Original Works of Art

The SEM Model

Joseph S. Renzulli began developing the Schoolwide Enrichment Model over twenty years ago. He and Sally M. Reis have continued to work on the model and have used it in many educational settings. The model identifies three areas of enrichment.

In Type I enrichment, students are exposed to a variety of topics not normally covered in the regular curriculum. These experiences are provided for general enrichment as well as to spark interests. Whenever students experience field trips, SMM residency classes, speakers, videotapes, slides, or demonstrations they are being exposed to Type I enrichment. The teachers at the Museum Magnet School and our partnership with the Science Museum of Minnesota provide many of these opportunities.

Type II enrichment is more specific. Students meet with the enrichment facilitator to work on activities including creative and critical thinking skills, creative problem solving, advanced research, specific how-to skill training, and written, oral, and visual communication skills.

Some students will branch off from a Type II project and develop a II.5, or two and a half. This would be the case if a student has started the project, but has suggested an alternative to make the project more specific to the student’s interests.

A third kind of Type II enrichment would be a group of students who share a common interest. This is often a multi-age group.

Type III is an independent investigation developed by a student, or pair of students. Projects range in length. Type III investigations are initiated by the student. A formal proposal is made in writing and an interview is conducted by the facilitator.

Our goal is to help students develop the skills to become successful Type III investigators.

http://www.gifted.uconn.edu/sem/semexec.html

By Invitation

Enrichment projects for the Museum Magnet will be based on the Museum Process, producing a product of high quality to exhibit what the student has learned. Students will be invited to participate in the program based on demonstration of the following characteristics.

A. Above average ability.
B. Task commitment.
(The student is a hard worker who is self motivated and dedicated. )
C. Creativity.

Criteria to determine these characteristics are:
Formal Assessment
Results of the Naglieri Nonverbal Ability Test (NNAT)
Results of the MCA grades 3-6
Results of the SAT 10. Grades 2-6
Teacher Recommendation.
Exhibit Review. (Ms. T. checks completed exhibit projects looking for creative
thinkers.)

Revolving Door

The program works with students doing Type II and Type III projects on an individual basis. Some students participate for a short length of time others for longer. NNAT identified students participate one to four times per week as their needs are addressed.

Students involved in Type II and Type III opportunities miss some of their classroom curriculum time. The enrichment facilitator and the classroom teacher collaborate to determine the best opportunities for each child. As resources and opportunities become available, students who would most benefit from participating in a specific project are sent an invitation. Students need to be productive with the time they are given to work on these experiences.

Questions are welcome. Karen Thimmesch 325-2627