Grouping the gifted and talented: Questions and answers - 7 views
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September 1993
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Laura Hance on 13 Apr 10I am concerned with the date of this article. Are her points still relevant?
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have used one of the latter two approaches to research.
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Gifted educators are now confronted with shoring up the erosion of years of effort:
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from the minority who have been chronically underserved
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I might argue that the "middle" would be the most chronically underserved group.
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in which the top 5-8 gifted learners at a grade level
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Is she saying here that only the top 5-8 students per grade level would be served using this model? If not, it would seem that each building would need almost all teachers to be a trained teacher of the gifted in order to be able to service all students with a gifted ID.
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substantial academic gains for elementary learners at all ability levels in mathematics,
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substantial academic gains in reading and some evidence of similar gains in mathematics for students of all ability levels.
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I find it interesting that cross grade grouping seems to be most affective for reading and the within-class grouping seems to be most affective in mathematics. I do not see this as reflective as what is currently happening in Westerville.
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a small decline in self-esteem for subject acceleration,
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Teachers of 6th grade Pre Algebra have been concerned with some of the stress-levels exhibited by students - such as pulling out eyelashes and the inability to cope with not understanding a specific concept.
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She found greater numbers of ethnic minorities and the economically disadvantaged in the lower track classes.
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This would be my concern with ability grouping at all levels. While it may be appropriate for gifted learners, I do think the lower track can give students all the opportunities that should be afforded them.
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It is important that we change this situation, seek to understand its causes, while at the same time we continue to provide appropriate ability grouping options to our identified gifted and talented.
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appreciate the diversity in their society
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I will say that my daughters who attended WNHS greatly benefited from both the diversity of the school and the diversity of their classes. When they left for college and entered the world of work, they had a nice glimpse into the "real world" and I think are better adjusted for it.
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It is important to note that the coverage vs. mastery dilemma exists in all whole-class group-paced instruction
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This in turn may lead to an even more precipitous decline in national test scores than we have already been witnessing since the 1960s.
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Is this the case? What has happened in the 17 years since this article was written?
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Just as we readily acknowledge the complexity of the learning process, we must acknowledge that no simple solution
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The other article we were asked to read is a PDF, which does not support Diigo. However, I fully agree with the points made regarding differentiation. Done appropriately, I think this is the best model to benefit ALL students.
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