Prof. Sally Reis Ph.D. & Prof. Joseph S. Renzulli Ph.D.

This session will provide a brief overview of The Schoolwide Enrichment Model (SEM), introducing strategies for implementing the model in a variety of ways. The SEM, based on more than four decades of research and development, has recently been used in new and varied ways to infuse challenging learning and talent development strategies for all students. The SEM is one of the most frequently implemented models for talent development in the world. This session will introduce new ways that the SEM is being used as a talent development approach, a whole school enrichment theme, after school enrichment approach, and also to engage students with disabilities and those who are underachieving. In this session, we will summarize these new directions of the SEM.

Prof. Sally M. Reis Ph.D. holds the Letitia Neag Chair in Educational Psychology and is a Board of Trustees Distinguished Professor at the Neag School of Education at University of Connecticut. She was a classroom teacher in public education as well as an administrator before her work at UConn. She has authored and co-authored more than 270 articles, books, book chapters, monographs and technical reports, and worked in a research team that has generated over 100 million dollars in grants in the last 15 years.

Her scholarship is diverse and broad, as summarized by her numerous articles, books, book chapters, monographs, and technical reports. Her specialized research interests are related to diverse populations of gifted and talented students, including students with learning disabilities, gifted females, and culturally and linguistically diverse talented students.  She is a Distinguished Scholar of the National Association for Gifted Children and a fellow of Division 15 of The American Psychological Association.

Her research interests are related to gifted education and talent development , as well as special populations of gifted and talented students, including: students with learning disabilities, gifted girls and women, and diverse groups of talented students who are often underserved. She has won many professional awards including the Distinguished Scholar Award by the National Association for Gifted Children, for her scholarly contributions to the field. Among her proudest accomplishments, besides her family, is her work on the Schoolwide Enrichment Model and her leadership of Confratute, with her partner and husband, Joseph Renzulli for over four decades.

Dr. Joseph S. Renzulli is a leader and pioneer in gifted education and applying the pedagogy of gifted education teaching strategies to all students. The American Psychological Association named him among the 25 most influential psychologists in the world.

He received the Harold W. McGraw, Jr. Award for Innovation in Education, considered by many to be “the Nobel” for educators, and was a consultant to the White House Task Force on Education of the Gifted and Talented. His work on the Three Ring Conception of Giftedness, the Enrichment Triad Model and curriculum compacting and differentiation were pioneering efforts in the 1970s, and he has contributed hundreds of books, book chapters, articles, and monographs to the professional literature, many of which have been translated to other languages. Dr. Renzulli has received more than $50 million in research grants and several million dollars of additional funding for professional development and service projects.

Dr. Renzulli established UConn’s annual Confratute Program with fellow Educational Psychology Professor Sally Reis. This summer institute on enrichment-based differentiated teaching has served more than 35,000 teachers from around the world since 1978. Dr. Renzulli also established the UConn Mentor Connection, a summer program that enables high-potential high school students to work side by side with leading scientists, historians, and artists and other leading edge university researchers. He is also the founder along with Dr. Reis of the Joseph S. Renzulli Gifted and Talented Academy in Hartford, Connecticut which has become a model for local and national urban school reform for high potential/low income students.

His most recent work is an online personalized learning program that provides profiles of each student’s academic strengths, interests, learning styles, and preferred modes of expression. This unique program also has a search engine that matches multiply coded resources with student profiles. Teachers also use the program to select and infuse high engagement enrichment activities into any and all standardized curriculum topics.

Die Abendvorträge 2024

• Assessment For Learning: The Missing Element For Identifying High Potential In All Students
  Prof. Sally Reis Ph.D. & Prof. Joseph S. Renzulli Ph.D. This session will provide a brief overview of The Schoolwide Enrichment Model (SEM), introducing strategies for implementing the model […]
• Eine neue Generation von Jugendlichen braucht eine neue Generation von Schulen
  Prof. Dr. Klaus Hurrelmann Aus aktuellen Jugendstudien lässt sich ablesen, dass die junge Generation in Zeiten einer krisenhaften Zuspitzung von Lebenslagen und verunsicherte Zukunftsperspektiven unter hohem […]
• Pädagogikethik: kinderrechtliche Grundlagen und Praxis einer inklusiven Begabungsförderung für alle
  Prof. Dr. Annedore Prengel Die Philosophie der Menschenrechte ist mit ihren kinderrechtlichen Konkretisierungen grundlegend für die Entwicklung einer Pädagogikethik – die bisher in der Angewandten Ethik […]
• Qualitätsvollen potentialförderlichen Fachunterricht implementieren: Notwendige Forschung und Entwicklung auf mehreren Unterrichts-, Fortbildungs- und Qualifizierungsebenen
  Prof. Dr. Susanne Prediger In LemaS und anderen Projekten wurden tolle Konzepte entwickelt für potentialförderlichen Unterricht. Doch wie kommen diese in den 33000 allgemeinbildenden Schulen dieses […]
• Selbstreguliertes Lernen fördern und damit Schule verändern
  Prof. Dr. Ferdinand Stebner Die Studienlage ist eindeutig: Man kann selbstreguliertes Lernen fördern und es führt zu erfolgreicherem Lernen, aber geht damit auch das einher, was […]
• STEM Wisdom: Before It Is Too Late
  Prof. Robert J. Sternberg Wisdom involves the seeking of an ethical, meaningful common good – a good for everyone – over the long- as well as the short-term.  […]