Teacher tools: Grouping strategies
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Guidelines for the use of strategies to support gifted and talented students is a companion document (pdf 270kb) to the revised Policy and implementation strategies documents. It outlines key ways to develop appropriate programs for gifted and talented students. |  |
Grouping strategies tools for teachers
Extract from page 9:
Grouping by ability or achievement is a form of instructional management that can be used in conjunction with accelerated progression, differentiation of the curriculum and counselling interventions to improve the learning outcomes for gifted and talented students. Learning gains are more likely to be maximised when gifted and talented students spend the majority of their learning time in the academic core areas with others of similar abilities.
Grouping by ability or achievement (Students of high ability or high achievement are put into a separate group for differentiating their instruction. Can be full-time or part-time, permanent or flexible sorting).
Full-time ability grouping | Students are placed in opportunity classes, selective high schools or full-time, selected, extension classes |
| Multi-age classroom | Students are grouped by their achievement level in a subject rather than by grade or age level |
| Regrouping by achievement for subject instruction | Students are sorted according to their subject ability or achievement into different classes: flexible sorting of students within the school matches curriculum with student level |
| A cluster-grouped class | The top 5-8 high ability students are placed in the same class, where they can access a differentiated curriculum |
| Within-class performance grouping | Sorting of students by topic or subject provides differentiated learning for each group |
| Cooperative grouping with like-ability learners | Groups of learners are organised in three- to four-member teams and the group task is adjusted accordingly |
| A pull-out (withdrawal) program for children gifted in a specific subject area | Students are regularly withdrawn from class |
(Adapted from Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press)
Further readings include:
- Managing small-group learning by Jo-Anne Reid with Bill Green and Robyn English; Primary English Teaching Association, 2002. This publication can be ordered through e:lit.
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