The SEM Triad Model involves three types of enrichment activities:
Type I activities expose students to new topics to spark interests. Type II activities teach process skills needed to further explore interests. Type III activities allow students to independently investigate real problems using professional skills. The model is intended to enrich all students and identify those with high ability and task commitment for more intensive enrichment opportunities.
1. SEM Triad Model
Renzulli, Joseph S., and Sally M. Reis. The schoolwide enrichment model: a how-to
guide for educational excellence. 2nd ed. Mansfield Center, Conn.: Creative Learning
Press, 1997.
4. Type I: The SPARK
What is your favorite hobby? Sport? Activity?
Where did you get the inspiration to pursue this?
At some point you were exposed to a topic that “sparked”
this interest in you.
Often these types of experiences strongly
influence our career decisions later in life.
5. TYPE I
Type I Enrichment is designed to expose you to a wide variety
of topics, ideas, concepts, issues, and events that are not
ordinarily covered in the regular curriculum.
It’s a launching point to pursue further enrichment.
6. 1. Enrich the lives of all
students by sharing
new experiences with
you.
2. Stimulate new interests
Type I that might lead to more
intensive (Type III)
follow-up activities.
Goals
3. Helps me, the teacher,
make decisions about
what type of
meaningful process
skills (Type II) activities
to teach you.
7. What topics will we experience?
Topics will come from YOU and ME!
Student surveys and suggestions
Parents and Teachers
Things in our community
8. What does a Type I look like?
Guest Speaker
Web Site
Video Clip
Interest Center
Field Trip
9. How can I be a part of a Type I?
I will make a flyer and pass it out to
your teachers. I will also post the
upcoming Type I Enrichment
Activities on the bulletin board next
to the lunch room.
Your teachers will decide which
students can come. They may choose
you or they may ask who is
interested and you can ask
permission to join.
It depends on the day/time/amount
of room available.
And if you are able to attend based
on grades and behavior.
10. Follow Up to the Type I
Ms. Klimis will send home a letter talking about the activity
you experienced. Included will be some extension ideas.
Debrief: We will evaluate the Type I by talking about our
feelings on the experience. Was it interesting? Boring? Did
you learn anything new? What types of investigations might
this lead to?
If you are SUPER interested in the topic, you can submit a
“light bulb” for a Type III investigation.
14. The Know How
Type IIs are skills that you need in order to explore a topic
further or do an independent investigation (Type III).
For example…you want to grow a garden. What information
or skills do you need to know?
Type II Skills
Planning the steps to create a garden
Research Skills to get this information:
Need to know about plants
What climate they grow in
Where to plant them
How often to water them
How to keep away insects
15. Type II Skills
Creativity
Problem Solving & Decision Making
Critical and Logical Thinking
Affective Training (understanding yourself)
Listening, Observing, Note-taking, Outlining, Research Skills,
Presentation
Just to name a few!
16. How can I participate in a Type II?
You already do! In many cases Teacher Request:
you are learning “how-to
skills” in your class. For example:
Sometimes there may be a Your teacher has 5 students
special Type II offered on working on an in class
Friday in the Enrichment enrichment activity. These
Room. students read a book and would
like to create a play based on a
With teacher permission, you chapter in the book, but no one
may be able to attend. knows how to write a play. Your
teacher may request a one-time
session for you in the
Enrichment Room for learning
“how to write a play.”
17. Follow Up for Type II
Discussion Questions If you are SUPER
What did you like best? interested in the topic, you
Who would you share this can submit a “light bulb”
skill with? for a Type III investigation.
Where can we learn more
about this?
Are there any careers that
this make you think of?
Did anyone think of an
interesting project that
can be pursued on this
topic?
21. Type III
Individual and Small Group
Investigations of Real
Problems
Students think, feel, and act
like practicing professionals.
22. What are examples of Type IIIs?
Cooking was Gretchen’s
hoppy and she became
fascinated with the foods
mentioned in the Little
Women novel and learned
how to recreate the
recipes. She thought
others may be interested
so she created a cookbook
and sent it to the Little
Brown Company who later
published it.
23. Example of a Type III
Because many of the
streets of Tigard, Oregon
were barely wide enough
for two cars to pass, this
group of students worked
with their teachers to get a
ballot measure passed that
would provide bike paths
for the city.
24. Step 1
Fill out and turn in a form to Ms.
Klimis. Any time
Teachers can also fill one out for
a student they would like to
suggest for a Type III
25. Step 2:
The Interview with the
Student
Looking for
students with
• High Interest
• Above Average
Ability
• Creativity
• Task
Commitment
26. Step 4: Management Plan
Step 5: Real-world
investigation!
Step 3: Accepted into the
Enrichment Room for a Type III
Contract for student, parent,
teacher, and Ms. Klimis to sign
