Reis.world conference

Pathways
for
Crea.vity
and
Crea.ve

Produc.vity

Sally
M.
Reis

Vice
Provost
for
Academic
Aﬀairs

Board
of
Trustees
Dis.nguished
Professor
and

The
Le..a
Neag
Morgan
Chair
in
Educa.onal

Psychology

University
of
Connec.cut

Why should creativity and creative productivity so be so
important in our field?
Which of my research studies has mattered most to me?
Why is research in these areas so important?
What do we hope our students and children will do and
become in the future?

The TAG Program in Torrington
•  Began in 1976
•  Elementary, Middle School, and High
School Services in Academics and in the
Arts
•  Based on the Enrichment Triad Model
•  Original Pilot Site for the Revolving Door
Model and the Schoolwide Enrichment
Model

!
Sally, !
!A few years I emailed you about my doctoral program work
and described my research in pharmacological chemistry. I also
reminded you of all of the Type III products I did in the TAG
Program. I ﬁnished my doctorate and have been invited to
give a seminar at UCONN in the School of Pharmacy next
month. I was writing to see if you would be available for lunch
and perhaps you can attend my seminar? Looking forward to
reconnecting. !
!! !Sherry!
!! !Department of Biochemistry and ! ! !Biophysics,
University of California

TYPE I*

GENERAL
EXPLORATORY
ACTIVITIES

TYPE II

GROUP
TRAINING
ACTIVITIES

TYPE III

INDIVIDUAL & SMALL
GROUP INVESTIGATIONS OF
REAL PROBLEMS

1st
Recognize
students’
Expanding
conceptions
of giftedness
skills and their
contribution to
their growth

•  Reis, S. M., & Renzulli, J. S. (1982). A
research approach for a broadened
conception of giftedness. Phi Delta
Kappan, 63(4), 619-620.
•  Results: a large scale state-wide study--
students in the top 5% of aptitude scores had
no higher levels of creative productivity than
students in the next 10-15% of the population
—research evidence for our talent pool
approach to identification of giftedness

Above Average
Ability

Task

Commitment

Creativity

Gifted
Behavior!

The Schoolwide Enrichment
Model
(Renzulli & Reis, 1985, 1997)"
Evolved from over 30 years of
research and field testing. It
has three major components:
w  The Total Talent Portfolio
w  Curriculum Compacting
w  Enrichment Learning and
Teaching
Applied to:
the regular curriculum,
enrichment clusters
continuum of services

What happens to students who
graduate from these types of
programs?

From the group of 6 students
who worked on Bobby Bones….
Four attended and graduated from Medical School!

!
Sally, !
!A few years I emailed you about my doctoral program work
and described my research in pharmacological chemistry. I
also reminded you of all of the Type III products I did in the
TAG Program. I ﬁnished with my doctorate and was invited to
give a seminar at UCONN in the School of Pharmacy next
month. I was writing to see if you would be available for
lunch and perhaps you can attend my seminar? Looking
forward to reconnecting. !
!! !Sherry!
!! !Department of Biochemistry and ! ! !Biophysics,
University of California

•  Reis, S. M. (1987). We can't change what we
don't recognize: Understanding the special
needs of gifted females. Gifted Child Quarterly,
31(2), 83-89.
•  .
this article began my long journey to better
understanding both the external and internal
barriers experienced by gifted girls and women

Above Average Intelligence/
Contextual Intelligence/
Special Talents
Belief
in
Self

v 
Self-‐Concept

v 
Self-‐Esteem

v 
Sense
of
Purpose
&
Des.ny

Environmental
Factors

v 
Family
&
Peers
Support

v 
Time
&
Opportuni.es

Personality Traits
Determination Motivation
Patience Creativity
Risk Taking
Perceived Social Importance of
Talent Manifestation
Realization of
Talent in Women in
v Arts
v Academe
v Literature
v Research
v Social Causes
v Maternal and Family
v Mathematics
v History
v Social Sciences
v Business
v Science
v Athletics
v Education
v etc
A Model of Talent Realization in Women
Desire
to

Develop
One’s
Talent

Work

Home Tasks
(decorating,
stretching budgets,
scheduling,
organizing)

Personal
Appearance

Interests,
Hobbies

Service to
Others

Friendship
and Personal
Relationships

Spirituality

Nurturing
Relationships
with Family
and Parenting

Diversiﬁcation of Creative in Women

Creativity

in

Women

Why study this?
In
the
nineteenth
century,
the
central

moral
challenge
was
slavery.
In
the

twen.eth
century,
it
was
the
baNle
against

totalitarianism.
We
believe
that
in
this

century
the
paramount
moral
challenge

will
be
the
struggle
for
gender
equality

around
the
world.

Nicholas
D.
Kristof,
Half
the
Sky:
Turning
Oppression
into
Opportunity
for
Women

Worldwide

Reis, S. M., & McCoach, D. B. (2000). The
underachievement of gifted students: what do
we know and where do we go? Gifted Child
Quarterly, 44(3), 152-170.
Reis, S. M., & Diaz, E. I. (1999). Economically
disadvantaged urban female students who
achieve in school. The Urban Review, 31(1),
31-54.

