Sunday, January 30, 2011

LAGI TENTANG SEM

The Schoolwide Enrichment Model

 A rising tide lifts all the boats.
John Fitzgerald Kennedy
The Schoolwide Enrichment Model is a flexible program for schools developed by Renzulli based on the integration of his Enrichment Triad Model and the identification of gifted students matched to his Three-Ring Conception of Giftedness.
The idea of the Schoolwide Enrichment Model (SEM) is to provide better service to all students on the foundation of local conditions.



To achieve this, the model includes several elements:
The emphasis on the model is on integrated service to the students. The Schoolwide Enrichment Model or parts of it have been successfully implemented in schools around the world.

Further Information

Sources

  • Renzulli, Joseph S. & Reis, Sally M.: The Schoolwide Enrichment Model; Creative Learning Press, Mansfield 1997
  • Reis, Sally M. & Burns, Deborah E. & Renzulli, Joseph S.: Curriculum Compacting; Creative Learning Press, Mansfield 1992
  • Purcell, Jeanne H. & Renzulli, Joseph S.: Total Talent Portfolio; Creative Learning Press, Mansfield 1998
  • Renzulli, Joseph S. & Gentry, Marcia & Reis, Sally M.: Enrichment Clusters, Creative Learning Press, Mansfield 2003
Back to the Index "What do you know about Gifted Education?"

Total Talent Portfolio

Treat people as if they were what they ought to be,
and you will help them become what they are capable of being.
Goethe
The Total Talent Portfolio is the component of the Schoolwide Enrichment Model by which schools can assess strengths, interests, and talents of their students.
By documenting the achievements of students the Total Talent Portfolio allows teachers to provide better service to them. For this, the Total Talent Portfolio differentiates between two kinds of information: status and action information.
Status Information:
  • Abilities: The student's natural talent or aptitude for particular content areas.
  • Interests: Special topics or activities the student is interested in.
  • Style preferences: The styles a student prefers, in terms of instruction, the learning environment, thinking styles, and styles of expression.
Status information documents characteristics of a student by using different kinds of assessments, or what is already known about the student.
Action information
  • Regular curriculum: Special talents and achievements a student has showed within normal classroom activities.
  • Enrichment learning situations: How a student reacted to different enrichment activities and what activities the student was preoccupied with.
  • Works and products: What the student produced within or without the school context.
Action information tells about what a student has achieved, or what is newly learnt about the student.
Based on the collected information, teachers can advise students in what kind of activity they best get involved. An additional function of the Total Talent Portfolio by documenting a students achievement is that learning progress becomes visible to the student, too.

Further Information

Sources

  • Renzulli, Joseph S. & Reis, Sally M.: The Schoolwide Enrichment Model - Second Edition; Creative Learning Press, Mansfield 1997, p. 28, 75-88
  • Purcell, Jeanne H. & Renzulli, Joseph S.: Total Talent Portfolio; Creative Learning Press, Mansfield 1998
Back to the Index "What do you know about Gifted Education?"

Curriculum Compacting

 Name it. Prove it. Change it.
Curriculum compacting is an intervention that ensures students don't have to cover areas of learning they have already mastered.
The reasons why curriculum compacting is a popular intervention for gifted students are:
  • Some students already know most of the curriculum covered in school.
  • Few textbooks provide for the needs gifted students have.
  • Compacting frees time for more demanding or more fulfilling activities by reducing redundancy in practising.
  • Compacting guarantees educational accountability.
There are several steps in curriculum compacting:
  • Decide what a student has to learn (core curriculum).
  • Identify students who have probably mastered part of the curriculum already.
  • Test, whether this is actually the case.
  • Depending on the outcome - how well the student has done on this pretest - take appropriate measures: streamline instruction and either provide alternative work or give the student time for individual studies.
  • Document the process for further reference.
Renzulli and Reis developed a special form to document compacting done for individual students: The Compactor
In the first column the teacher names what area of the curriculum could be compacted for a certain student. The second column documents how the teacher made sure, the student already knows the material. The third column contains suggestions for alternative work or describes how instructions for the student could be streamlined.

Further Information

Sources

  • Renzulli, Joseph S. & Reis, Sally M.: The Schoolwide Enrichment Model - Second Edition; Creative Learning Press, Mansfield 1997, p. 89-113
  • Reis, Sally M. & Burns, Deborah E. & Renzulli, Joseph S.: Curriculum Compacting - The Complete Guide to Modifying the Regular Curriculum for High Ability Students; Creative Learning Press, Mansfield 1992
Back to the Index "What do you know about Gifted Education?"

Type I to III Enrichment

Good, better, best. Never let it rest.
Till your good is better and your better best.
St. Jerome
The Schoolwide Enrichment Model describes three kinds of interdependent types of enrichment. The idea behind enrichment activities in SEM is to let a student achieve success by working in his special area of interest. 

  • Type I Enrichment activities are general exploring experiences to get students interested in a particular topic.
  • Type II Enrichment activities provide group training, they let students practice the skills and acquire the knowledge they will need to successfully conduct their own activities
  • Type III Enrichment activities are individual or small group investigations of real problems based on students interests and skills with the aim to produce a product for real audiences.
To engage in type III activities the following skills (practiced in type II activities) are useful:
  • Cognitive training (creativity; creative problem solving and decision making; critical and logical thinking)
  • Affective training (see Emotional Intelligence)
  • Learning how-to-learn skills (listening; observing; perceiving; note taking and outlining; interviewing and surveying; analyzing and organizing data)
  • Using advanced research skills and reference materials (preparing for type III investigations; library skills; community resources)
  • Developing written, oral and visual communication skills
Ideally students who conduct type III activities present them to other students to get them also interested in an activity.

Further Information

Sources

  • Renzulli, Joseph S. & Reis, Sally M.: The Schoolwide Enrichment Model Second Edition; Creative Learning Press, Mansfield 1997, p. 14-15, 115-293
Back to the Index "What do you know about Gifted Education?"




Posted by SEM TRANSKRIAN at 3:52 PM

0 comments:

Post a Comment