Grouping Gifted Students for Optimal Academic and Social-Emotional Growth

Grouping Gifted Students for Optimal Academic and Social-Emotional Growth

Presented by Susan Winebrenner

Author, Parent, and Grandparent (7 times)

What motivates kids to welcome challenges in

school and life?The surest path to high self-esteem

is to be successful at something you perceived would be DIFFICULT!

Each time we steal a student’s struggle, we steal an opportunity for an esteem-building experience to happen.

Sylvia Rimm’s books www.sylviarimm.com

Carol Dweck’s Research

Mindset by Carol Dweck, Random House, 2006.

Explains the differences between people who welcome challenges and those who avoid them.

How Not to Talk to Your Kids by Po Bronson. Free at www.nymag.com.

Explains how adults’ words and actions influence how the degree to which children learn to welcome challenging opportunities throughout their lives.

Summarizes Dweck’s work as well.

The Experiment – 10 Year OldsGiven simple logic puzzle – all got it right

Half were told they were very smart

Other half were told they had worked

very hard

Offered easier or harder puzzle next.

Which group chose harder?

Next session, given easy level again.

Which group did WORSE the second time?

Your explanation for the outcomes?

Social Skills in Gifted Students

The number of friends one has is not as important as

the quality of the friendship(s)

It should not be concluded that gifted students who do

not bond with age peers have poor social skills

Connect child with classes and other experiences

based on passionate interests; the friends will

materialize!

Dealing With Areas of Weakness

Humbleness is learned from these areas

Encourage lessons or coaching in these areas

Select physical education or fine arts areas that allow kids to measure their own personal best rather than team sports.

Why Kids Tend to Give Up When They Encounter Challenge

Too much praise for tasks done easily leads kids to expect easy praise for “being the best” for all their efforts.

When they get into situations where they perceive that easy high grade might not come so easily, they balk by procrastinating and complaining.

When they are told they are smart, they fear that ability will dry up over time.

When they are praised instead for their effort, they feel there is no limit to what they can do

The SCGM is a method for providing full-time gifted services for gifted students without major budget implications, and with the potential to raise achievement for all students.

With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. All classes are still heterogeneous but each class has a slightly narrower range of performance levels without returning to tracking.

What is The Schoolwide Cluster Grouping Method (SCGM) and Why Should We Consider It?

Suggested Classroom Composition

30 students

in 3 classes

Gifted High Average

Average Low Average

Far Below

Average

A 6 0 12 12 0

B 0 6 12 6 6

C 0 6 12 6 6

The SCGM: Achievement Implications

Narrowed range of abilities allows for more focused instruction Teachers learn strategies for advanced ability learners

they can use for all students, not just the gifted students On-going assessment of students’ strengths and needs ensures

continual progress Gifted students are more likely to receive advanced instruction

and extended learning opportunities Not all student are working on the same material at the same time Higher expectations for all students!

*This requires first creating a gifted student data base.

Showing Growth

Measuring:Academic achievement of gifted and all

other studentsGifted population identified and served by

yearEthnic representation of gifted studentsTeachers participating in gifted education training

Keys to Program Success

Fidelity to the student placement guidelines

Support of parents whose children are not in the classes that have the gifted students

Monthly cluster teachers meetings –

Ongoing book study meetings for all staff.

Year-long classroom visitations and coaching by “cluster staff”.

Keeping “gifted” learning opportunities open to all students in all classes

Discussing SCGM topics in general staff meetings

Community awareness that the SCGM is simply another factor for creating homeroom groups to facilitate the best achievement for all

Research Results PA Grade 4

Tulpehocken PA, Lisa Kiss Director of Special Education

Rose Top left Below Proficient, Yellow Rows 7-8 column 2,

Green Rows 1-3 Column 4, Blue, Advanced, Rows 3-4, Column 4

Test Scores Elementary Schools: Tulpehocken PA

Almost all students who were below proficiency levels at the beginning of the year moved to proficient or above proficient during the same time Gifted students were having their learning needs met every day and were also making measurable academic progress.

This demonstrates an end to forcing schools to choose between which ability groups will be making measurable academic progress: gifted students OR low-scoring students.

Lisa Kiss, Director of Special Education, 717.933.4611 x2108 [email protected]

Teacher Student First Student Last

4Sight Grade 4 - Math No.1 (Third Edition) v2010-11-Total Score

9/11/2010 PL


11/4/2010 PL


1/26/2011 PL


3/30/2011 PL

12 Bel 26 Pro 29 Pro 29 Pro

26 Pro 30 Pro

23 Bas 20 Bel 28 Pro 33 Adv

34 Adv 34 Adv 34 Adv 36 Adv

28 Pro 28 Pro 24 Bas 30 Pro

16 Bel 21 Bas 22 Bas

18 Bel 24 Bas 32 Pro 31 Pro

28 Pro 29 Pro 30 Pro 31 Pro

23 Bas 34 Adv 34 Adv 33 Adv

30 Pro 35 Adv 35 Adv 34 Adv

16 Bel 16 Bel 18 Bel 26 Pro

34 Adv 31 Pro 36 Adv 34 Adv



23 Bas 32 Pro 26 Pro 32 Pro

21 Bas 26 Pro 30 Pro 34 Adv

13 Bel 14 Bel



27 Pro 28 Pro 30 Pro 31 Pro

21 Bas 17 Bel 31 Pro 28 Pro

Teacher Student First Student Last


9/11/2010 PL


11/5/2010 PL


1/26/2011 PL


3/30/2011 PL


24 Pro 28 Pro 31 Adv 27 Pro

22 Bas 24 Pro 19 Bas 22 Bas


21 Bas 29 Pro 29 Pro 33 Adv


23 Pro 29 Pro 23 Pro 34 Adv

29 Pro 31 Adv



28 Pro 30 Pro 32 Adv 32 Adv


31 Adv 30 Pro 34 Adv 32 Adv





SCGM Research Results (3)

Give them full credit “up front” for grade level standards they already know.

Facilitate their ability to learn new content more quickly than age peers

Do not expect them to consistently get the highest grade with little or no effort

Offer specific praise for effort and

hard work

Encourage in-depth study, over time, of topics of deep personal interest.

Things to expect from their teachers

Do not request an emergency conference to

which you bring every perfect report card

he ever received…

DO send flowers or candy!

Know that we never want his first-time challenge to happen at college!

The best time for that experience is in

grades K-8 because colleges do not ask for

the transcripts from those grades!

If your child has a teacher who is making him work very hard on challenging work…

Grouping Gifted Students for Optimal Academic and Social-Emotional Growth

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