Stručni rad
https://doi.org/10.32728/mo.17.1.2022.05
CAN WE DO IT DIFFERENTLY? INTRODUCING THE SCHOOLWIDE ENRICHMENT MODEL
Antonia Ćurić
orcid.org/0000-0001-6570-7726
Danijela Blanuša Trošelj
orcid.org/0000-0002-1376-8110
; Faculty of Educational Sciences Juraj Dobrila University of Pula Republic of Croatia
Sažetak
Today, giftedness is a multifaceted concept that is much and frequently discussed. Educational institutions often struggle with the challenge of identifying gifted students, and existing research has confirmed teachers’ dissatisfaction with the evaluation criteria and insufficient preparation for discovering gifted students. Gifted students exhibit a wide range of characteristics, ranging from slightly above average to highly gifted students.
This paper presents the Schoolwide Enrichment Model (SEM) designed to address some of the challenges teachers face in a restructured learning environment as well as the many external regulations imposed on them (Renzulli, Reis, 2014). The primary goal of SEM is to apply the gifted education pedagogy to achieve whole-school improvement. SEM relies on two types of giftedness. It is recognized by high achievement in the school environment and creative productive giftedness, and the triad model of enrichment includes type I general research activities, type II group training activities, and type III individual and small group research of real problems. Thus, the model sees students as unique beings with all their potential, and teachers as their guides who contribute to their students’ well-being and success.
Ključne riječi
giftedness, school, SEM, program enrichment, teacher.
Hrčak ID:
306350
URI
Datum izdavanja:
21.7.2023.
Posjeta: 249 *