What is Cluster Grouping?

Cluster grouping is one method schools used by the Neenah School District to meet the academic needs of gifted children. Gifted children in one grade level are grouped together in one classroom. For example, if a school has three different third grade classrooms and five gifted children in third grade, all five of these children would be placed in one of the three third grade classrooms rather than split up and placed in the different classrooms. Gifted students may have strengths in one academic area, such as reading or math. Consequently, the children who are mathematically gifted might be placed in one classroom while the verbally gifted may be in another classroom. Clusters by subject strength areas begins at 7th grade in Neenah School District because, at this point in school teaching specialist in particular areas of study are available. Cluster groups in K-6 grade are more globally structured. Movement in and out of these groups is relatively fluid. A child may be in the advanced group in math, but not in reading, and could be in the advanced group in math one year, but not the next year.  Cluster grouping is an inexpensive way for schools to meet the academic needs of gifted children. However, teachers must be able to differentiate instruction for the different levels of ability in the classroom.

What Does It Mean To Place Gifted Students In Cluster Groups?

A group of three to six identified gifted students, usually those in the top 5% of ability in the grade level population, are clustered in a mixed-ability classroom. The teacher has had training in how to teach exceptionally capable students. If there are more than six gifted students, two or more clusters could be formed.

Isn't Cluster Grouping The Same As Tracking?

No. In a tracking system, all students are grouped by ability for much of the school day, and students tend to remain in the same track throughout their school experience. Gifted students benefit from learning together, and need to be placed with similar students in their areas of strength (Hoover, Sayler, & Feldhusen, 1993; Kulik & Kulik, 1990; Rogers, 1993). Cluster grouping of gifted students allows them to learn together, while avoiding permanent grouping arrangements for students of other ability levels.

Why Should Gifted Students Be Placed In A Cluster Group Instead Of Being Assigned Evenly To All Classes?

When teachers try to meet the diverse learning needs of all students, it becomes extremely difficult to provide adequately for everyone. Often, the highest ability students are expected to "make it on their own." When a teacher has several gifted students, taking the time to make appropriate provisions for them seems more realistic. Furthermore, gifted students can better understand and accept their learning differences if there are others just like them in the class. Finally, scheduling out-of-class activities is easier when the resource teacher has only one cluster teacher's schedule with which to work.

What Are The Learning Needs Of Gifted Students?

Since these students have previously mastered many of the concepts they are expected to "learn" in a given class, a huge part of their school time may be wasted. They need exactly what all other students need: consistent opportunity to learn new material and to develop the behaviors that allow them to cope with the challenge and struggle of new learning. It is very difficult for such students to have those needs met in heterogeneous classes.

Isn't Gifted Education Elitist?

Gifted students need consistent opportunities to learn at their challenge level—just as all students do. It is inequitable to prevent gifted students from being challenged by trying to apply one level of difficulty for all students in mixed-ability classes. When teachers can provide opportunities for all students, including those who are gifted, to be challenged by rigorous curriculum, there is nothing elitist about the situation.

Don't We Need Gifted Students In All Classes So They Can Help Others Learn Through Cooperative Learning, Peer Tutoring, And Other Collaborative Models?

When gifted students are placed in mixed-ability groups for cooperative learning, they frequently become tutors. Other students in these groups may rely on the gifted to do most of the work and may actually learn less than when the gifted students are not in their groups. Research indicates that a particular structure of cluster grouping raises everyone's achievement level (Gentry, 1999). When class placements are made, students should be sorted into 5 groups: I, II, III, IV, V. One class, taught by a teacher with some gifted education training, should be assigned the cluster group of gifted students (group I) and some students from groups II to IV. All other classes should include a range of students from groups II through V. This method creates a more narrow range of student achievement levels, allowing the teacher to focus instructional activities. It is important to place some group II students in each non-cluster class, even if it means placing no group II students in the gifted cluster class.

Won't The Creation Of A Cluster Group Rob The Other Classes Of Academic Leadership?

Research on role modeling (Schunk, 1987) indicates that to be effective, role models cannot be drastically discrepant in ability from those who would be motivated by them. When gifted students are grouped in their own cluster, they have the benefit of working with one another and new leadership emerges in the other non-cluster classes. As classes are formed, be sure the classes without clusters of gifted students include several highly capable students. Teachers and administrators can expect measurable achievement gains across all classes.

