This document summarizes a presentation on data-based decision making for grouping and service delivery models for gifted students. It discusses various placement and programming options like acceleration and enrichment. It provides research on the benefits of acceleration, such as improved achievement, and issues to consider with acceleration. It also reviews types of enrichment and research findings. Different grouping models are outlined along with their strengths and weaknesses.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
by Melissa Dancy, Johnson C. Smith University; Charles Henderson, Western Michigan University; Chandra Turpen, University of Colorado. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Response to Intervention: A Component in a Novel Educational Service Delivery...schoolpsychology
Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
by Melissa Dancy, Johnson C. Smith University; Charles Henderson, Western Michigan University; Chandra Turpen, University of Colorado. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Data-based Decision Making: Tools for Determining Best Practices in Grouping and Service Delivery
1. Data-based decision making:
Tools for determining best practices
in grouping and service delivery
2014 Rutgers Gifted Education Conference
11/20/14
Elissa F. Brown, Ph.D.
Elissabrown21@gmail.com
Dr. E. Brown, Hunter College, New York 1
2. 2
“With all the
educational
reform that has
taken place since
the turn of the
century,
how come so little
has changed?”
Larry Cuban
Dr. E. Brown, Hunter College, New York
3. The placement or program model fundamentally
serves as a vehicle to group or organize students
together but programming, in practice,
sometimes referred to as a service delivery
model, is not the same thing as service.
Placement is a management strategy. It must
be coupled with curriculum and instructional
modifications in order for substantial and
positive academic and social-emotional effects
to occur for gifted and talented students.
Brown, E. & Stambaugh, T. (2014). Placement of students who are gifted. In J. Bakken, F. Obiakor,
and A. Rotatori, (Eds.) Gifted Education Current Perspectives and Issues, Advances in Special
Education, vol. 26, pp 41-69.
Dr. E. Brown, Hunter College, New York 3
4. Standard 5. Programming
Is a properly funded
continuum of services
provided that offers a
variety of programming and
learning options that are
collaboratively developed
and implemented and that
enhance student
performance in cognitive
and affective areas?
Dr. E. Brown, Hunter College, New York 4
5. Characteristics of Giftedness
that impact instructional practices
• May be developmentally advanced in one or
more areas (uneven development)
• Learn at a faster pace in selected areas
• Ask and explore complex abstract questions
and issues
• Experience complex social relationships and
issues
• Desire individual responsibility
Dr. E. Brown, Hunter College, New York 5
6. Characteristics of Giftedness
that impact instructional practices (cont.)
• Are sensitive
• Are hypercritical of self and others (high
expectations)
• Question authority
• May be introverted
• May experience learning problems and
underachievement for the first time
• May become “bored”, withdrawn, isolated,
and display low self-concept
Dr. E. Brown, Hunter College, New York 6
7. Key Linkages of Special Education and General
Education in Program Development for the Gifted
Gifted
Education
General
Education
Special
Education
Curriculum
Evaluation
Instructional
Processes
Philosophy & Goals
Materials/Resources
Identification/Assessment
Program Administration
Grouping Strategies
Teacher Training
Advocacy
Dr. E. Brown, Hunter College, New York 7
8. Decision Tree: Macro
Acceleration Enrichment
Dr. E. Brown, Hunter College, New York 8
9. Why do we accelerate?
1) Acceleration matches the level and complexity of the
curriculum with the readiness and motivation of the child.
2) Acceleration has one of the longest and most robost
research bases in the gifted field.
3) Acceleration is consistently effective with gifted students.
4) Accelerations allows for more tailored instructional
planning.
5) Acceleration facilitates individual learning at an appropriate
level of challenge (eg meets individual needs)
Colangelo, Assouline, & Gross (2004). A nation deceived: How schools hold back America’s brightest students. Templeton Foundation
Dr. E. Brown, Hunter College, New York 9
10. Issues in Grouping & Acceleration
Grouping
• Timeframes for grouping
• Subject Areas
• Teacher qualifications
• Documentation of student
growth
• Tailoring instruction
• Flexibility
• Type of grouping most
beneficial for student &
district
Acceleration
• Consider the degree of
giftedness and specific
aptitude(s)
• Teacher qualifications
• Program articulation
• “Natural” transition points
• Non-intellective
characteristics
• Flexibility
Dr. E. Brown, Hunter College, New York 10
11. A Nation Deceived:
Meta-Analytic Findings
• Bright students almost always benefit from
accelerated programs based on achievement test
scores.
