SEM DI USM

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:

• Identification based on the Total Talent Portfolio.
• Curriculum Modification Techniques based on Curriculum Compacting.
• Enrichment Learning and Teaching based on Enrichment Activities (Enrichment Triad) and Enrichment Clusters (flexible grouping based on students' and teachers' interests.

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

• Learn more about What Is Schoolwide Enrichment? at the Schoolwide Enrichment Model web site.

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

• Learn more about The Total Talent Portfolio: A Plan for Identifying and Developing Gifts and Talents at the Schoolwide Enrichment Model web page.

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

• Learn more about Curriculum Compacting (PDF, 1.8 MByte) and Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students at the Schoolwide Enrichment Model web site.

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

• Learn more about the Taxonomy of Type II Process Skills at the Schoolwide Enrichment Model web page.

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?"

How can I support SEM?

As parents, you can support SEM financially and with your time.

Contribute to the Excellence Fund

Laurel Mountain's Excellence Fund provides the financial resources that allows us to implement our SEM program. Please refer to the Excellence Fund link in the menu for more information.

Volunteer to Share your Passion

Students learn best when they are engaged and passionate about their work. Consider volunteering some of your time to share your passions with our students. We are always looking for new and interesting ideas to share with them, so fill out a parent resource survey to let us know what you are interested in. Feel free to contact Nicole Levitan directly if you would like to propose an idea for an enrichment cluster or enrichment activity.
You can also volunteer to be an assistant facilitator during an enrichment cluster and simply provide an extra set of helping hands to the teacher or facilitator. This is a great way to see SEM in action while developing your own passions.

Other Ways to Volunteer

Contact your child's teacher to see how you can help out in an E-Slot activity. You can also contact Nicole Levitan to volunteer to be on the SEM Parent Action Committee or inquire how your your individual talents can be best used to serve.

SEM di Laurel Mountain Elementary School (LME)

Schoolwide Enrichment Model

Laurel Mountain Elementary (LME) is an excellent school that cultivates the individual gifts and talents of each and every child through its unique teaching philosophy and Schoolwide Enrichment Model (SEM). Focusing on each child's strengths, emphasizing self-esteem, and encouraging independent critical thinking are at the core of this philosophy and are reinforced through SEM, which has been lauded nationwide as the model to develop the best and brightest students. The components of LME's teaching philosophy and SEM are:

Curriculum Enhancement:

Teachers are given the tools and flexibility to enhance their classroom activities. This allows them to focus on each child's individual interests, learning styles, and skill sets. The teachers evaluate the curriculum to ensure it is taught efficiently and without redundancy while continuing to incorporate the elements required by the Texas Essential Knowledge and Skills (TEKS).

Renzulli Learning System:

A computer-based resource and learning tool designed to put students in touch with engaging, individualized resources, and activities specially chosen for their individual interest areas and learning styles. Renzulli can be used at school and at home year round.

Total Talent Portfolio:

An extensive inventory of your child's academic strengths, talents, and interests that is updated annually and shared with the parent, child, and teachers throughout their education at LME.

Independent Investigative Method (IIM):

A teaching model used in grades K-5 that guides students through the research process by empowering them to combine the required curriculum with vital research skills, choosing from options for integration of state standards, the length of study, and students' grade, skills, and learning styles.

Enrichment Clusters:

Enrichment Clusters provide our students the opportunity to pursue a personal interest in a small group setting and to use them and produce group projects to explore real world applications of the knowledge they are learning in school. Enrichment clusters are non-graded groups of students who share common interests and who come together once a week to explore these interests during a 6-8 week time frame once a year.

E-slots:

When students are not participating in an Enrichment Cluster they are taking part in weekly E-slots (Enrichment Slots). The E-slot is a time when students participate in enrichment activities that range from service projects to student chosen electives to individual research projects based on the students' interests and talents.

Educational Value

The value each child receives from this type of educational environment is two-fold. First, they are receiving a first rate academic experience with the fundamentals stressed as the foundation of their education. Second, they are given a unique opportunity to explore their interests, develop personal identity, advance their knowledge, increase their self-esteem, connect with their community, and gain an understanding of how the world around them works.
The value for the parent is also quite signifi cant. Parents now have a variety of resources and tools to understand and motivate their child. Knowing their child's interests and preferred learning styles provides a wonderful framework to encourage endless learning opportunities together.

PROGRAM DI USM

Seramai 40 orang pelajar Ting. 4 telah menyertai Program  Future Engineering Qolloqium di Kampus Kejuruteraan USM.pada 26 Januari 2011
Mereka telah didedahkan dengan pelbagai maklumat mengenai kejuruteraan , kerjaya dan bidang-bidang kejuruteraan.
Lawatan ke Pusat -Pusat Pengajian Kejurutraan telah menambah minat pelajar -pelajar dalam bidang kejuruteraan.

ENRICHMENT CLUSTERS

at Dillard Drive Middle School

1. Who? What? When? Where?

Students will be learning about the people who shaped the 20 th century, geography around the

world, world cultures and an art lesson along with stimulating discussions. Come have fun and learn!

