What is Renzulli's Model of Schoolwide Enrichment?
Joseph Renzulli's definition of giftedness, along with his concept of Schoolwide Enrichment varies from some of the models for gifted education that you may be familiar with. The differences rest in several specific, distinctive aspects of his theories, notably:
- Renzulli does not focus on gifted individuals, rather, the focus is on gifted behaviors. The idea is that giftedness is not a static trait, rather, giftedness is more fluid and situational than you may initially think, and it can (and should) be nurtured and cultivated. Note, however, that this does not negate the concept of giftedness itself or fall into under the oft-repeated myth that "all children are gifted." Yes, all children have gifts, but being gifted is something else entirely - inherent in the term gifted is the necessity for different opportunities and supports within one's education. All that said, while, again gifted children do need different learning opportunities, all children do deserve - and need - opportunities to develop their own gifts and talents, and to explore ideas that interest them. Schoolwide Enrichment provides for all of that.
- Renzulli distinguishes between "schoolhouse giftedness" and "creative- productive giftedness."
In other words, there is the traditionally "gifted" student who displays gifted behaviors in traditionally accepted ways at school - strong readers and writers, children who excel at mathematical computation or memorizing facts, those who test well and produce consistent work in the classroom. The traditionally identified gifted student displays the behaviors of "schoolhouse giftedness." These children clearly have high ability and deserve a challenge. They are not, however, the only ones who do.
"Creative- productive giftedness" can look very different than "schoolhouse giftedness," but one group is no more or less gifted than then other. Creative-productive gifted behaviors can sometimes be harder to identify. These children need enriching environments where they are free to cultivate and display these behaviors. Creative-productive giftedness results in the production of original materials and tangible products intended to be shared with others and to impact an audience. Creative-productive giftedness may or may not correlate to high scores on aptitude tests and is, in itself, very hard to quantify.
- Renzulli advocates for a Schoolwide Enrichment Model, which looks very different from most other models of gifted and talented education in several important ways.
"The Schoolwide Enrichment Model is an organizational plan for delivering enrichment and acceleration through an integrated continuum of services. The word “integrated” is emphasized because maximum payoff is achieved when a service provided through one component of the model enables students who show superior performance or advanced interest to escalate their experience through options that might be available through other service delivery components. Services provided by the model range from general enrichment for both wide-ranging and targeted subgroups to highly individualized curriculum modification procedures for rapid learners and first-hand investigative opportunities for highly motivated individuals and small groups. The model also includes a broad array of specific grouping arrangements based on commonalities in abilities, interests, learning styles, and preferences for various modes of expression."
This model meshes perfectly with The Downtown School's philosophies, as it recognizes the many types of intelligences that children may have and the many ways in which we all interact with our world, and therefore the many ways in which we learn and demonstrate that learning. Renzulli's Schoolwide Enrichment Model is built on a foundation of enriching opportunities for all students, in which they are given opportunities to explore and interact authentically with meaningful content (Type 1). Additional experiences are then scaffolded on top of this foundation of inquiry, in which students are given guided, meaningful opportunities to dig deeper into concepts and further develop their skills (Type 2), within Enrichment or Mini Course, and with classroom teachers for differentiated small-group work within the classroom. Lastly, students are given resources to extend their thinking further with self-selected inquiries and creative projects, which may occur as part of Mini Course experiences or as individually paced projects (Type 3 ). The sequence/ cycle of Type I, II, and III activities is typically referred to as the Enrichment Triad. Learn more here (part of my SEM video series): https://www.youtube.com/watch?v=xa7ywV57Yog
This model also upholds the Winston-Salem/ Forsyth County Schools mission to serve our AIG Students: "In our school system, the program for AIG students emphasizes development of advanced academic achievement and higher level thinking and reasoning skills. The focus for AIG students is on quality, not quantity; coursework offers greater depth, sophistication and maturity." The Enrichment model provides for high-quality opportunities for higher level thinking and reasoning skills, with not only acceleration of curriculum, but also integration of additional enriching experiences. If acceleration programs are curriculum "plus," then enrichment programs are curriculum "plus, and also...," allowing for deeper, richer, more engaging experiences. The enrichment model certainly "offers greater depth, sophistication, and maturity," and does so in a high-interest, authentic, engaging way.
