2 Grouping and the Gifted Student The gifted student ranges in his/her strengths and weaknesses just as do all studentsStudents are different from each other and challenged when provided programming at the appropriate level of instructionTeachers must look at each student individuallyMCPS content curriculum contain adaptations that are suitable for the gifted student in the cluster grouped classroomFlexible Grouping for the delivery of instruction is the cornerstone of appropriate differentiation for the gifted student
3 When does grouping facilitate instruction? When it: allows both for quick mastery of information and ideasallows for additional exploration by students needing more time for masteryallows for both collaborative and independent workgives students and teachers a voice in work arrangementsallows students to work with a wide variety of peersencourages teachers to “try out” students in a variety of work settingskeeps students from being “pegged” as advanced or struggling
5 Activities for Heterogeneous Grouping Open ended activities with use of strategies such as critical thinking,, development of concepts and generalizationsMultidisciplinary themesWhen presenting new contentExamples: Hands on Science experiments, and current events activities
6 Group Work - Old and New Traditional Cooperative Groups Task is usually a projectSome students do more work and take most responsibilitySome students are ignored by others in groupSome students feel success, others feel frustrationEach student cares most about what he/she learns and what grade he/she receivesTask may be a project, brainstorming, problem solvingShared work and responsibilityParticipation of all students is encouragedEach student’s ideas and work are valuedStudents care about group learning
7 Flexible GroupingOccurs when there is a whole group assessment or instruction initially; and then the students are divided by their need for either review,re-teaching, practice, or enrichment. Such grouping could be a single lesson or objective, a set of skills, a unit of study, or a major concept or theme. Flexible grouping creates temporary groups for an hour, a day, a week, or a month or so. It does not create permanent groups.
8 Purpose of GroupingSchools will utilize flexible and varied grouping practices that enhance the opportunity to receive expanded, intensive, enriched and accelerated curricula at all instructional levels.Source: Policy on Gifted and Talented Education
9 Planning for Grouping: Questions to Consider When does grouping benefit students?When does grouping facilitate instruction?Which activities lend themselves to group work?How do you determine group membership?
10 When does grouping benefit students? When the task requires input from different types of learning styles and perspectives.When the subject matter is new for all students.When it allows gifted students to be engaged in real learning.
11 Appropriate Activities for Heterogeneous Grouping: Critical ThinkingConcept and GeneralizationWhole Language ExperiencesMulti-disciplinary UnitsOpen ended discussionsExamples: Hands-on science experiments and Current event discussions
12 Appropriate Activities for Homogeneous Grouping: Drill and PracticeMath computationStudying for recall type testAnswering comprehension questions about a novel
13 Group Membership Can be determined by: Readiness Interest Reading LevelSkill LevelBackground KnowledgeSocial Skills
15 PRE-ASSESSMENTThe purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.
16 Pre-assessment Strategies Teacher prepared pre-testKWL Charts /Graphic OrganizersWriting Prompts/SamplesGuess BoxStudent demonstrations and discussionsStudent products and work samplesShow of hands/EPR Every Pupil ResponseStandardized Tests/ISM DataTeacher observation/Checklist
17 Management of Groups Goal of the Activity Total number of Pupils in ClassNumber of GroupsNumber of Students in a GroupRoles within the GroupTeacher Role
18 AssessmentA successful end product and/or the fulfilling the pre-stated objective.
19 ProcessingIndividual and Group accountability activities which reflect the success of:The studentThe groupThe objective for the teacher planned activity
20 Flexible Grouping for the delivery of instruction is the cornerstone of appropriate differentiation for the gifted student as well as all students. The use of Flexible Grouping assures Success for Every Student.
21 This program was developed by: Elaine McArdle And Gina Woodward EII Coordinators Ridgeview Middle School