[/imageframe][/one_third][/fullwidth][fullwidth background_color=”” background_image=”” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_repeat=”no-repeat” background_position=”left top” video_url=”” video_aspect_ratio=”16:9″ video_webm=”” video_mp4=”” video_ogv=”” video_preview_image=”” overlay_color=”” overlay_opacity=”0.5″ video_mute=”yes” video_loop=”yes” fade=”no” border_size=”” border_color=”” border_style=”solid” padding_top=”-20″ padding_bottom=”” padding_left=”” padding_right=”” hundred_percent=”no” equal_height_columns=”no” hide_on_mobile=”no” menu_anchor=”” class=”” id=””]Research
Multiple university research studies have proven the Renzulli Learning System to be effective in increasing achievement and engagement for a wide range of students. Below are just a few of the multiple studies illustrating how the Renzulli Learning System positively impacts students and classrooms.
| White Paper on Differentiation 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. |
| Applying Gifted Education Pedagogy to Total Talent Development for All Students Applying Gifted Education Pedagogy to Total Talent Development for all students is one of Drs. Joseph Renzulli’s most cited articles. |
| Closing the Achievement Gap 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. |
| The Schoolwide Enrichment Model The Schoolwide Enrichment Model – A Focus on Student Strengths and Interests 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. |
| From High Potential to Gifted Performance: Encouraging Academically Talented Urban Students 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. |
| Gifted Students’ Perceptions of One Online Learning System 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. |
| 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. |
| 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. |
| 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. |
| Just What I Need”: Gifted Students’ Perceptions of One Online Learning System 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. |
| An Infusion-Based Approach to Enriching the Standards-Driven Curriculum 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. |
| 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. |
Case Studies
| Teachers’ Time, Technology, And Resources For Talent Development The four step differentiation model offered by the Renzulli Learning System dramatically increases student engagement, which has been proven to increase students’ overall academic performance. |
| Leveraging Student Strengths Through Renzulli Learning Schoolwide Enrichment Model The Bayside Enrichment and Long Distance Learning (BELL) Academy is a cutting-edge public middle school that integrates computer and videoconferencing technologies into the curriculum and takes a student-centered, project- based learning approach to instruction. With the Renzulli Learning Schoolwide Enrichment Model (SEM) at its center, BELL determines the interests, aptitudes, strengths and talents of students and crafts an engaging, individualized instructional pathway for each learner. |
| Renzulli Learning Empowers Gifted Youngsters with 21st Century Skills In the fall of 2009, Judge Charles Vallone Elementary School (P.S. 85) in Queens, New York, became home to the S.T.E.M. Academy, a borough-wide gifted and talented program. With a mission to instill confidence in students and arm them with the skills for success in the 21st century, the S.T.E.M. Academy crafted a program integrating technology, project-based learning, authentic assessment, and a student-centered approach to instruction for high engagement and accelerated growth. |
| Using Renzulli Learning to Help Enrichment Curriculum and Get Students Excited About Learning When Louis Pavone joined the school as principal, at P.S. 78Q The Robert F. Wagner, Jr. School, in 2006, he saw an opportunity to expand the school’s use of the system to every teacher and student with the goals of facilitating differentiated learning, extending the school’s curriculum, getting parents more involved, and engaging students so that they would have more fun while applying and deepening their learning. |
| Differentiated Instruction and Project-Based Learning When the advisory board and administration in one of the Diocese of Brooklyn Catholic Schools’ elementary schools wanted to implement a tool to help apply, deepen, and extend their school’s curriculum, they turned to Renzulli Learning. The school is now able to personalize learning as they understand students by their strengths and interests, and plan lessons using differentiated, project-based lessons. As a result, the schools are seeing more involved students, inspired teachers, excited parents, and an impressed community. |
Publications
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Reflections on Gifted Education: Critical Works | 40 years of research and development are highlighted in this book with a collection of articles published by Dr. Joseph S. Renzulli and his colleagues. Renzulli’s work has had an impact on gifted education and enrichment pedagogy across the globe, based on the general theme of the need to apply more flexible approaches to identifying and developing giftedness and talents in young people. Learn More |
