The Schoolwide Enrichment Model (SEM), developed by Joseph Renzulli and Sally Reis, is a flexible and inclusive approach to enrichment that reaches a broad range of students, not only those formally identified as gifted. SEM emphasizes talent development by providing schoolwide opportunities for exploration, skill-building, and independent investigations.
SEM includes three levels of enrichment. Type I experiences expose students to new topics, fields, and ideas through guest speakers, demonstrations, clubs, and exploratory activities. Type II activities build thinking skills, creativity, research techniques, and problem-solving strategies. Type III investigations allow students to conduct self-directed projects on topics of personal interest, often resulting in products or performances intended for real audiences.
One of the strengths of SEM is its focus on developing potential. Instead of restricting opportunities to a small group of students, SEM encourages schools to view talent as something that grows through opportunity, engagement, and support. This aligns strongly with modern talent development frameworks that emphasize nurturing emerging strengths rather than labeling giftedness as fixed.
SEM can be implemented in any school setting and works well when combined with other gifted services such as acceleration or cluster grouping. It is particularly effective in promoting equity because it invites students from diverse backgrounds to explore advanced learning experiences.
During the years 7-9 of my teaching career, I was a Gifted Resource Teacher in an elementary school. I loved that model! I taught pull-out groups with my identified 3rd-5th graders once a week, but then I taught quarterly push-ins with all K-2 classes to teach HOTS lessons (Higher Order Thinking Skills). I also ran enrichment lunches every week for each grade level so that by the end of the year, every single student in the school had attended at least one Lunchtime Learning session in my classroom. I organized open enrollment math competitions, lunchtime chess clubs, and a Schoolwide Enrichment Team full of parents and teachers dedicated to exposing our students to a wide variety of enriching experiences. It was a great model that served all students, including our gifted.
What do you think about SEM? How do you think your students or children would respond to a gifted education and talent development program like this? Please share your comments below. ~Ann
Teaching for Talent 