gifted cluster blog: 2011

Tuesday, March 1, 2011

How can support for the model be established and maintained?

How can school planners determine whether and when to initiate the Cluster Model?

Why are identified gifted students and high achieving non identified students not placed in the same classroom?

What does it mean to place students in cluster groups?

Why should gifted students be placed in a cluster group instead of being assigned to all classes?

Isn't cluster grouping the same as tracking?

Why not create small groups of gifted students in all classes?

How are records kept of the progress made by gifted-cluster students?

What are the learning needs of gifted students?

How does the gifted-cluster model fit other inclusion models?

What are some advantages of gifted-cluster grouping?

Are gifted-cluster groups visible in the classroom?

Is cluster grouping feasible only in elementary schools? Is it mainly for larger schools and districts?

How should gifted students be identified for the gifted cluster group?

Won't the presence of cluster gifted students inhibit other students in the class and create a negative effect on their achievement?

Won't the creation of a cluster group rob the other classes of academic leadership?