Learn more here:
https://nrcgt.uconn.edu/newsletters/fall052/
https://gifted.uconn.edu/schoolwide-enrichment-model/what_is_giftedness/
https://gifted.uconn.edu/schoolwide-enrichment-model/whatisem/
https://www.wsfcs.k12.nc.us/Page/45
- Renzulli does not focus on gifted individuals, rather, the focus is on gifted behaviors. The idea is that giftedness is not a static trait, rather, giftedness is more fluid and situational than you may initially think, and it can (and should) be nurtured and cultivated. Note, however, that this does not negate the concept of giftedness itself or fall into under the oft-repeated myth that "all children are gifted." Yes, all children have gifts, but being gifted is something else entirely - inherent in the term gifted is the necessity for different opportunities and supports within one's education. All that said, while, again gifted children do need different learning opportunities, all children do deserve - and need - opportunities to develop their own gifts and talents, and to explore ideas that interest them. Schoolwide Enrichment provides for all of that.
- Renzulli distinguishes between "schoolhouse giftedness" and "creative- productive giftedness."
In other words, there is the traditionally "gifted" student who displays gifted behaviors in traditionally accepted ways at school - strong readers and writers, children who excel at mathematical computation or memorizing facts, those who test well and produce consistent work in the classroom. The traditionally identified gifted student displays the behaviors of "schoolhouse giftedness." These children clearly have high ability and deserve a challenge. They are not, however, the only ones who do.
"Creative- productive giftedness" can look very different than "schoolhouse giftedness," but one group is no more or less gifted than then other. Creative-productive gifted behaviors can sometimes be harder to identify. These children need enriching environments where they are free to cultivate and display these behaviors. Creative-productive giftedness results in the production of original materials and tangible products intended to be shared with others and to impact an audience. Creative-productive giftedness may or may not correlate to high scores on aptitude tests and is, in itself, very hard to quantify.
- Renzulli advocates for a Schoolwide Enrichment Model, which looks very different from most other models of gifted and talented education in several important ways.
"The Schoolwide Enrichment Model is an organizational plan for delivering enrichment and acceleration through an integrated continuum of services. The word “integrated” is emphasized because maximum payoff is achieved when a service provided through one component of the model enables students who show superior performance or advanced interest to escalate their experience through options that might be available through other service delivery components. Services provided by the model range from general enrichment for both wide-ranging and targeted subgroups to highly individualized curriculum modification procedures for rapid learners and first-hand investigative opportunities for highly motivated individuals and small groups. The model also includes a broad array of specific grouping arrangements based on commonalities in abilities, interests, learning styles, and preferences for various modes of expression."
This model meshes perfectly with The Downtown School's philosophies, as it recognizes the many types of intelligences that children may have and the many ways in which we all interact with our world, and therefore the many ways in which we learn and demonstrate that learning. Renzulli's Schoolwide Enrichment Model is built on a foundation of enriching opportunities for all students, in which they are given opportunities to explore and interact authentically with meaningful content (Type 1). Additional experiences are then scaffolded on top of this foundation of inquiry, in which students are given guided, meaningful opportunities to dig deeper into concepts and further develop their skills (Type 2), within Enrichment or Mini Course, and with classroom teachers for differentiated small-group work within the classroom. Lastly, students are given resources to extend their thinking further with self-selected inquiries and creative projects, which may occur as part of Mini Course experiences or as individually paced projects (Type 3 ). The sequence/ cycle of Type I, II, and III activities is typically referred to as the Enrichment Triad. Learn more here (part of my SEM video series): https://www.youtube.com/watch?v=xa7ywV57Yog
This model also upholds the Winston-Salem/ Forsyth County Schools mission to serve our AIG Students: "In our school system, the program for AIG students emphasizes development of advanced academic achievement and higher level thinking and reasoning skills. The focus for AIG students is on quality, not quantity; coursework offers greater depth, sophistication and maturity." The Enrichment model provides for high-quality opportunities for higher level thinking and reasoning skills, with not only acceleration of curriculum, but also integration of additional enriching experiences. If acceleration programs are curriculum "plus," then enrichment programs are curriculum "plus, and also...," allowing for deeper, richer, more engaging experiences. The enrichment model certainly "offers greater depth, sophistication, and maturity," and does so in a high-interest, authentic, engaging way.
Learn more here:
https://nrcgt.uconn.edu/newsletters/fall052/
https://gifted.uconn.edu/schoolwide-enrichment-model/what_is_giftedness/
https://gifted.uconn.edu/schoolwide-enrichment-model/whatisem/
https://www.wsfcs.k12.nc.us/Page/45