• When compared to same-age, intellectual peers,
those students who were accelerated performed
almost one grade level higher academically.
• When compared to older, non-accelerated students,
the accelerated student performance was
indistinguishable from that of bright, older non-accelerated
students.
Dr. E. Brown, Hunter College, New York 11
12. A Nation Deceived:
Meta-Analytic Findings (cont.)
• Acceleration has the highest overall academic effects when
compared to other provisions.
• Acceleration positively affects student’s long-term educational
plans and accelerated students earn more advanced degrees.
• Self-esteem may temporarily drop when accelerated.
• There are too few studies to make inferences about student
attitudes when accelerated and social-emotional well-being.
However, most studies do suggest that acceleration does not
prohibit students from participating in extra-curricular activities
as desired.
» Colangelo, Assouline, & Gross, 2004
Dr. E. Brown, Hunter College, New York 12
13. Some Types of Acceleration
• Early admission to kindergarten
• Early graduation from High School
• Grade-Skipping
• Subject-Matter Acceleration
• Curriculum Compacting
• Telescoping Curriculum
• Correspondence Courses
• Advanced Placement Courses
• Concurrent/Dual Enrollment
• Credit by Examination
Colangelo, Assouline, & Gross (2004). A nation deceived: How schools hold back America’s brightest students. Templeton Foundation
Dr. E. Brown, Hunter College, New York 13
14. Instructional Management and
Acceleration Research
• Grade Skipping (ES=.49)
• Curriculum Compacting (ES = .83)
• Early Entrance to School (ES = .49)
• Subject Acceleration (ES = .57)
• Grade Telescoping (ES = .40)
• Concurrent Enrollment (ES = .22)
• AP Courses (ES = .27)
• Early Admission to College (ES = .30)
• Credit by Examination (ES = .59)
» Rogers, 1998
Dr. E. Brown, Hunter College, New York 14
15. Issues in Acceleration
• Consider the degree of giftedness and specific aptitude(s)
• Teacher qualifications
• Program articulation
• “Natural” transition points
• Non-intellective characteristics
• Flexibility
• Unintended Consequences
• Pacing and Curriculum considerations
• Competing political philosophies
Dr. E. Brown, Hunter College, New York 15
17. Why do we enrich?
• Most curriculum models ascribe to a broader
conception of gifted (beyond domain specific)
• Proponents of enrichment approaches tend to
see process skills (eg critical thinking,
problem-based learning) as central to learning
• Enrichment models place high value on
student products and performances
• Breadth over depth approach
Dr. E. Brown, Hunter College, New York 17
18. Forms of Enrichment
• Focus on “thinking processes” in content areas
• School-wide Enrichment Model (SEM) Renzulli &
Reis; contains 3 tiers of enrichment experiences
driven by student interests and learning styles.
Most widely adopted service delivery model
employed in gifted programs (Type I, II, III)
• Competitions (OM, FPS, etc) are forms of
enrichment
• Student products (where choice was provided)
• Inquiry-based approaches
Dr. E. Brown, Hunter College, New York 18
19. Issues with Enrichment
• Having enough resources to “broaden” a topic
• Teacher qualifications/training
• Teacher flexibility to broaden vs following a
prescribed course of study-curriculum
coverage
• Documenting student growth
Dr. E. Brown, Hunter College, New York 19
20. Research Evidence
• Some evidence examining the use with under-served
populations as an antidote to
underachievement (Ford 1999; Johnsen, 2000)
• Two SEM longitudinal studies-students
maintained career goals; teacher attitudes
toward student work was positive
Dr. E. Brown, Hunter College, New York 20
22. Program Provisions: Within School
• Full-time ability grouping
• Special schools
• Full-time gifted classes (school-within-a-school)
• Cluster grouping
• Pull-out grouping
• Regrouping for instruction or ability grouping for instruction
• Cross-grade grouping
• Cooperative groups (based upon interest, ability, strengths)
• Consultative model
• Extracurricular enrichment options (OM, MathOlympiad..)
