Enrichment Reis, Gentry, and Maxfield (1998) investigated the impact of

providing one type of gifted education pedagogy, enrichment
clusters, to the entire population of two urban elementary
Clusters schools. Enrichment clusters provided a regularly scheduled
weekly time for students to work with adult facilitatorsin a
shared interest area. Starko (1986) found that students
involved in SEM enrichment group reported over twice as
many creative projects per student as those in a comparison
group, and that they showed greater diversity and
sophistication in projects (Reis).
This collected body of research suggests that the SEMTotal Talent
and related extensions of gifted education pedagogy can
Curriculum be used to increase engagement and enjoyment of
learning, as well as to extend interest and enrichment-
Portfolio
based learning opportunities to more students. It also
Modifications suggests that when educators use enrichment-based
teaching and learning practices, students achieve as
well or better than when the focus is on traditional or
A Rising Tide Lifts All Ships remedial practices (Reis).
(Renzulli).

Curriculum Triad Model

Compacting The By Joseph
Renzulli and
Sally Reis

Schoolwide
Enrichment
Model
How is SEM similar to the districts
Personalized Learning Model? While both
How does this model benefit twice- Personalized Learning and SEM both require teachers to
differentiate for students based on abilities and interest, the
exceptional students who are low SEM is a systematic and organized model with specific goals
performing? This model requires teachers to provide rather than methodology. The SEM requires teachers to employ
opportunities for students to develop their strengths through the Triad Model, Enrichment Clusters, and Curriculum
enrichment clusters, while providing curriculum modification Modifications for student success. Student autonomy is also
to differentiate and support their weaknesses. This support required, gained, and assessed using the Total Talent Portfolio.
helps cultivate and better identify dually gifted students who
usually go unidentified.

The Schoolwide Enrichment Model (SEM) provides

Through SEM students have an opportunity to make choices based avenues to incorporate personalized learning for highly
Regardless of the model you choose, you
on their desired interests and abilities. Clusters are formed by motivated students regardless of gifted abilities. This helps
are better off with an organized approach
grouping students with teachers who also share a common interest. support the ideal notion that people should pursue their
with clear goals and a definable structure
By being exposed to real-world projects, students are challenged to passions. This not only lends itself to schoolwide
rather than a random collection of practices.
conduct research, use higher order thinking skills and design a final improvement plans, but it teaches our students to discover
In the words of Bob Dylan, if you dont
product that both the teacher and student have invested much time their talents and develop this gift from an early age in
stand for something youre liable to fall for
exploring; this learning experience is one that is of interest, creative, conjunction with opportunities for rigor. ~Tracy Williams
anything. ~ Leah Saffo
and fun in which both can be proud. ~Ruth Pierre