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The Renzulli School Enrichment Model (SEM). Young-Eun Son EPPL 612. A Brief Description about characteristics of the model. 1. The Schoolwide Enrichment Model (SEM) => the Enrichment Triad Model + the Revolving Door Identification Model (RIDM)

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The Renzulli School Enrichment Model (SEM)


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    1. The Renzulli School Enrichment Model (SEM) Young-Eun Son EPPL 612

    2. A Brief Description about characteristics of the model • 1. The Schoolwide Enrichment Model (SEM) => the Enrichment Triad Model + the Revolving Door Identification Model (RIDM) • 2. The Enrichment Triad Model: Three Types of Enrichment activities • 3. The Revolving Door identification Model (RDIM) • 1) The emergency of identification problems • => A talent pool of students (15-20% of the general population) was selected through multiple criteria • 2) The combination of the previous Triad and new RDIM => The Schoolwide Enrichment Model (SEM) (Renzulli & Reis, 1985)

    3. The Enrichment Triad Model

    4. The SEM Model

    5. The strengths and weaknesses of the model

    6. The recommendation of the SEM model based on research

    7. The recommendation of the SEM model based on research

    8. Research Findings • 1. Baum (1988): When the Type Ⅲ independent study was used as an intervention for learning disabled students with high ability, it served to improve the students’ behavior including self-regulation. • 2. Johnson (2000): Minority underachieving learners show that the emphasis on creative thinking serves to reverse underachieving learners. • 3.Olenchak and Renzulli (1989): The SEM Model leads to positive changes in the attitude of students and teachers toward education of the gifted.

    9. References • Baum, S. (1985). Learning disabled students with superior cognitive abilities: A validation sstudy of descriptive behaviors. Unpublished doctoral dissertation. The University of Connecticut, Storrs. • Davis, G. A. & Rimm. S. B. (2004). Education of the gifted and talented. Boston, M.A.: Pearson. • Emerick. L. (1988). Academic underachievement among the gifted students’ perceptions of factors relating to the reversal of the academic underachievement pattern. Unpublished doctoral dissertation. The University of Connecticut, Storrs. • Johnson, G.M. (2000). Schoolwide enrichment: Improving the education of students (at risk) at promise. Teacher Education Quarterly, 27(4), 45-61.

    10. References • Olenchak, F.R. & Renzulli, J.S. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. Gifted Child Quarterly, 33(1), 36-46. • Reis, S.M. (1981). An analysis of the productivity of gifted students participating in programs using the revolving door identification model. Unpublished doctoral dissertation, University of Connecticut Storrs. • Renzulli, J.S. (1976). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Gifted Child Quarterly, 20, 303-326. • Renzulli, J.S., & Reis, S.M. (1997). The schoolwide enrichment model: A how-to-guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.