SEM PowerPoint for use with RLS

1. The Schoolwide
Enrichment Model
Rigorous Challenge
and Engagement
for Everyone
Caroline S. Cohen, Ph.D.

2. The Agenda for theThe Agenda for the
Workshop:Workshop:
1. Introduction to the Schoolwide
Enrichment Model
2. The Total Talent Portfolio
3. The Enrichment Triad Model
4. Differentiating for Diverse Learners
5. Curriculum Compacting
6. Enrichment Clusters

3. Do educators feel like this on a regular basis?

4. What Is a Model?
I II
Common
Goals
All roads lead to Rome…
Unique
Means
…but there are many ways
to get to Rome.
Ideas
(Theory
Supported By
Research)
Engineering
(Practice)

5. Theme: A rising tide lifts all ships…
The main focus of The Schoolwide Enrichment
Model is to apply the pedagogy of gifted education
to total school improvement.
All students, from struggling learners to our most advanced students do
better in an atmosphere that values diversity among fellow students, and a
broad range of learning options that are designed to promote high levels of
achievement, creative productivity, motivation, and respect for the
uniqueness of each student.

6. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Student Goals
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7. Will this
be on the
Test?

8. Regular
Classroom
Enrichment Learning and Teaching
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
GROUP
TRAINNING
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment
T he Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
www.gifted.uconn.edu
Service Delivery Components
The Total Talent Portfolio
Curriculum Modification Techniques
School Structures
The Regular
Curriculum The
Enrichment
Clusters
The Continuum
of Special
Services
Organizational Components
Resources
• Identification
Instruments
• Curriculum
Materials
•
Staff Development
Training Materials
• Evaluation
Instruments

9. The Total Talent
Portfolio
Knowing our
Students

10. “The more we know about
a person, the better we can
plan for them.”
Dr. Joseph Renzulli, UCONN
“How can I teach you unless
I know you?”
Dr. Carol Tomlinson, University of Virginia
How can we gather information
about our students?
Use a Total Talent Portfolio/Learner Profile

11. Learner Profiles
The first component of the Schoolwide Enrichment
Model (SEM) is the Total Talent Portfolio (TTP).
The TTP helps teachers
gather information about
students’ strengths,
abilities, interests,
learning styles, and
expression styles, and
helps make decisions
about appropriate follow-
up activities.University of Connecticut, 2131 Hillside Road Unit 3007, Storrs
The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

12. The Total Talent Portfolio/
Learner Profile Definition
The Total Talent Portfolio is a vehicle for
gathering and recording information
systematically about students’ abilities,
interests, learning styles, and expression
styles.
The Schoolwide Enrichment Model, Drs. Joseph Renzulli
Sally Reis, UCONN

13. The Total Talent Portfolio/
Learner Profile Theme
• What are the best things we know and can
record about the very best aspects of this
student’s work?
• What are the very best things we can do to
capitalize on this information?
See also: Burns, D. E. (1993). Pathways to Investigative Skills. Mansfield Center, CT: Creative
Learning Press.
McGreevey, A. (1982). My Book of Things and Stuff: An Interest Questionnaire for Young
Children. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1977). The Interest-A-Lyzer. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Hebert, T. P., Sorenson, M. S. (1994). Secondary Interest-A-Lyzer. Mansfield
Center, CT: Creative Learning Press.
The Schoolwide Enrichment Model, Drs. Joseph Renzulli
Sally Reis, UCONN

16. SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

17. FACTORS OF THE “LEARNI NG STYLES I NVENTORY”
1. Proj ect s
2. Dr ill Recit at ion
3. Peer Teaching
4. Discussion
5. Teaching Games
6. I ndependent St udy
7. Programmed I nst r uct ion
8. Lect ure
9. Simulat ion

19. EXPRESSI ON STYLE FACTORS
1. Writ t en Pr oduct s
2. Or al Pr oduct s
3. Ar t ist ic Product s
4. Comput er Technology
5. Audio/ Visual Technology
6. Commercial Pr oduct s
7. Service Product s
8. Dr amat izat ion Product s
9. Manipulat ive Pr oduct s
10. Musical Product s

20. “Turn and Talk”
1. How, in your planning and
teaching, could you use the Total
Talent Portfolio or the Profiler?
2. How would you introduce and
implement the Total Talent
Portfolio or the Profiler in your
school?

