cluster classroom grouping model
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Cluster Classroom Grouping Model. What is the Cluster Classroom Grouping Model?. It is a method for providing full-time gifted education services without major budget implications and with the potential to raise achievement for all students . - PowerPoint PPT PresentationTRANSCRIPT
Cluster Classroom Grouping Model
What is the Cluster Classroom Grouping Model?
It is a method for providing full-time gifted education services without major budget implications and with the potential to raise achievement for all students.
In this model, all students are purposely placed into classrooms based on their abilities, potential, or achievement.
Gifted Cluster Classrooms – Numbers of classes per grade levelNumbers of classes
per grade level2 - 34 - 56 - 8
Number of giftedcluster classrooms
needed• 1• 1 – 2• 2 – 3
Example of Classroom Composition for Cluster Model School(source: The Cluster Grouping Handbook by, Susan Winebrenner, M.S. & Dina Brulles, Ph.D.)
Looking at FUSD’s TAG history & Pilot Implementation of the Cluster Classroom ModelSince my employment in this district (2004 to the
end of the 2008-2009 school year each elementary school provided a 1 hour/week pull out program for TAG students using teachers hired to teach this class)
Budgetary concerns necessitated the removal of TAG teacher positions at the end of the 2008 – 2009 school year
Starting district wide – In July 2009 representatives from each school were trained to be Differentiation Instruction trainers at each of their schools – this training took place throughout the district during the 2009 – 2010 school year
Looking at FUSD’s TAG history & Pilot Implementation of the Cluster Classroom Model (continued)During the 2009 – 2010 school year, each school in the
district scheduled time for the DI (Differentiation Instruction) trainers to review differentiation instruction strategies that can be used in their classrooms
Starting in the 2009 – 2010 school year and currently continuing – TAG services are administered at varying times and in varying ways based on individual elementary school sites:RTI time (enrichment activities/studies)Teachers establishing a routine enrichment time in their
class or at their grade levelPrograms such as Master MindTeachers using DI strategies more consistently in their
classrooms
Differentiation InstructionStudent focused learning – developing
independent learners Student paced learning (challenging
advanced learners ---’buying time’ for struggling learners)
Use of collaborative flexible student grouping – interest, ability, teacher directed heterogeneous grouping
CompactingExtension menusIndependent study projects
Looking at FUSD’s TAG history & Pilot Implementation of the Cluster Classroom Model (continued)The Cluster Classroom was a model that I
became interested in two years ago and I took the initial training with Dina Brulles Gifted Coordinator of the Paradise Valley School District
Visited the program in PhoenixLooked for district principals and volunteer
teachers to pilot this program- resulting in Marshall, DeMiguel, Cromer, and Knoles
Many teachers participating in this pilot received training on March 2, 2010, May 7, 2010, and May 12, 2010. In addition a few of the teachers went to a DI training institute over the summer
Looking at FUSD’s TAG history & Pilot Implementation of the Cluster Classroom Model (continued)School year 2010 – 2011 participating cluster classroom
pilot schools, Cromer, DeMiguel, Knoles, MarshallSupport and additional training in the 2010 – 2011 school
year:9/24/10 – workshop on teaching skills that will assist in
setting up a thinking- centered classroom for gifted learners (fluency, flexibility, originality, elaboration skills)
10/29/10 – workshop on Independent Project Based Learning
01/14/11– workshop on developing common assessmentsTo be arranged – book study/discussion on DI strategiesDay visit to a cluster classroom in the Phoenix areaSIOP coach support of teachers implementing this pilot
What it means to place students into cluster groups
A group of gifted identified students is clustered into a mixed ability classroom with a teacher who is trained to differentiate for gifted students
Cluster Grouping Classroom Model allows:
Critical elements of effective gifted programsFlexible groupingDifferentiationContinuous progressIntellectual peer interactions
(Program elements identified by Barbara Clark)
Perception that cluster grouping is the same as trackingNO – In tracking, students are grouped
into classrooms with others of similar ability and these students remain together throughout their school years. Curriculum is based on the ability levels of the students in each track.
Clustering students – classes arranged this way have students with a range of abilities. Teachers modify or extend grade level standards according to student needs and abilities. The classroom composition changes each year.
?: Why should gifted students be placed in a cluster group instead of being assigned to all classes?Gifted Students:
Need to spend time learning with others of like ability to experience challenge and make academic progress
Better understand their learning differences when they are with learning peers
Teachers are more likely to differentiate curriculum when there is a group of gifted students
?: Won’t the creation of a cluster group rob the other classes of academic leadership?Looking at the earlier slide regarding the
distribution chart of students there are either gifted or high achieving students in every class; therefore, all classes have academic leaders
Gifted students do not make the best academic leaders because they make intuitive leaps, and therefore do not always appear to have to work as hard as others
High average students have new opportunities to become academic leaders
?: Can I create small groups of gifted students in all classes?The desired outcomes of the Cluster
Classroom Model become diminished because:
All teachers have the full range of abilities in their classrooms
There is less accountability for teachers to facilitate progress of their gifted learners
Providing teacher training becomes difficult
Example of Academic Effects of Cluster Grouping in the area of Math (source: The cluster Grouping Handbook by, Susan Winebrenner, M.S. & Dina Brulles, Ph.D.)