Research Conducted on
Underachievement at NRC/GT"
•  Four year study of 45 academically talented
students in a large, diverse high school

•  Half were achieving by the end of their
freshman year

•  Studied these students from freshman to senior
year in all school classes, home and during
activities

Reasons for Underachievement
Lack of Challenge and Effort

Poor Academic Self-Perception

Lack of Creative Opportunities/Engagement
Inappropriate Classroom Environment

Low Self-Efﬁcacy, Motivation and Self-
Regulation

Poor use of time and Negative Peer
inﬂuence

Degrees of Underachievement
•  Minimal-‐-‐lower
grades
than
expected

•  Moderate-‐-‐failing
grades

•  Pervasive
and
devasta.ng—drop-‐
outs,
life
failures

Compacting and Differentiation
Reis, S. M., & Renzulli, J. S. (1992). Using
curriculum compacting to challenge the above-
average. Educational Leadership, 50(2), 51-57.
Findings: Approximately 40-50% of curriculum/content
could be eliminated for academically talented students
—without any loss in achievement scores—students
whose curriculum was compacted actually scored
higher than control group in some areas

From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner"

5TTi
th
Twice Exceptional
Students--2E

•  Reis,
S.
M.,
Neu,
T.
W.,
&
McGuire,
J.
M.

(1997).
Case
studies
of
high
ability
students

with
learning
disabili.es
who
have

achieved.
Excep>onal
Children,
63(4),
1-‐12.

Academically talented college students with learning
disabilities were late to be identified, had serious
struggles in elementary and secondary schools, and
half were still in counseling in college. They were
misunderstood and some educators failed them. All
had special talents and these talents were ultimately
responsible for helping their parents advocate for
these students’ special 2E needs.

Qualitative Research--
Comparative Case Studies
Identified 15 participants academically
talented college-aged students with
learning disabilities for two different
studies
Each completed a survey and was
interviewed multiple times
Each had one or more parent who was
also interviewed

Diane – I always felt like I was 2 people. One that I
present to people, and the other one is inside me, but
can’t speak, and knows everything, I get so absolutely
frustrated and that’s her. I write this journal, and I and I
say, “OK, self,” and the self that I talk to is inside and is
the one that always puts the pressure on because the
inside person knows everything, and that person
expects this person to be able to convey what they
know, and the other person says, I can’t do that, I can’t
do that. Sometimes I sit there at meetings and know all
this stuff and I know all the answers. If I could just
figure out how to say it, or how to get it out…

Baum’s Study of Using Enrichment
Triad Model with Students with LD
•  Creative Type III studies, when
used as an intervention with
high ability, learning disabled
students, was associated with
improvement in students’ school
performance, reversing
underachievement and
improving the ability to self-
regulate time on task; improve
self-esteem; and develop
specific learning strategies.

Focus some attention on the development of
gifts rather than the remediation of deficits
Provide a nurturing environment that values
creativity
Encourage differentiated compensation
strategies
Encourage awareness of individual strengths
and disabilities
Celebrate victories and strengths.
Four Suggestions for Program
Development for 2E

Last
Talented
Readers
and

Enrichment
Reading

78
But Why Can't I
Read A Book
From the Other
Shelf?
Challenging
Talented
Readers

Talented Readers and SEM-R
Reis, S. M. & McCoach, D. B. et al (2011). The effects
of differentiated instruction and enrichment pedagogy
on reading achievement in five elementary schools.
American Educational Research Journal. 48 (2).
462-501.
We can eliminate 5 hours of regular group
reading instruction and replace it with daily
interest-based, self-selected reading content
and differentiated instruction of 5-10 minutes
each week and students at all levels score just
as well on oral reading fluency and
comprehension tests.

I try to get to them (the
talented readers) at least once a
week, but I am not always able
to do that. You see, so many of
my other students read below
grade level that it is hard to
justify not working with them.
Many of these lower readers
will be retained in this grade if
they do not improve. The top
group already reads at grade
level, so I rarely have any
instructional time to give to
them.
The needs of talented readers
are not being met!

www.gifted.uconn.edu/
semr
NRC
G/T
The National Research Center
on the Gifted and Talented

Three
Goals
of
SEM-‐R

To
increase
enjoyment
in
reading

To
encourage
students
to
pursue

challenging
independent
reading

To
improve
reading
ﬂuency,
comprehension,

and
increase
reading
achievement

Components of the SEM-R Framework

Phase 1 - Exposure
Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest &
Choice Components
•  High-interest book
hooks for read aloud
•  Higher-order thinking
probing questions
•  Bookmarks for
teachers with
questions focusing on
advanced thinking
skills and reading skill
instruction that is
relevant to a broad
range of literature
•  Training and discussions
on Supported
Independent Reading
•  One-on-one teacher
conferences on higher
level reading strategy
and instruction
•  Bookmarks for students
posing higher-order
questions regarding
character, plot, setting,
considering the story,
and other useful topics.
•  Introducing creative
thinking
•  Exploring the Internet
•  Genre studies
•  Literary exploration
•  Responding to books
•  Investigation centers
•  Focus on biographies
•  Buddy reading
•  Books on tape
•  Literature circles
•  Creative or expository
writing
•  Type III investigations
Type I Activities Type II Activities
Type II & Type III
Investigations
Increasingdegreeofstudentselection

What have I learned?
Some lessons from my 30 year
research career. . .