21. Enrichment Learning and
Teaching
The principles of enrichment learning and teaching are:
Each learner is unique.
Learning is more effective when students enjoy what
they are doing.
Learning is more meaningful when content and process are
learned within the context of a real problem.
Learning can be enhanced through informal instruction
that uses applications of students' constructed
knowledge and skills. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs
The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

22. Environment
in GeneralRegular
Classroom
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
GROUP
TRAINING
ACTIVITIES
TYPE III
INDIVIDUAL SMALL
GROUP INVESTIGATIONS
OF REAL PROBLEMS

23. TYPE I
GENERAL
EXPLORATORY
ACTIVITIES

24. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Type I Enrichment
Experiences and activities that are purposefully
designed to expose students to a wide variety of
topics, issues, and activities not ordinarily
covered in the regular curriculum.

25. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Type I Enrichment
Resource Persons
speakers, mini-courses, demonstrations, artistic
performances, panel discussions
Media/Technology/Library Resources
films, slides, audio, videotapes, television, books,
newspapers/magazines, Internet, World Wide Web
Other
field trips, displays, museum or
nature center programs

26. TYPE II
GROUP
TRAINING
ACTIVITIES

27. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Type II Enrichment
The use of instructional methods and materials
that are purposefully designed to promote the
development of thinking skills and foster the
use of authentic, investigative methods in
students.

28. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Whole and Small Group Type II
Enrichment
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29. Methodological Type IIs
How to:
• use a microscope
• date archaeological artifacts
• develop photographic film
• use a computer for drafting
• make an animated movie
• create newsletters
• write for television
• think like a historian
• make boomerangs
• start a business
• forecast the weather
• classify rocks minerals
• prepare a portfolio

36. Environment
in GeneralRegular
Classroom
TYPE III
INDIVIDUAL SMALL
GROUP INVESTIGATIONS OF
REAL PROBLEMS

37. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Type III Enrichment
Investigative activities and artistic productions
in which the learner assumes the role of a first-
hand inquirer and a practicing professional.

38. SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

39. SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

40. SEM Lecture, Dr. Joseph Renzulli, UCONN, 2005

41. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs
The National Research Center on the Gifted and Talented, 2004, CT 06269-3007

42. Unit: Nutrition
Key Concepts:
#1: Nutritional eating means that we
include foods from the 5 major food
groups in our daily food selection: the
bread, cereal, rice, and pasta group;
the vegetable group; the fruit group;
the milk, yogurt, and cheese group;
and the meat, poultry, fish, dry beans,
eggs, and nuts group.
#2: For healthy, balanced
eating, we should eat the
recommended number of
servings from each food
group, and use fats and
oils sparingly.
#3: People who don’t
eat a balanced diet
may lack energy and
may be more likely to
have weight problems
or get sick.
#4: Junk food is high
in calories and low in
nutrients, so it doesn’t
fuel the body as well as
nutritional foods.
When people eat a
balanced diet, they
crave less junk food.
#5: Exercise has long
lasting, beneficial effects
on the body, regardless
of the degree to which
one makes wise
decisions about
nutrition.
Source: Teaching Gifted Kids in the Regular Classroom – Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of
the Gifted and Talented by Susan Winebrenner
Products Based on Expression Style Inventory
Written
Oral
Artistic
Computer
Audio/Visual
Commercial
Service
Dramatization
Manipulative
Musical
Source: My Way … An Expression Style Inventory, K.E. Kettle, J.S. Renzulli, M. G. Rizza, UCONN

