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cluster grouping
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Cluster grouping is an educational process in which four to six gifted and talented (GT) and/or high achieving students are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher that has had specialized training in differentiating for gifted learners.〔Winebrenner, Susan, ''Teaching Gifted Kids in the Regular Classroom'' (Free Spirit Publishing, Inc, Minneapolis, MN, 2001), p. 177.〕 Clustering does not simply fill a classroom with a fraction of the student body representing all the highest performers in the grade. "Through cluster grouping the intellectual, social, and emotional needs of the gifted students can be addressed."〔Schuler, Patricia A., ''Cluster Grouping Coast to Coast'', Neag Center for Gifted Education and Talent Development, University of Connecticut〕 Although typically implemented in the upper elementary grades (3-6), cluster grouping has been used in grades K through 12.〔Schuler〕 The methods for selecting children for cluster groups usually mirror those for other gifted and talented services.〔Schuler〕 Within a cluster, several instructional options are typically used, including: enrichment and extensions, higher-order thinking skills, pretesting and differentation, compacting, an accelerated pace, and more complexity in content.〔Schuler〕
Merely placing all of a given grade's gifted children in one classroom will neither form a cluster nor produce positive academic outcomes. For clustering to be effective, a) the teacher must receive specialized training, b) the teacher must be motivated to work with gifted children, c) the remainder of the class cannot contain difficult or demanding students, and d) the curriculum for the cluster must be appropriately differentiated.〔Rogers, Karen B, Ph.D. ''The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner'', (The National Research Center on the Gifted and Talented, 1991 ) pp. 29-30.〕 Other anecdotal success factors for teachers include: fostering the valuing and acceptance of differences within the classroom, allowing pretesting and credit for previously mastered material, designing independent study that utilizes student passion, remaining flexible in teaching style, and maintaining a sense of humor.〔Winebrenner, p. 179.〕
==Advantages==
There is strong research evidence supporting the academic benefits of clustering gifted students in a single classroom.〔Rogers, Karen B, Ph.D., ''Re-forming Gifted Education'' (Great Potential Press, Scottsdale, AZ, 2002), pp. 249.〕 According to one survey, advantages include: cost effectiveness, high challenge and expectations of students, faster progression through curricula, administrative ease in observation of services, increased understanding of GT students, and an improved opportunity to address the psychological needs of the GT students.〔Schuler〕 Also, children with subject-specific giftedness, who might otherwise be exclude from gifted pull-outs, can be placed in the cluster classroom to take part in advanced work when appropriate.〔Winebrenner, pp. 177-178.〕 Some research has shown that clustering grouping produces positive academic results for ''all'' children within the cluster classroom.〔Gentry, M. (1996), ''Cluster grouping: An investigation of student achievement, identification and classroom practices.'' Unpublished doctoral dissertation, University of Connecticut, Storrs.〕 Cluster grouping is not experimental; it has been used successfully since 1974.〔Rogers, ''Reforming...'', p. 226〕 While no practice is a panacea for gifted instruction, Schuler's national survey showed a 99% positive approval rating among parents of clustered children and a 90% positive approval rating among the children themselves. Over two-thirds of administrators had a similar positive experience.〔Schuler〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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