Schoolwide
Enrichment
Model
A gifted curriculum model curated by Renzulli & Reis.
Essential Questions
1. How does the Schoolwide Enrichment Model relate to total school
improvement?
2. How does the model deal with underachieving (unmotivated, non-creative, at-
risk, twice-exceptional, etc.) gifted?
3. How does acceleration fit within the SEM structure?
The Purpose of SEM
“Just like every gifted is different, every community, district,
and school has its own needs and demands.”
• The Schoolwide Enrichment Model (SEM) is a widely used model that appeals
to a broader definition of giftedness.
o Takes into account the varying abilities, backgrounds, experiences, and
learning styles of each student and capitalizes upon their strengths and
interests so that all children are able to meet their greatest potential through
an educational experience that is both challenging and individualized.
The Purpose of SEM
The Schoolwide Enrichment Model (SEM) evolved from Joseph Renzulli's original
Enrichment Triad Model that was developed in the mid-1970s.
Widely implemented as both an enrichment program used with academically gifted and
talented students and as a magnet theme/enrichment approach for all students.
It was initially implemented in school districts in New England, and as wider interest
developed, school districts across the country developed the model.
The Goal of SEM: Meet the Needs of the Gifted Learner
To apply the pedagogy of gifted education to
the entire school.
Provides enriched learning experiences and
higher learning standards for all students by:
1. Developing talents in all students.
2. Providing a broad range of advanced
enrichment.
3. Providing advanced follow-up
opportunities based on strengths and
interests.
SEM Basics: The Three Ring Conception of Giftedness
The top 15-20% within any
domain. High levels of
abstract thinking, verbal and
numerical reasoning, spatial
relations, memory and word
fluency.
High levels of interest,
enthusiasm, fascination, and
involvement in a particular
problem or area of study.
Flexibility, originality of
thought, curiosity, sensitive
to detail, willingness to take
risk, and openness to new
experiences.
SEM Basics: The Enrichment Triad Model
Used alongside the Three Ring
Conception of Giftedness to increase
challenge, interest, and engagement for
gifted students by:
1. Encouraging creative productivity
in young students by exposing
them to various topics, areas of
interest and fields of study; and
2. Helping them develop the proper
skills for applying advanced
content, process-training skills,
Regular Classroom Environment in
and methodology training to self- General
selected areas of interest.
SEM Basics: The Enrichment Triad Model BREAKDOWN
Type I. General Exploratory Activities
Exposes students to a wide variety of
Type II. Group Training Activities
disciplines, topics, occupations,
Consists of materials and methods
hobbies, persons, places, and events
designed to promote the
that would not ordinarily be covered
development of thinking and feeling
in the regular curriculum.
processes.
• Training can be general (usu. in
classrooms and enrichment
Type III. Individual/Group Investigations programs) or specific (cannot be
Involves students who become planned in advance and usu.
interested in pursuing a self-selected involves advances
area and are willing to commit the time methodological instruction in an
necessary for advanced content interest area selected by the
acquisition and process training in which Environment in student).
they assume the role of a first-hand Regular Classroom
General
inquirer.
SEM: A Combination Overview
• Utilizes a combination of the Three Ring
Conception & the Enrichment Triad.
• Widely implemented approach that
allows school to develop a collaborative
school culture that takes advantage of
resources and appropriate decision-
making strategies to create meaningful,
high-level and potentially creative
opportunities for students to develop
their talents.
Application of the SEM: Service Delivery Components
In the SEM, a talent pool of 15-20% of above
average/high potential students are identified through a
variety of measures.
Once students are identified, they are eligible for several
kinds of services:
1. Informal and formal methods are used to create or
identify students’ interests and to encourage
students to further develop and pursue these
interests in various ways.
2. Curriculum compacting is provided to all eligible
students for whom the regular curriculum is
modified by eliminating portions of previously
mastered content.
3. The Enrichment Triad Model offers students with
three types of enrichment experiences.
Application of the SEM: School Structures
The Regular Curriculum
SEM differentiates the challenge level of required material through
curriculum compacting and content modification, eliminated
content is replaced with selected, in-depth learning experiences,
and enrichment types are integrated selectively into regular
activities.
The Enrichment Clusters
Non-graded groups of student who share common interests and
come together during specially designated time blocks during
school to work with an adult who shares their interest and who
has some degree of expertise in the area.
Continuum of Services
Includes individual or small group counseling, direct assistance in
facilitating advanced level work, arranging for mentorships with
faculty members/community persons, and making other types of
connections between students, family, agencies, and more.
SEM Special Significance for Special Populations
• Based on 20 years of extensive research, the SEM model appears to be most
effective at serving high-ability students in a variety of educational settings and in
schools serving diverse ethnic and socioeconomic populations.
• Studies also suggest that SEM pedagogy can be applied to various content areas
resulting in higher achievement when implemented in a wide variety of settings,
and when used with diverse populations of students
including high ability students with learning
disabilities and underachievers.
References
• https://globalgtchatpoweredbytagt.wordpress.com/2014/08/06/models-in-gift
ed-education/
• https://gifted.uconn.edu/schoolwide-enrichment-model/semexec/#
• https://renzullilearning.com/research-based-learning/
• https://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-
success-by.html
• https://www.slideshare.net/maryaliceosborne/the-schoolwide-enrichment-m
odel-presentation
• https://ses.hallco.org/web/wp-content/uploads/schoolwide-enrichment-mode
l-sumary.pdf
Thank You!
Presentation Made by Rena Ingram
