SEM

Slides 1-19

www.gifted.uconn.edu

NRCG/T

The National Research Centeron the Gifted and Talented

What Is a Model?

CommonGoals

All roads lead to Rome…

UniqueMeans

…but there are many ways to get to Rome.

Ideas

(Theory Supported by Research)

Engineering(Practice)

Elementary School Middle School High School

General Classroom enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment

Magnet and Charter Schools, School Within a School Special Schools

The Integrated Continuum of Special Services

Input Process Output

Within Class andNon-Graded Cluster

Grouping by Skill Level

Enrichment Clusters

Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas

Within Grade Level andAcross Grade LevelAdvanced Classes

Advanced Placement

Self-Designed Courses orIndependent Study

International Baccalaureate

Honors Classes

Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future ProblemSolving, Odyssey of the Mind, Destination Imagination, Math League, Science Fairs, etc.

Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships

Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes

Academies of Inquiry andTalent Development

There is no one “best way”…here is what we mean by a continuum of services…

REGULAR CLASSROOM

Enrichment Learning and TeachingTYPE I GENERAL EXPLORATORY

ACTIVITIES

TYPE II GROUP TRAINING ACTIVITIES

TYPE IIIINDIVIDUAL & SMALL GROUP

INVESTIGATIONS OF REAL PROBLEMS

ENVIRONMENT

The Schoolwide Enrichment ModelJoseph 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

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’ talent areas and unique strengths, 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.

SEM Overview The Basics…Two underlying theories 1. Theory of Human Potential

What makes giftedness?

2. Theory of High-end Learning How do we develop giftedness?

Check out: “The Definition of High End Learning” at:http://www.gifted.uconn.edu/sem/semart10.html

WHAT MAKES GIFTEDNESS?

Above Average Ability

Task Commitment

Creativity

U

A

CI

C

T P

The Eight Intelligences

• Linguistic• Logical/

mathematical• Spatial• Musical

• Bodily Kinesthetic• Naturalist• Interpersonal• Intra personal

Kinds of Giftedness: Federal Definition

• General intellectual ability• Specific aptitude• Visual and performing arts• Creativity• Leadership• Psychomotor*

Definition of Children With Outstanding Talent

Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with other of their age, experience, or environment.

Traditional -------------------------------------Contemporary(Conservative) (Liberal)

•Gifted Students Defined ·························Gifted Behaviors and Services Defined

•Formal Identification································Flexible Identification Certified “Gifted” Development of Gifted Behaviors

•Grouping by Ability··································Grouping by Interests, Motivation, Learning Styles, and Tasks

•Funding by “Body Count” ·······················Funding by Total District Population

•Designated Teachers for ·······················Designated Schoolwide Enrichment Gifted Students Teaching Specialists

Continuum of Ideologies in Gifted Education

Schoolhouse or

Lesson Learning

Giftedness

Creative/Productive

Giftedness

What does

creativity look like in youngpeople?

A real product with a real audience…

Type III

Type III in Underwater Robotics

2004 ROV (Remotely Operated

Vehicle) from

Edgewater High

School, Orlando,

Florida

MATE Center/MTS ROV Competition forHigh School and College Students

Edgewater High School 2004 Team Orlando

Robotics Club

Edgewater High School 2003 ROV

Test

Sco

re C

riter

ia [A

ppro

xim

atel

y 50

% o

f Th

e Ta

lent

Poo

l]

Non

-Tes

t Crit

eria

[App

roxi

mat

ely

50%

of

The

Tale

nt P

ool]

Total Talent Pool Consists of Approximately 15%

of the General Population

Renzulli Identification System

Step 2

Teacher Nominations[Automatic Except in Cases of Teachers Who Are

Over or Under Nominators]

Step 3 Alternative Pathways Case Study

Special NominationsStep 4 Case Study

Step 1

99th

%ile Test ScoreNominations

[Automatic, and Based on Local Norms]

92nd

%ile

Notification of ParentsStep 5

Action Information Nominations Step 6

REGULAR CLASSROOM

Enrichment Learning and TeachingTYPE I GENERAL EXPLORATORY

ACTIVITIES

TYPE II GROUP TRAINING ACTIVITIES

TYPE IIIINDIVIDUAL & SMALL GROUP

INVESTIGATIONS OF REAL PROBLEMS

ENVIRONMENT

The Schoolwide Enrichment ModelJoseph 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