A Menu of Options for Grouping Gifted Students

Series Preface

The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:

Acceleration Strategies for Teaching Gifted Learners

Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

Enrichment Opportunities for Gifted Learners

Independent Study for Gifted Learners

Motivating Gifted Students

Questioning Strategies for Teaching the Gifted

Social & Emotional Teaching Strategies

Using Media & Technology With Gifted Learners

For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http://www.prufrock.com.

Introduction

In the past 15 years, the issues surrounding ability grouping have been thoroughly, and at times, heatedly, discussed and debated. In a recent, exhaustive search of the research, it was found that much of what we already knew about ability and performance grouping for gifted children has not changed. What has changed, however, is that a greater number of grouping types have been researched. Newer studies have looked more closely at effects other than achievement on students, so a better understanding regarding the social and emotional impact of certain forms of grouping on students is emerging. The purpose of this guide is to bring readers up-to-date on this research as it pertains to gifted learners, so they can have confidence when making decisions regarding grouping gifted learners.

This publication is composed of two distinct sections. The first identifies and defines the four forms of grouping gifted children by ability and the six forms of grouping based on performance. Research from the last 10 years is discussed for each of these grouping options. The second section of this guide focuses on how to choose the right form of grouping and how to implement it in a school setting, while considering administrative, teaching, and curricular factors. Two tables have been included to help understand the different roles a regular classroom teacher and a gifted resource teacher might play within each grouping option and to help implement curricula and instructional strategies most appropriate for each form of grouping. In addition, a list of select resources that might be helpful in setting up and implementing each grouping option has also been included.

In general, almost any form of grouping provides an academic or achievement gain to gifted learners with fairly positive social and emotional gains, as well. Grouping tends to be the least restrictive environment for gifted learners, and the most effective and efficient means for schools to provide more challenging coursework, giving these children access to advanced content and providing them with a peer group.

Grouping is a vehicle educators can use to allow gifted learners access to learning at the level and complexity necessary. It is probably more important to spend time thinking about what these learners will actually do once they are grouped, than what form of grouping is to be selected.

Can You Name the Grouping Options?

For each of the italicized options in the two case studies below, see if you can identify the grouping option. Space has been provided for your answers beneath each case study. The correct answers can be found at the end of this publication (see pp. 43–44).

Case Study 1: Susanna

Susanna was reading well before she entered kindergarten. Her kindergarten teacher sent her to the first grade’s top reading class for reading instruction, where she held her own with her older peers. In first through third grade, Susanna was part of the top reading group at each grade level. In third grade, she was also invited to join the Challenge resource room pull-out program in which research skills, critical thinking, and creative productivity were taught to the brightest youngsters by