1. SEM Slides 1-19

2. www.gifted.uconn.edu The National Research Center on the Gifted and Talented

3. What Is a Model? Common Goals All roads lead to Rome… Unique Means …but there are many ways to get to Rome. Ideas (Theory Supported by Research) Engineering (Practice)

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

5. REGULAR CLASSROOM Enrichment Learning and Teaching TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS ENVIRONMENT T he Schoolwide Enrichment Model Joseph 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

6. 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.

7. 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

8. WHAT MAKES GIFTEDNESS? Above Average Ability Task Commitment Creativity U A C I C TP

9. The Eight Intelligences Linguistic Logical/ mathematical Spatial Musical Bodily Kinesthetic Naturalist Interpersonal Intra personal

10. Kinds of Giftedness: Federal Definition General intellectual ability Specific aptitude Visual and performing arts Creativity Leadership Psychomotor*

11. 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.

12. 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

13. Schoolhouse or Lesson Learning Giftedness Creative/Productive Giftedness

14. What does creativity look like in young people?

15. A real product with a real audience… Type III

17. Type III in Underwater Robotics 2004 ROV (Remotely Operated Vehicle) from Edgewater High School, Orlando, Florida

18. MATE Center/MTS ROV Competition for High School and College Students Edgewater High School 2004 Team Orlando Robotics Club Edgewater High School 2003 ROV

19. Test Score Criteria [Approximately 50% of The Talent Pool] Non-Test Criteria [Approximately 50% of The Talent Pool] 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 3Alternative Pathways Case Study Special Nominations Step 4 Case Study Step 1 99 th %ile Test Score Nominations [Automatic, and Based on Local Norms] 92 nd %ile Notification of Parents Step 5 Action Information Nominations Step 6

20. REGULAR CLASSROOM Enrichment Learning and Teaching TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS ENVIRONMENT T he Schoolwide Enrichment Model Joseph 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