Renzulli Learning is based on more than four decades of research from University of Connecticut professors Dr. Joseph Renzulli and Dr. Sally Reis, leaders in the field of talent development, enrichment, differentiated instruction and curriculum, and gifted and talented education. The research on the Three Ring Conception, the Enrichment Triad, and SEM provides the foundation for the Renzulli Learning System, applying the pedagogy of gifted education teaching strategies to benefit all students.
Their pioneering research has focused upon talent identification, talent and creativity development in students, as well as organizational models and curricular strategies for total school improvement. Their groundbreaking work includes:
The Three Ring Conception of Giftedness
Developed by Joseph Renzulli, the Three Ring Conception of Giftedness is a developmental approach that has revolutionized gifted and talented identification. The Three Rings include: Above Average Ability, Creativity and Task Commitment. Students who possess the combination of these three traits exhibit gifted behavior. To achieve their full potential, these students require challenges above and beyond those offered in the regular classroom.
In Baum, S. M., Reis, S. M., & Maxfield, L. R. (Eds.). (1998). Nurturing the gifts and talents of primary grade students. Mansfield Center, CT: Creative Learning Press.
The Enrichment Triad Model
Developed as an enrichment model to be used with the Three Ring Conception of Giftedness to increase challenge, interest, and engagement for gifted students, the Enrichment Triad Model encourages creative productivity in young people by exposing them to various topics, areas of interest, and fields of study, and training them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest.
The Schoolwide Enrichment Model (SEM)
Developed by Renzulli and Reis, the SEM is widely implemented as an enrichment program used to develop the strengths and talents of all students, and as a program to challenge and engage academically talented students. Schools that implement the SEM use the Enrichment Triad Model to provide enrichment to all students in a school. The SEM produces higher levels of engagement through the use of enjoyable and challenging learning experiences that are constructed around students’ interests, learning styles, and preferred modes of expression.
SEM, Renzulli, 1977; Renzulli & Reis, 1985, 1997, 2014
How can you maximize the impact that your teaching has on students? There’s a clear perception that one should try a different pedagogy that would inspire every student in a class to take up a course and show a high level of involvement.
This article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students.
Using Enrichment Clusters to Address the Nees of Culturally and Linguistically Diverse Learners
Allen, J. K., MEd, Robbins, M. A., MAT, Payne, Y. D., EDS, & Brown, K. B., PhD. (April 2016). Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners. Gifted Child Today, 39(2).
What distinguishes Enrichment Clusters- and makes them worth a significant investment of time and effort-is the unique opportunity they offer students and teachers to transform interests and passions into productive learning environments with real world applications.
So You're (Thinking of) Starting Enrichment Clusters
Oreck, B., PhD. (February 2020). So, You're (Thinking of) Starting Enrichment Clusters. Teaching for High Potential.
A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model: The Importance of Talent Development in a Global World
This paper provides an over-view of the SEM and the broad range of regions in which the model is currently implemented, as well as an examination of the reasons for its widespread acceptance among educators around the world. In addition, this paper includes an interview with Dr Joseph Renzulli, inventor of SEM, in which several issues related to the cultural adaptation of the SEM are discussed.
A Cross Cultural Perspective about the Implementation and Adaption Process of the Schoolwide Enrichment Model: The Importance of Talent Development in a Global World Hernandez-Torrano, D., & Saranli, A. G. (2015). A cross-cultural perspective about the implementation and adaptation process of the schoolwide enrichment model: The importance of talent development in a global world. Gifted Education International, 31 (3), 257-270.
The Renzulli Learning System is a comprehensive program that begins by providing a computer-generated profile of each student’s academic strengths, interests, learning styles, and preferred modes of expression.
A Technology Based Program that Matches Enrichment Resources with Students Strengths
Renzulli, J., & Reis, S. (2007). A Technology Based Program That Matches Enrichment Resources with Student Strengths. International Journal of Emerging Technologies in Learning,2(3).
By infusing prescribed standards with the richness of what lies beyond the standards or textbook, the academic and creative experiences of students become three-dimensional, as they recognize that the world Is much bigger, and much more exciting than they could have ever imagined.
Applying Gifted Education Pedagogy to Total Talent Development for all students is one of Drs. Joseph Renzulli’s most cited articles.
Utilizing a strength-based pedagogy and differentiation benefits not just talent and gifted students but entire school communities. Dr. Joseph Renzulli outlines how not just classrooms, but entire schools and districts can see increased achievement, helping to close the achievement gap.
Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students
The many changes that are taking place in our schools require all educators to examine a broad range of techniques for providing equitably for all students. Curriculum Compacting is one such process.
The enrichment cluster concept described in this chapter is based on a learning theory for developing giftedness and creativity called the Enrichment Triad Model.
Enriching Students Pays Off: Evidence from an Individualized Gifted and Talented Program in Secondary Education
A longitudinal study from the University of Amsterdam also found that the individualization for talented and gifted student education, like the profiler offered in the Renzulli Learning System, has dramatic positive benefits with regards to student achievement.
From High Potential to Gifted Performance: Encouraging Academically Talented Urban Students is an article written by Dr. Sally Reis and Miriam Morales-Taylor, which discusses how academically talented students in many urban areas in our Northeastern corner of the country have limited access to gifted and talented programs due to lack of funding and attention focused on students who are achieving well below grade level.
The Renzulli Learning System’s online differentiation tools and resources offer students the ability to become independent, self-directed learners. A study of talented and gifted seventh through ninth grade students demonstrated increased independence and engagement through using the Renzulli Learning System, resulting in higher achievement.
Research from the University of Connecticut found that use students using the Renzulli Learning System self-reported higher engagement and satisfaction with their learning experience in and out of the classroom.
Reexamining the Role of Gifted Education and Talent Development for the 21st Century: A Four-Part Theoretical Approach
In this article, a reexamination of current gifted and talented programming is intended to generate future research, extend dialogue among scholars, and inspire continued support for programming based on theory and related research.
Research That Supports Using the Schoolwide Enrichment Model and Extensions of Gifted Education Pedagogy to Meet the Needs of all Students
The SEM provides enriched learning experiences and higher 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 provide follow-up advanced learning for children based on interests.
The Effects of the Personal Success Plan by Renzulli Learning on the Achievement of Seventh Grade Students with Giftedness
A study from the Wichita State University illustrated how the Renzulli Learning System can assist in helping gifted but underachieving students reverse underachievement and become more engaged and active learners.
The Effects of the Use of Renzulli Learning on student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science
A Study from the University of Georgia demonstrated significantly higher growth in reading comprehension, oral reading fluency, and social studies achievement in students who participated in the Renzulli Learning System versus students who did not participate in the Renzulli Learning System.
The Enrichment Triad Model was developed in conjunction with the Three Ring Conception of Giftedness. This model, which is essentially a learning theory, is primarily designed to serve as a practical guide for promoting creative/productive giftedness.
The Renzulli Learning System utilizes the Schoolwide Enrichment Model which has been studied and field-tested for over 35 years. This model has been shown to enhance entire school communities, not just individual students or classrooms.
Referenced research in support of the validity of the Three-Ring Conception of Giftedness. The conception and definition presented in this chapter have been developed from a decidedly educational perspective.
A white paper by Dr. Joseph Renzulli and Dr. Sally Reis outlines the role of differentiation in promoting student growth and how the Renzulli Learning System helps students pursue their interests and leverage their talents.