43. Products Based on Expression Style Inventory
Written
Oral
Artistic
Computer
Audio/Visual
Commercial
Service
Dramatization
Manipulative
Musical
Source: My Way … An Expression Style Inventory, K.E. Kettle, J.S. Renzulli, M. G. Rizza,
UCONN

44. WHALE TIC-TAC-TOE
1. Draw
a poster picture to
show the two major
groups of whales
2. Demonstrate
through an experiment
how whales eat food.
3. Pretend
the blue whale will change
in the next 10 years. Draw the
new whale on mural paper.
4. Teach
a lesson about how whales
differ from fish. Share this
information on a
chart paper.
5. Read
2 whale stories. Talk about
how they are alike and how
they are different. Write 5
whale facts on paper.
6. Write
a story or a journal
about the life of a
blue whale.
7. Present
reasons for why or why
not whales are called
the “gentle giants
of the sea.”
8. Act Out
something you have learned
about the blue whale. Make
a stick puppet for
your skit.
9. Build
a home for your whale.
Use clay for the whale and
Make a diorama to show
The ocean.
I choose activities #________________#_________________,#________________
I will complete #5 and I will read_______________________________________________and
_______________________________________________________________.
Name:___________________________________________Date:______________________
Source: Susan Winebrenner Susan Griggs

45. Colonial America: A Living Museum through the 8 Multiple Intelligences
1. Body Smart
Reenact a colonial legend or life
activity through a puppet show,
dance, mime or demonstration Use
your research to make this
authentic presentation.
2. People Smart
To show how Colonial Americans
interacted with one another, you
can role play, simulate, or engage
in an activity that reflects the
Colonial times.
3. Me Smart
Relive the day in the life of a
Colonial person through journal
writing. Record your character’s
thoughts and feelings. You can
draw a self-portrait if you like.
4. Math Smart
Show Colonial children at play
with games, hobbies or quilting, -
OR - Share some favorite Colonial
recipes through measuring
authentic ingredients.
Every student will research 20
notefacts on selected topics
and become an “expert”
about certain areas of
Colonial America. Two books
will be required for the
research. Students will group
together by interests to
perform a Colonial America
“Living Museum”.
6. Nature Smart
To show a colonist’s love of
nature, and your own, you can
plant, show simple farming and
landscaping techniques used during
this time period.
7. Word Smart
How did the Colonial children
learn to read and write? Act out
the lessons in a Colonial school –
create a hornbook.
8. Music Smart
Create a sound poem, a dance, a
rhyme from the Colonial times –
OR – take a current song and
adapt it to reflect this history.
5. Art Smart
To show the art and culture of
the Colonial Period, you can
draw, build a small structure:
do needlework or quilt to reflect
the times.
Directions:
Each of you will research a minimum of 20 note facts of the Colonial Times of American History. You will select an area of interest and a
strength area you may have: Me Smart, etc. Using your research as your guide, you will script and present
“A Living Museum” of the time period. Costumes, backdrop and props will be necessary to complete your presentation.
Ideas taken from Howard Gardner’s Multiple Intelligences
Revised 6/98 by Susan S. Griggs and Louise Misiorek

46. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
The Evolution of a Type III:
Liza, Grade 3
Type I Activities:
1. Read Little House on the Prairie
by Laura Ingalls Wilder.
2. Saw biographical video on Laura
Ingalls Wilder (LIW).
Type II Activities:
1. Read 6 other fictional books by
Laura Ingalls Wilder and 5
nonfiction books.
2. Wrote to LIW Organizations for
information.
3. Read primary source materials
(letters by LIW).
4. Did research on board game
construction.
Type III Product: Original Board Game based on the
life of Laura Ingalls Wilder

47. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Applying Triad to an Interdisciplinary
Unit on Immigration
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49. ENRICHMENT TRIAD WORKSHEET
TOPIC:
TYPE 1
TYPE II
TYPE III

50. CURRI CULUM
COMPACTI NG
Appropriat e Cont ent And Pacing
For Each St udent

51. The success of education
depends on adapting teaching
to individual differences among
learners.
Yuezheng, in 4th century B. C.
Chinese treatise, Xue Ji

