{"content":{"sharePage":{"page":0,"digests":[{"id":"52151224","dateCreated":"1332770162","smartDate":"Mar 26, 2012","userCreated":{"username":"lkeller3","url":"https:\/\/www.wikispaces.com\/user\/view\/lkeller3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/clustergroupingintheclassroom.wikispaces.com\/share\/view\/52151224"},"dateDigested":1531977136,"startDate":null,"sharedType":"discussion","title":"Session 2","description":"I am not sure about cluster grouping. I am thinking about my 5th period which has 33 gifted students, high achievers, on level students, LD students, and SPED students. This class has been a challenge since its formation back at Christmas. I am not sure how to group these students. I have tried putting them in readiness groups based on abilities but then I just seem to have several little classes all working on something different but similar. It is really killing me. Currently they are working in groups but there is a representative from each ability level in the group. The SpED teacher and parapro seem to like it this way best but I think it helps the lower kids more and hurts the higher kids. This is the problems I see with cluster grouping and it may just be only the one class that I have been given that would be this way. My first period class is gifted and high achievers with a couple of average kids in there and they do pretty well. They are all on the same level and learn similarly and at the same pace. My other two classes are average to below level. The gifted students now go to Mrs. Hyer's room only where there are other gifted students and high achievers. Have we done wrong for these kids? What do you think? Having them separated seems to not make it so obvious how behind the lower kids are compared to some of their peers.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51844768","dateCreated":"1332101439","smartDate":"Mar 18, 2012","userCreated":{"username":"shenson3","url":"https:\/\/www.wikispaces.com\/user\/view\/shenson3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/clustergroupingintheclassroom.wikispaces.com\/share\/view\/51844768"},"dateDigested":1531977136,"startDate":null,"sharedType":"discussion","title":"session 2 cluster grouping","description":"One disadvantage might be the planning necessary for all groups of students to thrive in a classroom where all levels of learners are present. There would have to be MUCH collaboration among the teachers at each grade level to make sure all learners have their needs met.","replyPages":[{"page":0,"digests":[{"id":"51898678","body":"Stevie,
\nYou are so right! Teachers would no doubt need to make collaboration a priority (although I would think they would want to out of necessity). Although the planning does seem overwhelming, the differentiation will become easier once you get in the habit of designing tasks at different levels. Some students will need more scaffolding, while others students could complete the same task with less scaffolding- the problems be less defined and more complex.
\n
\nWhen working with other teachers, I would recommend coming together to design units and pace the lessons. Once learning goals are defined, begin thinking about what the non-negotiables are for all students. The think about how to raise the level of depth and complexity for the gifted students and how to provide more scaffolding for the struggling students. This process will quickly become second nature to a group of colleagues who make collaboration a priority.
\n
\nThanks for participating in Session 2!","dateCreated":"1332200930","smartDate":"Mar 19, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}}],"more":0}]},{"id":"50409792","dateCreated":"1329084246","smartDate":"Feb 12, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/clustergroupingintheclassroom.wikispaces.com\/share\/view\/50409792"},"dateDigested":1531977136,"startDate":null,"sharedType":"discussion","title":"Session 2 Discussion","description":"1) What disadvantages do you foresee with Cluster Grouping?
\n2) Do the advantages outweigh the disadvantages? How so?
\n3) What more would you like to know about Cluster Grouping?","replyPages":[{"page":0,"digests":[{"id":"51746636","body":"Disadvantages: Many classroom teachers struggle with multi-tasking in the classroom to meet the needs of all students. Some teachers also stuggle with "letting go control" and trusting students to be independent learners. Both of which are essential in running a cluster grouping model. I have also seen some teachers using the gifted students as "tutors" for the lower students, which is hindering advanced learning for these higher kids.
\nAdvantages: Gifted students learn best with other gifted students. Placing them in ability groups will help ensure that gifted learners are in an envrionment that encourages higher-order thinking and rigor.
