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Cluster Grouping for High Ability Students

Cluster Grouping for High Ability Students

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  • 1. Cluster Grouping for High Ability Students by Virginia Jones EDIM 510November 20, 2011
  • 2. What is Cluster Grouping?“The placement of several highachieving, high ability, or giftedstudents in a regular classroom withother students and a teacher who hasreceived training or has a desire todifferentiate curriculum andinstruction for these target students”(Gentry & Mann, 2008).
  • 3. Cluster Grouping• Small groups of like ability students placed in the same classroom• Reduces the number of achievement groups in each classroom while still maintaining diversity• See next slide for a model of a cluster grouping scenario
  • 4. Cluster Grouping Possible Scenario Teacher 1 Teacher 2 Teacher 3 Math/LanguaHigh Ability ge Arts Above Language Math Average Arts More Math / More LA / Average Few if any few LA few MathLow Average Most Few if any Few if any More LA / More Math / Low Few if any few Math few LA All/ or Split All/ or Split Special None with teacher with teacher Education 3 2
  • 5. Advantages?• Full-time services for high ability students at no additional cost• Achievement increases at all ability levels• Allows for more effective curricular differentiation• Fewer ability levels to differentiate in each classroom
  • 6. Common Misconceptions• “You are lucky to have the gifted kids, they are really easy to teach…”• “You are taking the cream of the crop, I need the gifted kids to bring up the rest of the kids.”• “It’s not fair...if she has the gifted kids, she should have the low kids too…”• “I need the high kids to teach the low kids…”
  • 7. TRUTH! Removal of highest achievers allows other students to emerge as achievers Most discipline problems occur from inappropriate levels of challenge High Ability students “feed off” of one another while bouncing ideas back and forth Cluster students work with accelerated content and processes
  • 8. Positive Outcomes• Placing the high achievers in one classroom can increase the chance that their needs will be met while offering the opportunity for talent to emerge in the other classroom• Restricting the range of achievement levels in elementary classrooms can help teachers better address individual needs
  • 9. Resources:• Chambers, S. (Photographer). (n.d.). Working together. [Print Photo]. Retrieved from:http://farm6.staticflickr.com/5147/5611664555_7e0f909720.jpg• Connectedclass. (Photographer). (2007). Teacher and students. [Print Photo]. Retrieved from http://www.flickr.com/photos/23311439@N03/2229872148/• Dame, R. (Photographer). (2007). Kids hard at work. [Print Photo]. Retrieved from http://www.flickr.com/photos/rhidame/354403987/• Gentry, M., & Mann, R. (2008). Total school cluster grouping & differentiation, a comprehensive, research-based plan for raising student achievement & improving teacher practices. Mansfield Center, CT: Creative Learning Press, Inc.• Leśniańska, D. (Photographer). (2009). Crazy teacher. [Print Photo]. Retrieved from http://www.flickr.com/photos/40455191@N04/3798092652/• Roeder, P. (Photographer). (2011). Eager. [Print Photo]. Retrieved from http://www.flickr.com/photos/tabor-roeder/6059055200/