Theme One
•  We still fail to identify
and serve too many high
potential, high poverty,
underachieving, and
learning disabled talented
students when we restrict
enrichment programs to a
small percentage of
students—particularly if
creative productivity is a
goal.

Theme Two
•  Gifted and
talented girls and
women, across
many cultures and
countries are still
underserved and
will continue to
underachieve.

Theme Three
The use of creative teaching
does not result in lower
test scores. Rather, our
research tells us that
achievement scores
INCREASE or do not
decrease when we use
differentiated creative
teaching methods and
enrichment pedagogy.

Theme Four: my husband is brilliant
Exposure to
Interests
Freedom of Choice to Pursue Topics
and to CREATE, INVENT and PRODUCE
Training in Creativity,
Problem solving
Methods

Suggestions for other
Researchers
•  Conduct research with practical
implications for students and schools
•  Find partners who inspire you—thanks to
Joe, Del, Terry, Susan, Betsy
•  Publish in journals that extend beyond
gifted education
•  Believe your work makes a difference and
then make it happen

Urban Gifted Children and the
Renzulli Academy
Reis, S. M., & Renzulli, J. S. (2010).
Opportunity gaps lead to achievement gaps:
Encouragement for talent development and
school wide enrichment in urban schools.
Journal of Education, 190 (1/2), 43 – 49.
Our newest pursuit….

The Dr. Joseph S. Renzulli Gifted
and Talented Academy
53

The Renzulli Academy
http://www.hartfordschools.org/index.php/our-
schools/school-listing/schools/items/view/the-dr-
joseph-s-renzulli-gifted-and-talented-academy-the-
renzulli-academy
54
•  Two students from the Renzulli Academy were awarded the Student
Inventor Recognition; Shaila Murdock was awarded for her invention
of the "Tech-Pet Timed Feeder" and Imanol Santana was recognized
for his invention, the GCFLP.

Renzulli
Academy:
Purpose

One
school
developed—two
more
in
progress

55
• Opportunities to develop creativity and creative
productivity applied to real world problems in areas
of student interest
• Application of research methods across content
areas
• Opportunities for learning outside the classroom
that enrich the curriculum
• Increased personal and academic
self-regulation

Compacted and Enriched Curriculum
56

Curriculum
57
– SEM-‐R

– Inquiry
Based
Science

– M3

– Pre-‐Algebra

– Algebra

– Social
Studies

– Independent
Study

– Renzulli
Learning

– Enrichment
Clusters

– Counseling
Services

– RoseNa
Stone

– Technology
Based
Art

– Wri.ng
Clusters

– Empowering
Writers

– Type
I,
II,
III

– Hardord
Symphony

Orchestra
(Type
I)

Renzulli Academy Philosophy
58
E AEngagement
Enjoyment
Enthusiasm
Achievement

What do we want our students to become?
•  Creators. Inventors, Change Agents,
Leaders, Scholars, and Doers

Schools should be places for
Talent Development!
Latent talents

Developed talents and gifts!

Emerging talents

Next GEN—CT
http://www.youtube.com/watch?v=A-CV7VAb7cA
Big
Ideas
at
UConn:

Triad
goes
to
College

UConn
IDEA
Grants

Have
you
always
dreamed
of
inven>ng
the
next
big
thing?

Have
you
wanted
to
create

something
innova>ve,
but
didn’t
have
the
>me
or
the
resources?
This
is
your
chance
to

explore
an
area
you
have
thought
about
for
some
>me,
or
one
that
is
completely
new.

UConn
undergraduate
students

at
all
campuses
and
in
all
majors
can
apply
for
a
UConn
IDEA

Grant
of
up
to
$4,000
to
fund
self-‐designed
work
on
a
topic,
project,
problem,
ar.s.c

product
or
performance,
or
other
entrepreneurial
or
crea.ve
idea
of
choice.
The
work

should
be
personally
meaningful,
relevant,
and
engaging.

hNp://ugradresearch.uconn.edu/ﬁles/2013/02/idea_logo_standard_color_boNomWEB.png

Thank you--Muchas Gracias
•  Děkuji
nastotisíckrát
•  Merci beaucoup
•  Mersi
•  Teşekkür ederim
•  Dank u zeer
•  謝謝 [谢谢]
(xièxie)

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