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Renzulli's Schoolwide Enrichment Model

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Emily Waneck

on 26 October 2013

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Transcript of Renzulli's Schoolwide Enrichment Model

Schoolwide use of Enrichment clusters is based on assumptions that
"every child is special if we create conditions in which that child can be a specialist within a specialty group."
Joseph Renzulli created the Enrichment Triad model and the Schoolwide Enrichment model,
which were "developed specifically to provide differentiated education for gifted students."

The first two components of the triad
are general exploratory activities
and process thinking, and these are
deemed appropriate for all children.
Renzulli suggests consideration of two types of giftedness:
"schoolhouse giftedness" and "creative-productive giftedness."

Renzulli believes that "three clusters of characteristics are important in students who can benefit from this model: above average intelligence, above average creativity in the
area of interest, and task commitment (motivation or persistence)."
The interaction of these three clusters results in superior performance.
Renzulli's Schoolwide Enrichment Model
The 3 E's - Enjoyment, Engagement,
and Enthusiasm for learning. These are
essential, according to Renzulli.
We have several local school districts
that implement Renzulli's school-wide enrichment model. Richardson ISD has Skyview Elementary and Prairie Creek Elementary implementing this model.
Skyview is a Title 1 school with exemplary status. Their ethnicity breakdown is 51% African American and 37% Hispanic.

The Rice School in Houston also is Title 1 and implementing the Renzulli model with great success. This school implements the program for K-8. Also, in Fort Worth, students at J.P. Elder Middle school are allowed to study independently and take specialized courses of interest. This is a Title 1 school.
All of the schools that implement
Renzulli in Texas are ranked Exemplary.

Renzulli believes that "learning activities
should start and stop naturally, not on a schedule." With this philosophy, the SEM has
been implemented in school systems, and has been shown to "positively affect student's
creative productivity, personal and social
development, and reduce underachievement."
This model helps to prepare our students for further achievement in life.
Dr. Joseph Renzulii
The third component, individual or
small group investigation of real
problems, is considered most
appropriate for gifted learners.

The school-wide enrichment model operates
on the premise that all "students can benefit from experiences with Type 1 and Type 2 activities," and that "a rising tide lifts all ships."
"Revisiting the Schoolwide Enrichment Model - An Approach to Gifted Programming"
"What is Schoolwide Enrichment? And How Do Gifted Programs Relate to Total School Improvement?"
Maker, C.J. & Schiever, S.W. (2005). Teaching models in education of the gifted, (3rd ed.). Austin, TX: Pro. Ed., Inc.
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