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Scales for Rating the Behavioral Characteristics of Superior Students | The Renzulli Scales are the nation’s most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. Learn More |
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Enrichment Clusters: A Practical Plan for Real-World Student-Driven Learning | Enrichment clusters engage students and facilitators in student-driven, real-world learning experiences. Grouped by interest, students working like practicing professionals apply advanced content and methods to develop products and services for authentic audiences. Clusters are scheduled during the school day over an extended period of time and involve all students. Learn More |
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Curriculum Compacting: A Guide to Differentiating Curriculum and Instruction Through Enrichment and Acceleration | Curriculum compacting is one of the most well-researched and commonly used ways of differentiating instruction to challenge advanced learners. This practical and inexpensive method of differentiating both content and instruction enables classroom teachers to streamline the regular curriculum, ensure students’ mastery of basic skills, and provide time for stimulating enrichment and acceleration activities. Learn More |
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The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum | The Multiple Menu Model presents six practical menus that guide curriculum developers as they bring together an understanding of a discipline, its content and methodologies, and a vast array of instructional techniques. Teachers have successfully used this approach to challenge learners on all levels and make learning more meaningful, relevant, and engaging. Learn More |
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Schools for Talent Development: A Practical Plan for Total School Improvement | The Schoolwide Enrichment Model is a blueprint for total school improvement that stresses flexibility and creativity and promotes challenging, enjoyable learning across all school types, levels, and demographics. The model combines organizational resources with three service-delivery components: the total-talent portfolio, curriculum-modification techniques, and enrichment learning and teaching. Learn More |
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Think Data: Getting Kids Involved in Hands-on Investigations with Data-gathering Instruments | Every day, students encounter countless data-gathering opportunities that present the potential for creating new knowledge. Think Data: Getting Kids Involved in Hands-On Investigations With Data-Gathering Instruments introduces data-gathering instruments such as a blood pressure monitor, pH strips, a salt monitor, and a pedometer; the types of data they can gather; and what kinds of questions analyzing that data can answer. Learn More |
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The Schoolwide Enrichment Model: A How-To Guide for Talent Development | The Schoolwide Enrichment Model: A How-to Guide for Talent Development (3rd ed.) presents a common sense approach for helping students achieve and engage in joyful learning. Based on years of research, the Schoolwide Enrichment Model (SEM) is founded on highly successful practices originally developed for programs for gifted students. Learn More |
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Systems and Models for Developing Programs for the Gifted and Talented | Systems and Models for Developing Programs for the Gifted and Talented includes chapters on the major systems and models for developing programs for the gifted, including the Autonomous Learner Model, the Integrative Education Model, the Multiple Menu Model, the Purdue Three-Stage Model, the Schoolwide Enrichment Model, and Levels of Service. Learn More |
Testimonials
| “Renzulli Learning makes teaching and differentiation easier for me!” Marcia, Wrights Mill Road Elementary School, Auburn, AL |
| “One hesitates using the word revolutionary in this day of technological advancements by the hour; but the word did occur to me as I reviewed the Renzulli Learning System. It provides a new level of differentiation and engagement.” – John Lounsbury, National Middle School Association Georgia State University |
| “It’s like having a dozen teaching assistants in my classroom all day, every day,” Tom, Nathan Hale Middle School, Coventry, CT |
| “Renzulli Learning has provided me with the tools, insight, and knowledge I need to be more effective as a teacher. I am able to meet my students’ academic, social, and emotional needs in a way that also satisfies the requirements set by my school administration to obtain and use student data, as well as fosters my belief of educating the whole child with realistic experiences…the Personal Success Plan provides the scaffolding students need to become conscious of their experiences and choose the direction of their lives…” – New York City Public Schools |
| “…the kids are SO EXCITED….they love Renzulli!” – Brisco Elementary, Houston ISO, Texas |
