Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution

Abstract

The process of talent development with children and young adults who have participated in programs based on the Enrichment Triad and the Schoolwide Enrichment Model (SEM) has been the focus of research by Renzulli and Reis, as well as other scholars and colleagues, for over four decades. Periodic summaries of this extensive research have been completed and have informed the evolution of the SEM approach. In this research synthesis, we describe almost four decades of research on this model, focusing primarily on the most important syntheses and research that has been published in peer reviewed journals. This synthesis of research suggests that the SEM is broadly and widely used across the globe and leads to positive outcomes for academically talented and high potential students, in addition to being a source of schoolwide enrichment that provides challenging, strength-based opportunities for all students.

Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity

“…When teachers are trained in how to deliver and apply enrichment pedagogy to students' learning, they can use more creative teaching pedagogy that has benefits for all students. For example, in one research study, the majority of classroom teachers who facilitated enrichment clusters integrated advanced content, teaching specific investigative methodologies, use of advanced vocabulary and authentic methods, such as developing surveys and using instruments for scientific projects, as well as the use of creative thinking and problemsolving strategies in their classrooms [8].…”

“…It is also implemented as a program for gifted and academically talented students and has even been suggested as a social and emotional and counseling intervention [7]. The knowledge gained and research conducted on this approach over four decades demonstrates that the SEM is widely implemented as an enrichment program used with academically gifted and talented students and a magnet theme school for all students using talent development experiences [8]. The SEM provides enriched learning experiences and higher learning standards for all children through three goals; developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and follow-up advanced learning for children based on interests and strong motivation to pursue a topic of special interest.…”

“…The SEM provides enriched learning experiences and higher learning standards for all children through three goals; developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and follow-up advanced learning for children based on interests and strong motivation to pursue a topic of special interest. The enrichment pedagogy included in our SEM pedagogy has resulted in increased engagement, higher achievement in multiple forms (both in standardized achievement tests and more important, in creative productivity) and the use of enjoyable and challenging learning experiences constructed around students' interests, learning styles, and product styles [8].…”

Programando-ando: enriquecimiento de capacidades sobresalientes en niños de primaria

“…Después de la identi$cación es importante diseñar el programa de intervención más conveniente de acuerdo con las necesidades observadas en los estudiantes; en este sentido, existen distintas estrategias de enriquecimiento que son una opción viable para favorecer las aptitudes sobresalientes, porque abordan un amplio número de habilidades cognitivas, procesos e intereses (Milan & Reis, 2020). Además, tienen como objetivo ofrecer una serie de experiencias de aprendizaje más complejas y abstractas que las correspondientes al currículo ordinario para favorecer el desarrollo de las capacidades sobresalientes (Reis & Peters, 2020). De manera general, este tipo de programas se han agrupado en tres dimensiones (Román, 2014): contenido (se seleccionan las áreas para desarrollar en mayor profundidad, a través de diferentes formas de dificultad o abstracción; proceso (técnicas como la resolución de problemas, el pensamiento creativo y de estrategias metacognitivas) y producto (los alumnos diseñan y ejecutan un proyecto).…”

“…Dentro de las ventajas, los autores han indicado que esta alternativa permite el desarrollo personal en las áreas cognitivas, emocionales y sociales de cada niño, sumado a que atiende sus necesidades educativas sin requerir separarlo de su contexto educativo; además, toma en cuenta sus intereses y ritmo de aprendizaje al promover la autonomía. Las limitaciones son el costo que implica el diseño de estos programas, ya sea por recurso humano o material didáctico, dado que las actividades planeadas requieren altos niveles de especialización (Milan & Reis, 2020;Reis & Peters, 2020).…”