52. Al l s t udent s need t o work
hard.
Al l s t udent s need t o have
an educat i on t hat f i t s .
AlaneStarko
Teachi ng wel l i s about
t eachi ng everyone wel l .
CarolAnnTomlinson

53. As educat ors , our goal f or each
s t udent mus t i ncl ude
cont i nuous academi c f orward
mot i on.
SallyDobyns
Equal t reat ment of unequal s i s
t he mos t unequal t reat ment of
al l .
U.S. DepartmentofEducation

54. The biggest mistake of past centuries
in teaching has been to treat all
children as if they were variants of the
same individual and thus to feel
justified in teaching them all the same
subjects in the same way.
–Howard Gardner

55. When a teacher tries to teach
something to the entire class at the
same time, “chances are, one-third of
the kids already know it; one-third will
get it; and the remaining third won’t.
So two-thirds of the children are
wasting their time.”
Lillian Katz

56. What is Differentiation?
Matching challenging curriculum with a student’s
interests, abilities, learning styles, and expression styles
through a variety of teaching practices.
CURRICULUM
Varied
Teaching
Practices

57. First grade would be all right if it weren't for the 11 sequels.

59. When once the child has learned that
four and two are six, a thousand
repetitions will give him no new
information, and it is a waste of time
to keep him employed in that
manner.
J.M. Greenwood
Principles of Education Practically Applied, 1888

60. Compacting
• Assesses what a student knows
and what the student still needs to
master
• Eliminates content that is already
known
• Plans time to be spent in enriched
or accelerated study

61. Goals of Compacting
• Create a challenging learning environment in the
classroom and the enrichment program for all
children!
• Define objectives and guarantee proficiency in basic
curriculum.
• Find time for alternative learning activities based on
advanced content and individual student interest.

62. Approximately 40-50%
of traditional
classroom material
could be eliminated for
targeted students.

63. When teachers eliminated as much as
50% of the curriculum, no differences
were found between treatment and
control groups in most content areas.
In fact, students whose curriculum
was compacted scored higher than
control group students in some areas.

64. Individual Educational Programming
Guide—The Compactor
Name Age Teacher
School Grade Parent(s)
Individual C onference
Dates and P ersons
Participating in Plan ning
of IEP
Curriculum
Areas to Be
Considered
for
Compacting
Procedures
for
Compacting
Basic
Materials
Acceleration
and/or
Enrichment
Activities

65. What are the student
behaviors that suggest
compacting?
How will the student’s
work be shared with an
audience?
“Change It.”
What learning activities are
needed to teach the material
not previously mastered?
(streamlined instruction)
“Prove It.”
How will you use the student’s
learner profile? What will be the
creative/productive options that
will be used as replacement
activities?
How will you document prior or
rapid mastery? (pre-testing)
What material is to be eliminated?
What content does s/he
already know about this
theme or unit?
Step 3: Creative
What alternate activities will be
planned for enrichment and/or
acceleration? Individual or small
group?
Step 2: Mechanical
What learning activities are
needed to teach and assess the
regular curriculum?
Step 1: Factual
What are the objectives?
What material will be
taught?
Curriculum Compacting
Adapted from: It’s About Time : Inservice Strategies for Curriculum Compacting by Alane J. Starko. Mansfield Center, CT: Creative
Learning Press, 1986.
“Name It.”

66. Student Behaviors Suggesting
that Compacting May Be
Necessary

67. • Consistently finishes tasks quickly
• Finishes reading assignments first
• Appears bored during instruction time
• Brings in outside reading material
• Creates own puzzles, games, or
diversions in class
• Consistently daydreams

68. • Has consistently high performance in
one or more academic areas
• Tests scores consistently excellent
• Asks questions that indicate advanced
familiarity with material
• Is sought after by other students for
assistance

69. • Uses vocabulary and verbal expression
advance of grade level
• Expresses interest in pursuing alternate
or advanced topics.

