Lesson 4 Like Ability Peers

Lesson 4: Opportunities to Socialize & Learn With Like Ability Peers

Key Research Summary Points

Powerful academic effects and small to moderate affective effects are produced when gifted children are grouped with like-ability or like-performing peers and exposed to differentiated learning tasks and expectations:

a. full-time ability grouping
b. performance grouping for specific instruction

c. within-class grouping according to current performance

d. cluster grouping

e. pull-out grouping

"Gifted students actually achieve approximately 60% more grade-equivalent knowledge and skills than equally gifted children who have not been clustered." (Rogers, 2002, p. 227).

"Flexible use of student groups is the heart of differentiated instruction." (Differentiating Instruction in the regular Classroom, Dianne Heacox, Ed.D.)

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SUPPORTING
RESOURCES/TOOLS

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Administrators: A                Educators: E                Families:  F

A E  F
Videos/Power Point Presentations
~Coping With Giftedness
~Social/Emotional Health

A E
Documents/Tables
~Cluster Grouping
~Forms of Grouping
~Grouping Structure
~Grouping - Programming Options
~NAGC Ability Grouping
~NAGC Cooperative Learning for Gifted Students

A E
Articles/Journals/Books
~Roeper Review - Research Synthesis -Grouping Options

A E
Websites
~Minnesota Educators of Gifted & Talented (MEGT)

A E F Lesson 4: Opportunities to Socialize & Work With Like-Ability Peers - Videos/PowerPoints
Title/URL *Click on a link for more information*	Implementation/Content Description
Coping With Giftedness	Importance of embracing one's abilities
Social/Emotional Health	Myths and realities from a school psychologist's perspective

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*Lesson 4: Opportunities to Socialize & Work With Like-Ability Peers -* *Documents/Tables*
Title/URL *Click on a link for more information*	Implementation/Content Description
Cluster Grouping	This research-based best practice offers a way for schools to provide full-time services for the gifted students in general education classrooms. A group of five to ten identified students, usually those in the top 5% of ability in the grade level population, are clustered in the classroom of one teacher who has had training or is willing to learn how to teach exceptionally capable learners. The other students are of mixed ability. Cluster grouping provides opportunities for gifted students to work together with gifted peers on instructional activities, as appropriate.
Forms of Grouping	Flexible grouping is the practice of forming and reforming groups of students. Cluster groupingwithin heterogeneous classrooms is the arrangement for placing 5 to 10 gifted students in a regular classroom with a regular classroom teacher who has additional training and support in gifted education. Other plans for grouping include full-time grouping plans, part-time grouping plans and cooperative groups.
Grouping - Programming Options	When considering Opportunities to Socialize & Work With Like-Ability Peers, consider how instructional needs can be addressed through various programming options.
Grouping Structure	Structure describes placement options for delivering instruction and content extensions appropriate for gifted students within classroom and school environments, Pre-K – 12. Decisions about structure impact the intensity of gifted interventions and the time that gifted students interact with like-ability peers. Research continues to support the like-ability grouping of gifted students.
NAGC Ability Grouping	Grouping allows for more appropriate, rapid, and advanced instruction, which matches the rapidly developing skills and capabilities of gifted students.
NAGC Cooperative Learning for Gifted Students	Cooperative Learning (CL) encompasses a variety of classroom practices which include the following attributes: group interdependence built around common goals, a focus on social skills or group dynamics, and individual accountability for material learned. Cooperative learning experiences can provide valuable opportunities to share ideas, practice critical thinking, and gain social skills.

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*Lesson 4: Opportunities to Socialize & Work With Like-Ability Peers -* *Articles/Journals/Books*
Title/URL *Click on a link for more information*	Implementation/Content Description
Rogers, K. B. Roeper Review Vol. 16, No. 1 September 1993	Karen Rogers provides a research synthesis of five key concerns involving different group options.

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*Lesson 4: Opportunities to Socialize & Work With Like-Ability Peers -* *Websites*
Title/URL *Click on a link for more information*	Implementation/Content Description
Minnesota Educators of Gifted and Talented (MEGT)	MEGT's position statement about ability grouping in their state.

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Page Questions

Kansas Effective Practices Instructional Toolkit

Key Research Summary Points

Special Education Services
Index

Page Questions

Kansas Effective Practices Instructional Toolkit

Key Research Summary Points

Special Education Services Index

Special Education Services
Index