| “Juan is a 5th grade student who was both gifted and oppositional defiant. He frequently had emotional, angry, and sometimes violent outbursts, occurring as frequently as every 15 minutes. Once he began using Renzulli Learning, Juan flourished! Renzulli provided him with the freedom and autonomy to make his own choices about what he could learn and yet gave him with a sense of structure. Juan’s performance improved from CID work to B/C work. Juan’s social interaction improved as he formed two friendships by sharing Renzulli activities. Positive student-teacher interactions increased from 25% of the time, prior to Renzulli, to 75% of the time, after using Renzulli.” – Pflugerville School District, Texas |
| “At Highland Elementary, many of our teachers enjoy using the engaging lessons offered on Renzulli. We have found that our students are interested in the high level lessons, and they enjoy the variety of activities, from online explorations, to games, to thematic units. Our teachers are able to save so much time searching for quality online content, as the hard work has already been done!” – Highland Elementary, Mesa School District, Arizona |
| “He is a non-reader (he cannot read at all due to a traumatic brain injury) and I have never seen him as excited as I did when he was able to do the African American Heroes game because it had picture cards. Once he was able to see the cards… knew who the African American person was and what they contributed to American History, I was almost in tears. Now he is more involved in learning and excited about his future.” – Crabapple Middle School, Fulton County, Georgia |
| “Before Renzulli, I spent 20-30 hours preparing an insect research project for my 1st grade students. I would search Google for resources, then edit them so that they were age-appropriate, print them and hand them out to my students. This year , using the Renzulli Learning System, I spent about 2 hours of preparation time total. I knew the resources identified by the system were educationally sound, age-appropriate, engaging and ready-to-go.” – Riverbluff Elementary, Central USO, California |
| “Since Renzulli has been introduced to me, my technology centers have been a “breeze” to set up—-1 set up various Renzulli activities based on the topic we are studying—the kids LOVE it!” – Tara Elementary, Manatee County Schools, Florida |
| “I demonstrated how to access Renzulli Learning on a cell phone to the students that I mentor. Although students are not usually permitted to use cell phones in school, an exception has been made. The health teachers have instituted a creative wrap-up at the end of class, periodically challenging students to find Renzulli activities on their cells phones and share them with the class.” – Johnson Junior High, Clark County School District, Nevada |
| ” …there is a type of student that I’ve been able to reach through Renzulli. I have a few students who are “pleasers” and will rarely give constructive feedback or state an opinion that may challenge what the teacher wants to hear. I have found that through Renzulli, these students have discovered a voice.” – Southwest Elementary, Durham, North Carolina |
| “The classes have just begun using Renzulli Learning and student interest and engagement is peaking. Students who were 25% engaged in the activities they were doing during tutoring sessions made the leap to being 95% engaged in the activity at hand when using the Renzulli Learning System.” – J.P. Elder Middle School, Fort Worth ISO, Texas |
| “My students work with Renzulli using a great sense of freedom and choice. They absolutely live for it! I am emailed constantly by blood thirsty students to” please send more e-books”. Some of these students did not even want to read. (Now) they will read e-books. Their world (has been) opened to social issues, economic theories and higher level thinking. They have become computer savvy and often request enrichment support when they are struggling. I can group and transport what each student needs at the touch of a key stroke. Some people come in my classroom and say this is amazing. Is this a top class? My response is…now it is!!!” – Teacher PS/MS147Q, New York City Public Schools |
| “In conjunction with our fifth grade Epidemic Unit, the Renzulli Learning system enhanced my instruction by allowing my students to participate in real life simulations … This activity allowed my students to become future scientists, historians and detectives without leaving the computer lab.” – Barnwell Elementary, Fulton County Schools, Georgia |
| “Renzulli was used primarily to establish learning profiles for each student which was then shared with parents, teachers and the students themselves. This became the springboard for their self awareness and assisted in helping them develop strategic plans for test taking and study skills. For the motivational section, every faculty and staff member in our building took a child to “mentor” over the 12 week period. Even our custodial and cafeteria staff participated! Each week they would send the student a motivational and encouraging email via the Renzulli student mail.” – Fairview Elementary, Habersham County Schools, Georgia |
| “One hesitates using the word revolutionary in this day of hourly technological advancements, but the word did occur to me as I reviewed the Renzulli Learning System. It provides a new level of differentiation and engagement.” – National Middle School Association Georgia College & State University |