Rolling Hills Elementary GT
Cluster-Grouping VS. Ability-Grouping
All "high" kids in one room.
Homogeneous
Tracking - gives only some kids access to higher content.
Pull-Out
I get a lot of questions regarding the difference in and philosophy of cluster-grouping and ability-grouping. In the chart below, I have outlined the primary differences between cluster-grouping and ability-grouping. Here at Rolling Hills, we will be following (2016-17) a cluster- grouping model, based on Winebrenner and Brulles' work (2008). The major advantage of this model is access.
When referring to access, we are talking about access to content and higher-level curriculum. It is ingrained in education, or at least there is a perception, that in order for a child to have ACCESS to higher curriculum, they must be identified GT. I want to dispel this myth, at least at the elementary level. Our goal and purpose at Rolling Hills is to give each student access to a challenging and rich curriculum. There are a lot of bright, capable students that are not identified GT. These students will continue to have ACCESS to higher-order differentiation within their classroom. This will be accessible through the GT specialist and classroom teacher, through a co-taught model. It will also be available through professional development available to teachers, taught by Melissa Durtschi, GT Specialist.
Cluster GT Kids in 1-2 rooms
Heterogeneous
Allows ALL students access to higher-level content.
Push-In
Co-teaching, differentiation
Works Cited:
Winebrenner, S., & Brulles, D. (2008). The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All. Minneapolis, MN: Free Spirit Publishing Inc.