2. Science Through Board Games

Students will experience different scientific concepts and acquire knowledge through the use of

pre-existing board games. They will then choose their own topic, research information, and design

and develop their own board game to share with peers.

3. SuperStars III – Uranus (6 th grade only)

Students will be focusing on math enrichment in this cluster. They will soar into outer space with

problem solving, logical thinking, and critical thinking.

4. Arts and Crafts

Students will use mathematical skills to create and design various arts and crafts.

5. Animations and Illustrations

This class will be an introduction to drawing and animation. We will learn how to draw simple and

complex objects, animals, and people. We will learn to draw storyboards and comic books. Students

will learn how to film and create a claymation and animated film. Students will learn to express

themselves more accurately with their artwork and understand how animation and animated movies

are made.

6. Sports Statistics

Students will apply math skills by using sports statistics to analyze and predict sporting outcomes.

Students will create spreadsheets and databases and maybe fantasy teams based upon computer

availability.

7. Science Adventures

Students will be engaged in hands on science experiments. Students will use the scientific method:

State the question, Collect Information, Form a Hypothesis, Test the hypothesis, Observe Record

and Study Data, and Draw a conclusion.

8. Poetry Corner

Students will be creating their own book of poetry. They will explore haiku, narrative, lyric,

concrete poems and their characteristics. Next, they will create a collection of poems with

illustrations and bind them into a publishable book. Come explore the wonders of the poetic genre.

9. Green Team

The Green Team will work to make Dillard Drive Middle School a more environmentally friendly

environment. Our ultimate goal is to implement and maintain a recycling program at DDMS. Members

of this cluster will research and plan ways to propel Dillard Drive into the green, and educate our

school on how to reduce, reuse, and recycle our waste, as well as how to become good stewards of

our environment.

10. Geometric Design

In geometric design, students will use a compass and a straightedge to construct geometric designs.

Students will use the concept of symmetry to create quilt designs and stained glass windows.

Students will also explore the art of line designs.

11. Yoga

Students will explore the benefits of yoga through reading and practice. Yoga poses and breathing

exercises will be developed to promote: physical strength and flexibility, concentration, focus and

attention, inner strength and body awareness, confidence and self-esteem, relaxation and selfcontrol,

and a feeling of well-being and respect for others.

12. Focus on Fashion

Students will travel the 20th century through the interesting world of fashion. We will look at

the different trends of each era and discuss why they became so popular. In this class, we will

investigate to find out which trends continue to resurface and why others tend to fade out quickly.

Towards the end of this course, students will each research a famous designer. They will then

create a presentation to share with the class.

13. Art of Meditation – A Calmer Self

Students will learn the practice of meditation to develop a permanent source of tranquility, a

source of inner peace, a source of relaxation for the mind and body as well as harmony between the

mind, body and spirit.

14. Graphic Arts

Students will learn how to write in cursive, basic calligraphy and make cut paper letters for signs

and banners. Use of guidelines will be taught as well as symmetry in lettering and design. Students

who like to write, create scrapbooks, or create neat visual presentations without the use of

computers will appreciate this class.

SEM KESELURUHAN NYA

SEM DI MRSM TRANSKRIAN

PENGENALAN
Pelajar-pelajar hari ini bakal mewarisi satu era pembangunan yang dipenuhi pelbagai persaingan dan kemajuan teknologi canggih yang mencabar. Demi melengkapkan diri mereka dengan kemahiran dan ketahanan mental, program penggayaan ini diwujudkan dengan hasrat ia dapat memperkembangkan potensi pelajar secara terbeza dan bersepadu.
Program penggayaan yang dirancang adalah berpandukan kepada Schoolwide Enrichment Model yang telah diperkenalkan oleh Joseph S.Renzulli dan Sally M.Reis, dan diubahsuai mengikut keadaan di MRSM. Ia memberi tumpuan kepada tiga jenis program penggayaan yang bermula dari Aktiviti Type I, Type II dan Type III sehinggalah ke peringkat akhir iaitu PESTA PENGKAYAAN TYPE III  Penggayaan Type I dan Type II adalah bertujuan untuk menimbulkan rasa ingin tahu (inquiry) dan meningkatkan lagi minat dalam diri seseorang pelajar mengenai sesuatu isu manakala penggayaan Type III bertumpu kepada penyelesaian masalah sebenar.
Program Kemahiran Penyelidikan Saintifik yang diajarkan dalam Program KIKS untuk pelajar Ting. 4 di MRSM Transkrian merupakan salah satu elemen Kemahiran Akademik yang diajar secara formal dalam semester pertama di Tingkatan 4 dan aplikasinya berterusan sehingga pelajar membuat pembentangan hasil kajian di semester ke-2 semasa Pesta Pengkayaan SEM Type III dalam minggu aktiviti semester 2

SEM Type  1

 Melahirkan pelajar yang berketerampilan dan berfikir secara intelek, multiple intelligences dan untuk mengembangkan potensi secara bersepadu dan khusus.
Tujuan utama aktiviti ini adalah untuk mencetuskan minat yang mendalam di kalangan pelajar kepada bidang-bidang yang telah diselaraskan oleh JK SEM. Di antara aktiviti yang boleh diadakan adalah seperti ceramah, lawatan, tayangan video dan Pesta Type III sesi sebelumnya (untuk pelajar Tingkatan 1 dan 2). Pada akhirnya pelajar akan memilih satu bidang yang diminatinya untuk diperkembangkan sebagai kajian.

