1. What is Cluster Grouping?

2. Cluster Grouping purposefully places a small group of Gifted and/or high-achieving students together in an otherwise heterogeneously mixed classroom (Gentry, 1999, p. 2). Cluster grouping can be implemented school-wide, using the Schoolwide Cluster Grouping Model (SCGM) According to SCGM, all students readiness levels are assessed. All students are purposefully placed in classes based on their readiness levels. All classes contain at least three different student readiness levels ( Winebrenner & Brulles, 2008, p. 14). Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. Retrieved from http://www.gifted.uconn.edu/nrcgt/reports/rm99138/rm99138.pdf Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

3. Why Cluster Group? According to Winebrenner and Brulles (2008), when a group of Gifted students are purposefully placed together, the teacher is more likely to differentiate the curriculum in a manner commensurate with the students advanced learning needs (p. 5). Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

4. Why Cluster Group? Clustering students has the potential to reduce the range of student abilities/readiness levels in a given class (when using SCGM). When the range of abilities in a classroom is reduced, teachers can more effectively differentiate the curriculum to challenge all learners. Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

5. How Does Cluster Grouping Impact Student Achievement? Benefits to Gifted Students: Consistently challenged in all classes Ample opportunity to work with intellectual peers in pursuing challenging coursework Become more willing to take academic risks because they are paired with other Gifted students Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

6. How Does Cluster Grouping Impact Student Achievement? Benefits to non-Gifted Students: Students from all ability levels benefit when teachers differentiate curriculum. While gifted students are engaged in independent work, the teacher is freed up to spend more time with students who need more direct attention. Classes without a gifted cluster see other students take on leadership roles. Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

7. Cluster Grouping and Differentiation The success of Cluster Grouping is contingent upon curriculum differentiation. According to Winebrenner and Brulles (2008), differentiation activities should be open to ALL students in the class (p. 20). Teachers can use pre-tests or other forms of assessment to determine which students are ready for extension activities and which students need more work with a given concept. Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

8. Cluster Grouping and Differentiation Five Elements of Differentiation 1) Content 2) Process 3) Product 4) Learning Environment 5) Assessment Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing Inc.

9. Discussion On the wiki, please respond to the following prompt: Research shows teachers are more likely to differentiate curriculum when Gifted students are grouped together in an otherwise heterogeneously mixed class. Do you agree with this assertion? Would you be interested in implementing the Schoolwide Cluster Model? Why or why not?