Dr. E. Brown, Hunter College, New York 22
24. Intensity of grouping placements
General
Education
(heterogeneous)
Pull-out
(enrichment)
Cluster
(academic)
Self-contained
(classrm each
grade level)
Subject
Grouping or
Joplin
Full-time
centers/schools
Intensity of service delivery grouping placements
Dr. E. Brown, Hunter College, New York 24
25. Grouping Models:
Strengths & Weaknesses
(Academic Subject Grouping)
Strengths
• Can accommodate a broad
range of specific academic
ability
• Honors uneven
developmental patterns
• Allows ease of teacher
planning of course syllabi &
implementation
• Research support
• Typical model for secondary
schools
Weaknesses
• May be limited by subjects
and/or qualified student
population
• May become diffused if
other students are placed
into class based upon
insufficient numbers
• May not differentiate
curriculum sufficiently
• Effect size is limited unless
curriculum is differentiated
Dr. E. Brown, Hunter College, New York 25
26. Grouping Models:
Strengths & Weaknesses
(Cluster Grouping)
Strengths
• Full-time opportunity for
curriculum differentiation
• Built-in peer group
• Research support
• Flexibility for teacher to
group and regroup based
upon instructional need
Weaknesses
• Tendency to teach whole
class and ignore cluster’s
level of functioning
• Limits gifted peer
interactions
• Requires teacher to develop
and implement multiple
instructional plans
• Must have minimum of 3-4
to be effective, fewer
students lose effectiveness
Dr. E. Brown, Hunter College, New York 26
27. Grouping Models:
Strengths & Weaknesses
(Pull-Out)
Strengths
• Built-in opportunities for
peer interaction
• Curriculum focus on in-depth,
enrichment, or
specific area of learning
• One instructional plan
required
• Typically, teacher qualified
in gifted education
• Limited research support
Weaknesses
• Limited contact time
• Fragmented from normal
school day
• Lack of integration with
district curriculum
• Minimizes interactions with
peer group
• Part-time differentiation of
curriculum
• Only “gifted” 1 hour/week
Dr. E. Brown, Hunter College, New York 27
28. Grouping Models:
Strengths & Weaknesses
(Joplin Plan: Grouping by subject
across grade levels)
Strengths
• Accommodates level of
learning regardless of age
• Allows for focused teaching
• Ensures content
acceleration as a major
mode of delivery
• Research support
Weaknesses
• May not provide
satisfactory peer group
• Limited to core content
areas of curriculum
• Lack of teacher capacity to
accelerate, or limited
content expertise
• Scheduling difficulty
(multiple grade levels)
Dr. E. Brown, Hunter College, New York 28
29. Grouping Models:
Strengths & Weaknesses
(Full-Time Grouping: Center or School-based)
Strengths
• Ability to deliver a
comprehensively
differentiated program
• Intellectual peer group
interactions
• Flexibility to group and
regroup based on several
variables
• Research support
Weaknesses
• Political perceptions are
more extreme
• Must have qualified
teachers in gifted education
(resource issue)
• Students may be
geographical removed from
home “community”
• Possible transportation
issues
Dr. E. Brown, Hunter College, New York 29
30. Research on Grouping Options
• Full-time Ability grouping (Centers)
-Differential placement and treatment ES .49, .85
• Cluster grouping
-Partial differential placement, differential
treatment ES .62, .33
• Mixed Ability cooperative groups
-No differential placement or treatment ES 0
• Subject Grouping
-Differential placement and treatment ES .34, .79
Rogers (2002), Kulik& Kulik (1992)
Dr. E. Brown, Hunter College, New York 30
31. Research on Instructional
Delivery: Instructional Processes
• Gifted students tend to use higher order thinking even
without training, but benefit significantly from being
trained
• Gifted students prefer a structured learning environment
(desks, tables, etc) but open-ended tasks and
assignments
• Academically gifted students tend to be uncomfortable
taking risks or dealing with ambiguity; therefore a need
for teaching divergent thinking and production exists
K. Rogers (2002)
Dr. E. Brown, Hunter College, New York 31
32. Research on Instructional Delivery:
Instructional Pacing
• The learning rate of children above 130 IQ is
approximately 8 times faster than for children below
70 IQ
• Gifted students are significantly more likely to retain
science and math content accurately when taught 2-
3 times faster than “normal” pace
• Gifted students are decontextualists in their
processing, rather than constructivists; therefore it is
difficult to reconstruct “how” they came to an
answer
K. Rogers (2002) Dr. E. Brown, Hunter College, New York 32
33. Check List for decision making
Grouping Teacher
Capacity
Cost
(H, M, L)
ID
alignment
Local
context/P
olitics
Availability
of
Resources
Other
Cluster
Pull-Out
Subject
Grouping
Dr. E. Brown, Hunter College, New York 33
34. Contact Information
• Dr. Elissa F. Brown
elissabrown21@gmail.com
Cell: (757) 593-2224
Dr. E. Brown, Hunter College, New York 34