More Learning Models for Gifted
Schoolwide Enrichment Model-Renzulli
The Schoolwide Enrichment Model (SEM) (Renzulli, 1977; Renzulli & Reis, 1985, 1997) is widely implemented as an enrichment program used with academically gifted and talented students and a magnet theme/enrichment approach for all schools interested in high-end learning and developing the strengths and talents of all students. The major goal of the SEM is the application of gifted education pedagogy to total school improvement. 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 providing advanced follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students’ interests, learning styles, and preferred modes of expression.
From GTChat-powered by TAGT:
School Wide Enrichment Model: “In the SEM, a talent pool of 15-20% of above average ability/high potential students is identified through a variety of measures including: achievement tests, teacher nominations, assessment of potential for creativity and task commitment, as well as alternative pathways of entrance (self-nomination, parent nomination, etc.). High achievement test and IQ test scores automatically include a student in the talent pool, enabling those students who are underachieving in their academic school work to be included.”
Autonomous Learner Model-Betts
The Autonomous Learner Model (ALM) was initially created to provide students with alternative learning environments. The main goal of the ALM is to create independent, self-directed learners. Ideally, students will become lifelong learners through the ALM. The philosophy of the ALM is to “to do it with the gifted, and not to them.” This philosophy embodies the belief that teachers should become facilitators and students should become learners. Students will go through each the five dimensions of the ALM and they will gradually gain more control over their own learning.
Five Dimensions:
o Dimension One: Orientation
o Dimension Two: Individual Development
o Dimension Three: Enrichment
o Dimension Four: Seminars
o Dimension Five: In-Depth Study