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Joined: Apr 2008
Posts: 1,815
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Joined: Apr 2008
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I'm reading the book "Love for Learning Motivation and the Gifted Child" by Whitney and Hirsch. Clustering for bright children may be of 2 basic types: (1) a "talent cluster" for those who far exceed the academic norms for their grade in a particular discipline, such as math or science, and (2) a "gifted cluster," for those who are strong in abstract thinking and problem solving. In a talent cluster students are identified by achievement tests, and the accommodations made for them may be restricted only to acceleration in their specific subjects. This type of cluster can be a daily class in the particular discipline.
the gifted cluster would include students who have demonstrated intellectual giftedness on ability tests and other measures. They might be achievers with high grades, but the group could also include under-achieving gifted students who teachers, parents, and counselors feel would benefit from exposure to a deeper, broader curriculum. This group would carry out more independent and problem-based study. The differentiation of their curriculum would probably included some acceleration, but it would primarily allow for more in depth examination of the subjects that the entire class is studying.
These two types of clusters are quite different from one another, and participants must be chosen carefully. Some gifted students might not be able to maintain the speedy pace of the single-subject accelerated students who generally whiz through the curriculum. The talented students may balk at the slower pace required for studying a problem or issue from multiple perspectives. I found the above passage interesting. I also read this in another book and it's what I often think about when someone suggests to me (like DH) that I should talk to the school about having DSs skip a grade. Especially for DS9, I think it's more the 2nd type above - the "gifted cluster" but he needs both - deeper and acceleration.
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Joined: Dec 2005
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Hi Dazy,
FYI, the clusters work great with MG (moderately gifted - top 3%ish)kids but aren't quite 'enough'for many HG and PG kids (except with a fabulous teacher who really didn't need it in the first place.)
The rule of thumb is that most teachers can 'differentiate' within the classroom if the child's performance level is within 3 grades of the classroom average.
Now, a kid with potential 5 grades above, might be functioning academically 'only' 2 grade levels above their classmates, be considered 'great' by the schools, and be miserable because they are underachieving. confusing, no?
Of course it's a lot easier to be a 1st grade functioning at 4th grade level than it is to be 10th grade functioning at a freshman year of college level. Certain exposure to material, and physical maturation is needed. What to do with these kids while they 'catch up to themselves' is always a problem.
Anyway, I would guess that if any real life schools could consistiently provide "gifted cluster" as described above,no matter what the child's readiness level was, that very children few would need gradeskips. Trouble is that it's easier to write about that kind of classroom than it is to find that kind of classroom. Classmates and Teachers who can keep us with HG and PG kids are few and far between, yes?
Love and More Love,
Grinity
Coaching available, at SchoolSuccessSolutions.com
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Joined: Apr 2008
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Grinity wrote: Now, a kid with potential 5 grades above, might be functioning academically 'only' 2 grade levels above their classmates, be considered 'great' by the schools, and be miserable because they are underachieving. confusing, no? I LOVE YOU!!! Thank you!!! What a succinct way to describe my DS9! Nail on the head!!! BINGO!!! Bells ringing!!!!! Grinity - did you mean it's harder to be a 1st grader? B/c then you say what to do with these kids while they catch up to themselves is a problem.
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Joined: Aug 2007
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I found this book to be very helpful in offering solutions and not just outlining problems. For anyone thinking about reading it, I have a review here: http://www.bellaonline.com/articles/art7744.asp
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Joined: Apr 2008
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Dottie - our school did that. DS had 2 other boys in his class in the highest reading group with him. Teacher said she'd talk to Principle about keeping them together but nope, not even kept 2 of them together (Teacher had recommended b/c of DS6's issue w/ going to school, to keep him w/ one of his buddies in the high reading group - NOPE - they all got split up.) It was the same for DS9 entering K. They test the kids prior to K and knew that DS was reading fluently. Well, were there any other readers in his class? Nope. FOr his reading group, Teacher finally got a group together w/ 2 other boys, each in a different class, and from what DS said, lower than his reading level, but b/c the classes aren't taught similarly, it was hard to get teh boys together b/c one class would be at math time while the other was at reading time or recess etc.
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