SEM Type II
Bertujuan
Melatih kemahiran kognitif, Kemahiraran Amalan Belajar dan melatih kemahiran kepimpinan dan komunikasi.
Tujuan aktiviti ini adalah untuk memberikan kemahiran-kemahiran asas yang diperlukan oleh pelajar untuk memperkembangkan minatnya. Di antara kemahiran yang diberikan secara sengaja adalah melalui :-
1. Kursus Kemahiran Berfikir (KKB)
Kursus ini akan memberikan pendedahan dan latihan kepada pelajar untuk mendapat kemahiran dalam kaedah berfikir secara meluas, kreatif, analisis, inovatif, kritis dan lain-lain.
2. Kursus Amalan Belajar (KAB)
Kursus ini akan memberikan pendedahan dan latihan kepada pelajar untuk mendapat kemahiran dalam kaedah belajar seperti proses mencari maklumat melalui pembacaan, menyediakan nota, mengurus masa dan lain-lain lagi.
3. Kursus Asas Kepimpinan (KAK)
Kursus ini memberikan pendedahan dan latihan kepada pelajar dalam aspek kepimpinan. Banyak perkara yang diperlukan pelajar seperti kebolehan membuat keputusan, menentukan sasaran, berkomunikasi dan lain-lain diberikan melalui kursus ini.
Di MRSM Transkrian , kursus-kursus ini diberikan pada semester pertama iaitu Tingkatan 1 melalui Kursus Asas Tingkatan 1 (KAT 1) dan Tingkatan 4 melalui KIKS (Kemahiran Insaniah dan Kemahiran Subjek).

 SEM Type III

Objektif
Menghasilkan sesuatu yang baru (inovasi atau rekacipta) bagi menyelesaikan sesuatu masalah.
Aktiviti ini merupakan gerak kerja pelajar dalam kumpulannya untuk mengembangkan minat mereka sama ada dengan menjalankan penyelidikan, membina reka cipta atau apa-apa yang diluluskan oleh Jawatankuasa SEM setelah melakukan pendaftaran projek. Guru penasihat memainkan peranan penting untuk mengawal selia perjalanan aktiviti kumpulan masing-masing.
Perkembangan setiap kumpulan akan dipantau oleh Jawatankuasa SEM untuk menentukan tahap yang telah dicapai mereka.

PESTA Pengkayaan Type 3

Aktiviti ini merupakan kemuncak kerja pelajar di mana pada masa ini pelajar akan mempamerkan hasil kerja mereka kepada urusetia penilai, kumpulan sasaran ataupun pengunjung. Pesta Type III ini juga merupakan ruang untuk mencetuskan minat dan idea kepada pelajar baru.

Dry Ice Fun - Cool Science Experiments

TAKLIMAT SEM KEPADA PELAJAR MRSM TRANSKRIAN

Tarikh : 13 Jan 2011

Masa: 12.00-1.00 tgh

Tempat: Dewan Ibnu Sina

APA ITU SEM

Schoolwide Enrichment Model (SEM) telah dilaksanakan di Maktab Rendah Sains MARA (MRSM) sejak tahun 1988. MRSM Kulim melaksanakan SEM sebelum dipindahkan ke MRSM Taiping pada tahun 1991.

SEM pada asalnya digubal untuk Program Pendidikan Pintar Cerdas kemudian dikembangkan dan digunakan di institusi pendidikan sebagai inovasi untuk meningkatkan pencapaian di bawah ‘school improvement program’.

Pelaksanaan SEM di MRSM adalah satu inovasi dalam sistem pendidikan di Malaysia untuk memenuhi keperluan pelajar pintar cerdas akademik dengan menyediakan persekitaran persekolahan yang kondusif dan program pendidikan yang mencabar.

Pelajar pintar cerdas dapat menghabiskan kerja mereka dengan cepat. Mereka perlu diberi latihan tambahan untuk mengelakkan mereka bosan dalam kelas ,kaedah compacting dan diffrentation diamalkan dalam proses P & P Mengikut Renzulli, kanak- kanak cacat disediakan program khas bagi menghadapi kesukaran belajar. Mengapa pula kita tiada program untuk pelajar yang pintar cerdas. Pelaksanaan  SEM  menawarkan pelbagai perkhidmatan kepada pelajar yang membolehkan mereka mengenalpasti minat dan seterusnya memperkembangkannya melalui enrichment triad dengan pengalaman Pengkayaan Type 1, Pengkayaan Type 2 dan Pengkayaan Type 3