70. Compacting:
“Quick and Dirty” Check
• Is the student in the top
reading group or reading at
an advanced level?
• Does he or she finish tasks
quickly?
• Do you think he or she would
benefit from more
challenging work?

72. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269 - 3007
Curriculum Compacting and
Enrichment in Language Arts
Student With
Documented
Language Arts
Strengths—
Nicole reads 3
grades above
grade level
Streamlining
and Elimination
of Regular
Curriculum in
Language
Arts—
Substitution of
more advanced
Language Arts
work
Type I—Exposure to
various types of creative
writing, reading
advanced literary
material, videotape of
classic books made into
movies, books on tape,
television specials, and
literary topics.
Type II—Selected
methodological training
opportunities including a
how-to book entitled
Pursuing the Past(1984) by
Provenzo, E. F., Jr.,
Provenzo, A. B., Zorn,
P., Jr. Creative
Learning Press,
Mansfield
Center, CT.
Type III—Selection of an
individual or small group
Type III study such as the
creation of a board game.
Curriculum Procedure for
Compacting
The Compactor Form
Accelerationand/orEnrichment
Triad
Curriculum Procedure for
Compacting
Acceleration and/or Enrichment
The Compactor Form
Triad

73. Upside, Downside, On Side of Curriculum Compacting
Upside What are the
benefits of compacting?
Downside What are my
concerns associated
with compacting?
On side What have I
already done related to
compacting?
Source: Differentiated Instructional Strategies in Practice, Training. Implementation, and Supervision. Gayle H. Gregory, 2003.

74. Enrichment Clusters
Enrichment Opportunities
for All Students

75. Suddenly I remembered why I
had gone into teaching in the
first place. I had forgotten and I
didn’t even know I had
forgotten. Then I remembered
what I always thought teaching
would be all about.
Middle School Teacher in
the Enrichment Cluster Research Project

76. Are nongraded groups of students
who share common interests and
come together during specially
designated time blocks to pursue
these interests.
Enrichment Clusters
Renzulli Reis

77. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Small Group Opportunities—
Enrichment Clusters
Key Features of Enrichment Clusters in Your Classroom,
Grade Level, or School
Multi-age
Interest-Based
Product-Oriented
Teacher as Facilitator
and Participant

78. The National Research Center on the Gifted and Talented, 2004
University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007
Cluster Titles and Descriptions
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79. Regular
Classroom
Enrichment Learning and Teaching
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
GROUP
TRAINNING
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment
T he Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
www.gifted.uconn.edu
Service Delivery Components
The Total Talent Portfolio
Curriculum Modification Techniques
School Structures
The Regular
Curriculum The
Enrichment
Clusters
The Continuum
of Special
Services
Organizational Components
Resources
• Identification
Instruments
• Curriculum
Materials
•
Staff Development
Training Materials
• Evaluation
Instruments

80. No
C
L
B
hild
eft
ored!
…

81. Debriefing the Schoolwide Enrichment Model
}What?
So What?
Now What? }
}
Summarizewhat you havelearned about theSchoolwide
Enrichment Model. Arethereareasof thismodel that areof
interest to you now?
What istheimportanceof theSchoolwide
Enrichment Model to school improvement?
How can theSchoolwideEnrichment Model
beconnected with your school’s/district’s
goalsfor servicesto highly capablestudents?
How can your own professional experiences
beapplied to thismodel?
What SchoolwideEnrichment Model servicedelivery components
can you try when you return to your school? What stepswould you
taketo implement thesecomponents? What problemswould you
haveto overcome? What elsewould you liketo know about the
SchoolwideEnrichment Model?
TheThreePhasesof Debriefing: Dr. Joseph Renzulli, Dr. Sally Reis, SchoolwideEnrichment Model, University of Connecticut
Revised 4/03 Susan S. Griggs, Talent Development Coordinator/Enrichment Specialist, Westerly, RI School District