How Does The Cluster Grouping Concept Fit In With The Inclusion Models That Integrate Students With Exceptional Educational Needs Into Regular Classes?

The inclusion model, in which students with exceptional learning needs are integrated into regular classrooms, is compatible with the concept of cluster grouping of gifted students, since both groups have exceptional educational needs. The practice of cluster grouping allows educators to come much closer to providing better educational services for groups of students with similar exceptional learning needs. In non-cluster classrooms, teachers report they are able to pay more attention to the special learning needs of those for whom learning may be more difficult. Some schools choose to avoid placing students with significant learning difficulties in the same class that has the cluster group of gifted students. A particular class may have a cluster of gifted students and a cluster of special education students as long as more than one adult is sharing the teaching responsibilities.

Won't The Presence Of The Clustered Gifted Students Inhibit The Performance Of The Other Students In That Class, Having A Negative Effect On Their Achievement?

When the cluster group is kept to a manageable size, many cluster teachers report that there is general improvement in achievement for the entire class. This suggests the exciting possibility that when teachers learn how to provide what gifted students need, they also learn to offer modified versions of the same opportunities to the entire class, thus raising the level of learning for all students, including those who are gifted. The positive effects of the cluster grouping practice may be shared with all students over several years by rotating the cluster teacher assignment among teachers who have had gifted education training and by rotating the other students so all students eventually have a chance to be in the same class with a cluster group.

What Specific Skills Are Needed By Cluster Teachers?

Since gifted students are as far removed from the "norm" as are students with significant learning difficulties, it is necessary for teachers to have special training in how to teach children of exceptionally high ability. Cluster teachers should know how to:

• recognize and nurture behaviors usually demonstrated by gifted students;
• create a learning environment in which all students will be stretched to learn;
• allow students to demonstrate and get credit for previous mastery of concepts;
• provide opportunities for faster pacing of new material;
• incorporate students' passionate interests into their independent studies;
• facilitate sophisticated research investigations;
• provide flexible grouping opportunities for the entire class.

Should The Cluster Grouping Model Replace Out-Of-Class Enrichment Programs For Gifted Students?

No. Cluster grouping provides an effective complement to any gifted education program. Gifted students need time to be together when they can just "be themselves." The resource teacher might also provide assistance to all classroom teachers in their attempts to differentiate the curriculum for students who need it. As a matter of fact, this resource person is being called a "Schoolwide Enrichment Specialist" in many schools instead of a "Gifted Program Coordinator" in recognition of the fact that so many students can benefit from "enriching" learning opportunities.

Is Clustering Feasible Only In Elementary School?

No. Cluster grouping may be used at all grade levels and in all subject areas. Gifted students may be clustered in one section of any heterogeneous class, especially when there are not enough students to form an advanced section for a particular subject. Cluster grouping is also a welcome option in rural settings, or wherever small numbers of gifted students make appropriate accommodations difficult. Keep in mind, however, if your school has enough gifted students for separate sections in which curriculum is accelerated, such sections should be maintained. Many middle schools have quietly returned to the practice of offering such sections

References

About giftedkids.about.com http://giftedkids.about.com/od/glossary/g/clustergrouping.htm
Allan, S. (1991). Ability grouping research reviews: What do they say about grouping and the gifted? Educational Leadership, 48(6), 60-65.
Feldhusen, J. (1989). Synthesis of research on gifted youth. Educational Leadership, 46(6), 6-11.
Fiedler, E., Lange, R., & Winebrenner, S. (1993). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 16(1), 4-7.
Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. Storrs: National Research Center on Gifted and Talented. ED429389.
Hoover, S., Sayler, M., and Feldhusen, J. (1993). Cluster grouping of gifted students at the elementary level. Roeper Review, 16(1), 13-15.
Kulik, J.A., & Kulik, C-L. C (1990). Ability grouping and gifted students. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education, pp. 178-196. Boston, MA: Allyn & Bacon.
Rogers, K. (1993). Grouping the gifted and talented. Roeper Review, 16(1), 8-12.
Schunk, D.H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174.

From Teaching Gifted Students in the Regular Classroom (2000), by Susan Winebrenner (www.susanwinebrenner.com).