Total School Cluster Grouping and Differentiation
A Comprehensive, Research-based Plan for Raising Student Achievement and Improving Teacher Practices
Marcia Gentry
- 276 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Total School Cluster Grouping and Differentiation
A Comprehensive, Research-based Plan for Raising Student Achievement and Improving Teacher Practices
Marcia Gentry
About This Book
The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff developmentāincluding powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materialsāare included.
Frequently asked questions
Information
PART I DEVELOPING A TSCG PROGRAM
CHAPTER 1 WHAT IS CLUSTER GROUPING?
An Introduction to Total School Cluster Grouping
- ā¢ Provide full-time services to high-achieving and high-ability elementary students.
- ā¢ Help all students improve their academic achievement and educational self-efficacy.
- ā¢ Help teachers more effectively and efficiently meet the diverse needs of their students.
- ā¢ Weave gifted education and talent development āknow-howā into the fabric of all educational practices in the school.
- ā¢ Improve representation of traditionally underserved students identified over time as above average and high achieving.
GENERAL CLUSTER GROUPING
- ā¢ challenging high achievers by placing them together in one classroom, thus enabling new talents to emerge among students in the other classrooms and allowing them opportunities to become academic leaders;
- ā¢ increasing the ability of all teachers to meet the individual academic needs of their students by reducing the range of student achievement levels in all classrooms;
- ā¢ improving how teachers view their students with respect to ability and achievement;
- ā¢ improving student achievement among students from all achievement levels;
- ā¢ increasing the number of students identified as high achieving and decreasing the number of students identified as low achieving;
- ā¢ extending gifted education services to more students in the school and beyond those students formally identified as gifted and talentedā;
- ā¢ bringing gifted education staff development, methods, and materials to all of the teachers in a school;
- ā¢ providing full-time placement and services for students identified as high achieving;
- ā¢ providing a seamless fit with a continuum of gifted and talented services for students;
- ā¢ helping teachers work together to plan effective differentiated curriculum and instruction for students at various levels of achievement and readiness;
- ā¢ engaging in ongoing assessment and identification of student strengths and abilities; and
- ā¢ offering students the opportunity to grow and develop by receiving services that match their current levels of achievement in various subjects.