\nOnce again, I feel an organized Cluster Model is beneficial to all gifted learners, but there MUST be ongoing professional development for the teachers who are implementing the Cluster Grouping program.","dateCreated":"1331820360","smartDate":"Mar 15, 2012","userCreated":{"username":"lbhorn","url":"https:\/\/www.wikispaces.com\/user\/view\/lbhorn","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51803310","body":"The key factor to the success of Cluster Grouping is the individual teacher's ability to differentiate the curriculum. The teacher's capacity to balance the work load of instructing three different learning levels in one classroom is a tremendous task and can be perceived as a distinct disadvantage. When Cluster Grouping is put into action, it has the ability to allow additional gifted learners to refine and extend their learning and be identified; this is one clear advantage. I would like to know what the statistics indicate for the performance of both individual students and school systems that have implemented Cluster Grouping.","dateCreated":"1331917480","smartDate":"Mar 16, 2012","userCreated":{"username":"danielmcelroy","url":"https:\/\/www.wikispaces.com\/user\/view\/danielmcelroy","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51851552","body":"Clustering Grouping can be time consuming and overwhelming for any teacher implementing it. It seems to be an important module that requires professional development before one can assume to just use it as a tool in the classroom. Also, kids may feel at a disadvantage or "outcast" when separated from other peers (age dependent). When managed, delivered, and planned in the correct way the teacher and students could benefit tremendously. I think it is a key to constantly be assessing the students level of ability with classroom material (standards) as they may change with the content. In Science I have seen particular students exceed with certain content and struggle in other areas. Meeting kids where they are is key and making sure they are all challenged! Ability grouping is very successful and allows for successful independent student learning and opportunities for a child's character to shine. When does someone not feel great after accomplishing a challenging task? Gifted students challenge one another and too often I see in a mixed classroom where the Gifted students are "pawned" off to help the slower paced learner. With cluster grouping no one should be left behind and most certainly the Gifted students are exceeding.","dateCreated":"1332116038","smartDate":"Mar 18, 2012","userCreated":{"username":"bneff1211","url":"https:\/\/www.wikispaces.com\/user\/view\/bneff1211","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51899208","body":"Beth,
\n
\nYou touched on so many potential disadvantages of Cluster Grouping. The ability to multi-task is critical to the success of Cluster Grouping, as is the ability to let go of control in the classroom. I can see how these two issues could potentially cause teachers to shy away from this model. What would you say to teachers who were reluctant to try Cluster Grouping because of these two issues?
\n
\nYou also mention that Gifted students learn best with other Gifted students. I completely agree with you. Gifted students have unique learning, social, and emotional needs and benefit from consistent interactions with peers who can not only challenge them academically, but also relate to them on a social and emotional level.
\n
\nAgain Beth, you are right on when you mention the need for Professional Development. PD must be both ongoing and effective. The authors of "The Cluster Grouping Handbook" recommend several strategies for PD ranging from traditional workshops, to book studies, to online discussion boards. Which format do you think would be most effective considering the goal of PD is to ensure that what is learned is actually applied and ultimately leads to increases in student achievement?","dateCreated":"1332201702","smartDate":"Mar 19, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}},{"id":"51899926","body":"Daniel,
\n
\nI have worked towards finding research on the success of Cluster Grouping as a way to meet the needs of all learners. I have found an article that appeared in "Gifted Child Quarterly" in 1999 entitled "An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices". The authors had 3 research questions, 2 of which relate specifically to your post:
\n
\n2. How do students in the cluster grouping school compare with students from a similar school who are not involved in cluster grouping after adjustment for initial differences
\nwith regard to achievement?
\n
\n3. What factors exist within the classrooms and the school using cluster grouping that may influence student achievement?
\n
\nThe researchers compared student achievement from a Cluster Grouped school and compared it to the achievement of students in a more traditional school. Overall, the students in the Cluster Grouped school outperformed the students in the traditional school. The article is thorough, but brief. I recommend reading it if you have time, as it will go into more detail regarding the conditions necessary for successful implementation.
\n
\nI will attach the article to the Module One Session 2 page for your to review.
\n
\nThanks your your questions and for your participation in Module One Session 2!","dateCreated":"1332202820","smartDate":"Mar 19, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}},{"id":"51900822","body":"Becky,
\n
\nYou brought up so many relevant concerns. All of which must be addressed before Cluster Grouping can be implemented successfully.
\n
\nCluster Grouping can be time consuming and overwhelming for a teacher who tries to do everything on their own. Luckily with the internet and web 2.0 tools, collaboration is easier and more efficient than ever. Teachers who teach the same content\/grade level should already be collaborating to make their lessons better for all students; however, when tasked with Cluster Grouping, collaboration becomes even more critical. I would think teachers would want to collaborate out of necessity to lighten the load each one bears.
\n
\nAlso, professional development must be included in order for Cluster Grouped to see positive results over time. What format for professional development would you be most interested in participating in? The authors of "The Cluster Grouping Handbook" suggest a variety of PD experiences ranging from book studies to discussion boards to traditional workshops. Research has shown that traditional workshops are not effective and lead to no significant change in teaching practice or student achievement. With this in mind, would you be interested in a book study or a discussion board similar to this one?
\n
\nThanks for your participation and thoughtful response!","dateCreated":"1332203830","smartDate":"Mar 19, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}