexity
• Type III activities help students choose future plans

Effective? YES!

What do you know NOW?

Enrichment Triad Model (ETM):

• Created specifically for gifted learners

Schoolwide Enrichment Model (SEM):

• Includes ALL learners

Components of Both Models:

• Type I Activities (all learners)
• Type II Activities (all learners)
• Type III Activities (mostly for the gifted)

Enrichment Clusters

Enrichment clusters are mixed-graded groups of students who share common interests and come together during specially designed time blocks to pursue theses interests (Renzulli, 1994).

Disadvantages

Advantages and Disadvantages

Advantages

• Educators sometimes adopt the model without considering the true philosophic approach necessary for use
• Emphasizes the selection of children who show the most potential to succeed (ETM)
• Personnel -- many teachers are uncomfortable with empowering students to direct their own learning

• Designed specifically for use in programs for gifted students
• Recognizes relation to regular curriculum
• Provides an overall program framework
• Straightforward and easy to understand by students, administrators, and parents
• Effective in schools with widely differing socioeconomic levels

http://www.prufrock.com/Assets/ClientPages/pdfs/SEM_Web_Resources/If%20I%20Ran%20the%20School%20Interest%20Survey.pdf

Step 1: Assess the Interests of Students and Staff

• If I Ran the School (Burns, 1992)

Step 2: Create a Schedule

Step 3: Locate People and Staff to Facilitate Clusters

• Teachers
• Support Staff
• Parents
• Community Volunteers
• Student Teachers, Interns, and Older Students

Step 4: Provide a Facilitator Orientation

Step 5: Register Students by Placing Them Into Clusters That Interest Them

Step 6: Celebrate Your Success

• 'Cluster Fair'

Enrichment Triad Model (ETM)

Joseph S. Renzulli

• Developed specifically to provide differentiated education for gifted learners
• Designed to move gifted students through awareness, learning of processes, and development of real-world projects
• ETM components:
• Student's content interest
• Preferred style of learning
• Primary role of the teacher in the ETM
• Identifying and structuring realistic, solvable problems consistent with student interest
• Providing necessary resources for solving problems
• Finding appropriate outlets for student products

Joseph Renzulli

American Educational Psychologist

• July 7, 1936 - 80 years old
• Professor of Educational Psychology at the University of Connecticut
• Director of the National Research Center on the Gifted and Talented
• Known for his contributions to understanding giftedness
• Developments
• Three-Ring Model of Giftedness
• Enrichment Triad Model (ETM)
• Schoolwide Enrichment Model (SEM)

Joseph Renzulli

The Enrichment Triad Model/The Schoolwide Enrichment Model

Courtney Blair

GIED 6314

November 2016

The Interest-A-Lyzer

Joseph S. Renzulli

http://www.prufrock.com/assets/clientpages/pdfs/sem_web_resources/interest-a-lyzer.pdf