The Schoolwide Enrichment Model is based upon a vision that "schools are places for talent development” providing the flexibility for each individual school to develop its own unique program. (Gibson & Efinger, 2001) The School Enrichment Model encourages higher learning standards and enriched learning experiences for all students, not just those identified as academically gifted. The three goals of the SEM are developing talents in all children, providing a broader scope of advanced enrichment experiences, and providing follow-up opportunities for students based on their own areas of strength and interests. Because the SEM model encourages high levels of student engagement and is based on the students’ interests, it inspires creativity and individual expression.
Evident by over 20 years of research of topics such as student creative productivity, the SEM is perceived as effective by key groups of educational professionals as well as students and their parents. (NEAG Center) Curriculum driven by student preference and learning styles enables greater student creativity because the students are interested in what they are learning and have ownership in their own education.
Through it’s focus of concepts and interdisciplinary curriculum, the SEM provides opportunities for students to “exchange traditional roles of lesson-learner for more challenging and demanding roles that require hands-on learning, firsthand investigations, and the application of knowledge and thinking skills to complex problems.” (Renzulli, 1995) This process of student engagement promotes higher student involvement and creativity, while challenging students by increasing the number of in-depth learning experiences. Because redundant material is removed and the curriculum is compacted based on student need, more time and resources are available for enrichment opportunities based on concepts and ideas which foster creativity in the students.
“Three structural components help teachers apply Enrichment Learning and Teaching to the learning process. Type I and Type II enrichment experiences should identify situations that may lead to Type III experiences; which are the most advanced type of enrichment in the model and are pursued only on a voluntary and self-selected basis.” (Gibson & Efinger, 2001) While all students can benefit from Type I activities (ie guest speakers, interest groups, demonstrations, etc.), gifted students benefit from Type II activities by developing higher-level thinking skills and research skills. Type III enrichment activities foster gifted students’ creativity by engaging them in real-world problem solving situations. (Renzulli 1995) Though this model can be used with all students, regardless of their ability level, enrichment is differentiated because gifted ability students will participate in higher level Type III activities whereas lower ability students will focus more on Type I or II activities. Critical thinking skills, leadership skills, communication skills, problem solving skills and research skills, in addition to student creativity are all essential components of a successful gifted education program. Through solving real-world problems based on their interests and what they view as important, students find the curriculum more meaningful and enjoyable, therefore they become engaged and committed to their learning and their creativity, as well as their self-confidence, flourishes.
Student learning is most satisfying when the students’ interest and abilities are maximized through real and relevant learning experiences. Renzulli makes four basic assumptions about the nature of student learning. First, each learner is unique and their learning experiences reflect their abilities, interests and learning styles. Secondly, learning is most effective when students enjoy school, and thirdly when the content is presented within the context of a real-world problem. Last of all, “formal instruction is best used to enhance student construction of meaningfulness.” (Renzulli 1995) By making the student’s education relevant and important to him/her, the SEM enables independent and engaged learners who enjoy school and allow their creativity to thrive rather than passive learners dependent on his/her teacher for all instruction.
Renzulli, J. S., & Purcell, J. H. (1995). A Schoolwide Enrichment Model. The Education Digest, 61(4), 14-16.
“Revisiting the Schoolwide Enrichment Model- An Approach to Gifted Programming” by Gibson and Efinger, Teaching Exceptional Children, Vol. 33, No. 4, 2001, 48-53. Copyright 2006 by The Council for Exceptional Children.
"Schoolwide Enrichment Model (SEM)." gifted.uconn.edu. Neag Center for Gifted Education and Talent Development. Web. 21 Feb. 2015. <http://www.gifted.uconn.edu/sem/>.
