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Chapter 6: Grouping, Differentiation, and Enrichment

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Lauren Lee

on 25 April 2014

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Transcript of Chapter 6: Grouping, Differentiation, and Enrichment


The classroom is like a crayon box; no two children are the same.
Full-time Homogeneous Grouping
"It's no longer possible to look at a group of students in a classroom and pretend they are essentially alike" (Davis, Rimm, & Siegle, 2011, P. 145).

- Refers to classes or schools that are dedicated to and fully composed of gifted students
Grouping
Lauren Lee
EDU 653
Dr. Linda Mucha
April 26, 2014

Chapter 6: Grouping, Differentiation, and Enrichment
Every child has different learning needs and interests that must be taken into careful consideration
“Providing special services for the gifted and talented almost inevitably requires some special grouping"
(Davis, Rimm, & Siegle, 2011, P. 145).
This is particularly true for gifted students.
Various grouping, differentiation, and enrichment options play a vital role in accommodating and nurturing the gifted learner.
Grouping provides gifted students with accelerated and enriched learning activities that meet their needs and allows them opportunities to interact with fellow gifted classmates.
There are three categories of grouping options.
1. Full-time homogenous grouping
2. Full-time heterogeneous grouping
3. Part-time or temporary grouping
Examples
Special Schools for the Gifted
Special Classes in the Elementary School
School-Within-A-School Plans
Private Schools
Magnet Schools
Full-time Heterogeneous Grouping
- In full-time heterogeneous grouping
situations, gifted students are intermixed with their non-gifted peers.
Examples
Cluster Groups
In cluster groups, 5 to 10 gifted students are placed in the regular classroom with a teacher who has been trained in teaching the gifted and talented. The teacher provides students with acceleration and enrichment activities.
Heterogeneous Classes
Heterogeneous classes require teachers to differentiate using strategies like curriculum compacting, learning centers, and enrichment activities to meet the needs of gifted students.
Part-time or Temporary Grouping
Part-time and temporary grouping is one of the most commonly used plans for gifted and talented students at the elementary level. It involves sending students to gifted instruction two to three times each week
Examples
Pullout Programs
Resource Programs
Part-time Special Classes
Enrichment Clusters
Temporary grouping for reading and math and Special Interest Groups and Clubs
Differentiation recognizes the individual learning needs of students and that no two students learn at the same pace or on the same level. It helps teachers account for students’ differing interests, abilities, needs, etc.


“Differentiation relies on flexible grouping, clear expectations, and a shared understanding that different students might be doing different things at the same time"

(Davis, Rimm, & Siegle, 2011, P. 154).
Differentiation
Instructional
Strategies
for
Differentiating
Tiered Instruction

Lessons are planned that can be altered in terms of the level of difficulty in order to accommodate multiple levels of learning ability.
Not just for gifted students
Great for "low-background"children

Learning Contracts
Independent Studies
Learning/Interest Centers
School-wide Enrichment Reading Framework

Centered on Renzulli's Enrichment Triad Model
Three Phases:
1. Teachers expose students to various literature and teach questioning techniques to develop critical thinking skills.
2. Phase 2 teaches self-regulation skills. Students self-select books slightly to moderately above their levels based on their interest. Teachers conference with students.
3. Phase 3 involves self-choice enrichment activities (creative writing, learning centers, buddy reading, etc.).
Seeks to instill a love of reading in children
Enrichment
"Enrichment strategies essentially are delivery methods for achieving process and content goals" (Davis, Rimm, & Siegle, 2011, P. 158).

Enrichment opportunities provide gifted students with the opportunity to further explore their interests, while also sharpening their processing and critical thinking skills.

Some examples of enrichment activities include field trips, study abroad programs, interest centers, independent projects, library and internet research projects, summer programs, mentors and mentorships, etc.

Conclusion
-Educators must use multiple strategies when teaching gifted students.

- Grouping, differentiation, and enrichment must be utilized in order to meet the needs of these students.

-Proper synergy of these elements will enhance the learning experience of the gifted child.

- It is our duty as educators of gifted students to understand these strategies and how to effectively implement them in order to create the most successful learning environment.


Write a caption for this picture.
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.).

Boston, MA: Pearson Education, Inc.

References

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.).

Boston, MA: Pearson Education, Inc.

References

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.).

Boston, MA: Pearson Education, Inc.

References

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.).

Boston, MA: Pearson Education, Inc.

References
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