The taxonomy begins with the Remembering, Understanding and Applying stages (Type I), then is built upon through the Analysis and Evaluation stages (Type II), and finally reaches the Creating stage (Type III). This entire process is developing the students’ critical thinking skills – moving them away from rote memory and towards constructive utilization of their “gifts” and talents. Retrieved September 17, 2007, from The Education of Gifted and Talented Students in Western Australia
Renzulli’s original Enrichment Triad Model was successful amongst gifted students and widely accepted, because its progress was monitored carefully and data was collected, studied, and recorded. As a result, the program expanded to the Schoolwide Enrichment Triad Model. The following is the introduction to the Abstract from which you will read excerpts to better understand the effectiveness of this model in developing higher order thinking skills with students.
“The Schoolwide Enrichment Triad Model (SEM) is a product of 15 years of research and field testing, and combines the previously developed Enrichment Triad and Revolving Door Identification Models. SEM has been implemented in school districts worldwide, and extensive evaluations and research studies indicate the effectiveness of the model. In this article, a brief explanation of SEM is provided as a summary of the research conducted on this approach. The review of the research is subdivided into (a) the effectiveness of the model as perceived by key groups, (b) research related to creative productivity, (c) research relating to personal and social development, (d) the use of SEM with underserved populations, (e) research on self-efficacy, (f) the use of SEM as a curricular framework, (g) research relating to SEM. Research suggests that the model is effective at serving high-ability students in a variety of educational settings and in schools that serve diverse ethnic and socioeconomic populations.”
The success of this model in becoming so popular and so effective is due to the fact that it works for diverse student populations. Many schools do not have self-contained gifted classrooms and teachers work with diverse groups. Using this model you can motivate and guide all of your students on a path towards critical thinking, striving towards reaching their individual potential, and success.
As you read the excerpts fromRenzulli’s Research Related to the Schoolwide Enrichment Triad Model, you will notice how it successfully intertwines with the revised Bloom’s Taxonomy.
Click here to complete an interactive activity that presents a typical classroom scenario and then allows you to select the type of enrichment. You may want to review the three types of enrichment on the previous page before continuing to the activity.