The Schoolwide Enrichment Model: Education for the Future?
What are the benefits of incorporating the SEM in to your school?
The SEM encompasses many positive aspects that lead to successful learning and enriched experiences. Renzulli and Reis (1997) note four reasons for implementing the SEM in to schools. Firstly it is a model with great clarity, practicality, and flexibility. The roles and responsibilities of all involved are clear and simple and there is ample room for developing unique programmes. Secondly, notable research has been undertaken concerning the effectiveness of the model and it has proved to be successful. The third reason is the attractiveness to all types of schools. The model has attracted committed, energetic teachers and administrators who have great concern for equity and excellence. Finally the SEM should be used to enhance the opportunities of all students, including the at-risk populations. These populations include females, ethnic minorities, students with disabilities and gifted underachievers. It encompasses traditional and non-traditional abilities in its realm and allows for individual interests and learning styles to be addressed.
The SEM provides benefits for students, teachers and parents. The SEM allows all students to display their talents. It is inclusive of a range of abilities and does not discriminate against less traditional concepts. This ensures all students have an opportunity to be identified as gifted and receive enriched experiences in their area of talent. Davis and Rimm (1998) state that the SEM is intended to include all students, not exclude them. The model is based around students' interests and real life problems. This aspect provides great motivation and a desire to excel. "All students have interests and can benefit by having those interests addressed during school. The SEM provides a time and a framework for doing so" (Gentry, Moran & Reis, 1999, p. 42). When a student is actively engaged in something they are interested in their enthusiasm increases and their self-esteem is enhanced. They seem to "buzz" and have a new, positive outlook on learning. This in turn sees greater on-task time, less behavioural problems, and more effort being expended (Baum, 1988). The SEM teaches students in their preferred learning style. Renzulli and Reis (1994) state that students who are taught in their preferred learning style achieve better, are more interested in the subject matter, like the way the subject is taught and want to learn other subjects in the same way. The model reduces the "condition of separateness" that exists between gifted and regular school programmes (Renzulli & Reis, 1994). Students understand that a range of talents are respected and a variety of opportunities are available to all students. Skaught (1987) found that students involved in SEM were positively accepted by their peers and that the negative view of elitism did not exist.
The SEM also benefits teachers in many ways. The most notable is the change in teachers' attitudes towards gifted programmes. A study carried out by Olenchak and Renzulli (1989) revealed that prior to the implementation of the SEM 84.6 percent of teachers viewed gifted education negatively. In contrast 81.2 percent of teachers viewed it positively after the model was put in to action. This shift in attitude results in enthusiastic teachers who strive to provide excellent programmes for all students. The model promotes the importance of teamwork – sharing resources, expertise and facilities can only enhance a programme. Teachers appreciate the need for teamwork and become better team players and communicators through using schoolwide enrichment (Olenchak & Renzulli, 1989). This teamwork creates greater support within the school and improves the overall climate. Renzulli and Reis (1994) state that the SEM improves self-concepts of teachers and enhances staff morale. The enriched activities that take place are not taught in isolated situations. They relate and carry over in to the regular curriculum (Gentry, Moran & Reis, 1999). This gives teachers opportunities to participate in enrichment teaching and not become cynical and frustrated with the traditional methods of instruction (Renzulli, 1998). Through enrichment clusters teachers are able to teach specific areas that they excel in and have great interest in. Renzulli and Reis (1997) believe the model promotes a spillover effect by encouraging teachers to become better talent scouts and talent developers and to apply enrichment techniques to regular classroom situations.
Parents benefit through the SEM. The programme aims to include parents and the community and to use the skills they may possess to help particular students advance in that area. "The SEM is a programme that connects students, families and out-of-school resources or agencies" (Renzulli, 1995, p. 79). Olenchak and Renzulli's (1989) study saw a dramatic decrease in parents who did not understand or feel part of the gifted programme when the SEM was established in the school. Parents are overwhelmingly positive towards the programme as they believe it provides their children with opportunities that they otherwise may never receive. Gentry, Moran and Reis (1999) note that parents frequently comment that they are thrilled their children are able to participate in something during the school day that is generally only available at considerable expense and distance. The SEM has many obvious benefits to the whole school and community.