Why Cluster Grouping Benefits Gifted Children


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Video taken from the channel: Todd Stanley


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Video taken from the channel: Linda Hall


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Video taken from the channel: Saucon Valley School District


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Video taken from the channel: UCI Division of Continuing Education


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Video taken from the channel: Karen Mensing


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Video taken from the channel: The Audiopedia


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Video taken from the channel: Marty Nemko

Cluster grouping is an inexpensive way for schools to meet the academic needs of gifted children. However, teachers must be able to differentiate instruction for the different levels of ability in the classroom. Homogeneous Grouping for Gifted Students.

Cluster grouping gifted students tends to be the second most effective method of instruction for gifted students. On paper, this method allows students to receive gifted instruction throughout the day, but in reality, this differentiated instruction may or may not occur in a heterogeneous group. Gifted third-graders who participated in a cluster grouping study were shown to have significant gains in testing than nonclustered peers. In addition, the study found that clustering provided these students more direct contact with ability-level peers and the chance to explore content more deeply. “Cluster grouping is [when] identified gifted students at a grade level are assigned to one classroom with a teacher who has special training in how to teach gifted students.

The other students in their assigned class are of mixed ability. Differentiated instructional opportunities allow gifted. No. Cluster grouping provides an effective complement to any gifted education program. Gifted students need time to be together when they can just “be themselves.” The resource teacher might also provide assistance to all classroom teachers in their attempts to differentiate the curriculum for students who need it.

Cluster grouping addresses the academic and affective needs of gifted students and facilitates effective instruction for teachers working with all students. When incorporated well, cluster grouping can provide full-time, cost-effective services for gifted students in a manner that addresses their learning needs on a daily basis. Research by Kulik and Kulik documents that gifted students benefit from learning together and need to be placed with students of similar ability in their areas of strength.

Cluster grouping of gifted students allows them to learn together while avoiding permanent grouping arrangements for children of other ability levels. Parents of gifted students may choose to enroll their children in alternative programs, such as home schooling or charter schools. The practice of cluster grouping represents a mindful way to make sure gifted students continue to receive a quality education at the same time schools work to improve learning opportunities for all students. What are some advantages of cluster grouping? • Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to students • Teachers can focus instruction to better meet all students academic needs • Schools provide full-time gifted services with few additional costs.

Cluster grouping represents an inclusion model that allows identified gifted students to receive services on a daily basis with few financial implications to the district.

List of related literature:

In LCA clustering solution, they were split, and parents living with adult children were grouped together with married couples without children (DINKs) to form the largest cluster.

“Handbook of Research on Big Data Clustering and Machine Learning” by Garcia Marquez, Fausto Pedro
from Handbook of Research on Big Data Clustering and Machine Learning
by Garcia Marquez, Fausto Pedro
IGI Global, 2019

Clustering gifted students with a teacher qualified to work with them is obviously an advantage for these children.

“Grandparents' Guide to Gifted Children” by James T. Webb, Janet L. Gore, A. Stephen McDaniel, Frances A. Karnes
from Grandparents’ Guide to Gifted Children
by James T. Webb, Janet L. Gore, et. al.
Great Potential Press, 2004

The Cluster principals commented that it can be helpful to have a range of programmes aligned with positive education so that there is flexibility for both teachers and students in finding approaches that work well for them.

“Positive Psychology Interventions in Practice” by Carmel Proctor
from Positive Psychology Interventions in Practice
by Carmel Proctor
Springer International Publishing, 2017

Higher income allows parents to purchase favorable peer environments; low income constrains parents’ ability to manage peers and other adult influences.

“Whither Opportunity?: Rising Inequality, Schools, and Children's Life Chances” by Greg J. Duncan, Richard J. Murnane
from Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances
by Greg J. Duncan, Richard J. Murnane
Russell Sage Foundation, 2011

The clusters represented (1) high income transfers and high services, (2) high income transfers and low services, (3) low income transfers and high services, and (4) low income transfers and low services.Jang was able to identify factors that distinguishedbetween the clusters and differences within the clusters.

“The Practice of Research in Social Work” by Rafael J. Engel, Russell K. Schutt
from The Practice of Research in Social Work
by Rafael J. Engel, Russell K. Schutt
SAGE Publications, 2012

Some families report that center-based services allow them to observe other children with HL, to see the range of performance and individuality of each child, and to feel optimism at seeing older children who are making good progress.

“Comprehensive Handbook of Pediatric Audiology, Second Edition” by Anne Marie Tharpe, Richard Seewald
from Comprehensive Handbook of Pediatric Audiology, Second Edition
by Anne Marie Tharpe, Richard Seewald
Plural Publishing, Incorporated, 2016

The inclusion of cluster-cluster aggregation makes this process distinct from the DLA process due to particle-cluster interaction.

“Mathematics of Complexity and Dynamical Systems” by Robert A. Meyers
from Mathematics of Complexity and Dynamical Systems
by Robert A. Meyers
Springer New York, 2011

In addition to the primary level of training content that all families receive, this smaller group of families may also benefit from more specific training, such as those for bedtime routines, toilet training, or schedules and routines for their children.

“Handbook of Positive Behavior Support” by Wayne Sailor, Glen Dunlap, George Sugai, Rob Horner
from Handbook of Positive Behavior Support
by Wayne Sailor, Glen Dunlap, et. al.
Springer US, 2008

Perhaps as a result of the guidance they received, moreover, parents understood the rewards more completely and were more likely to earn rewards than families in the original program.

“Parenting Matters: Supporting Parents of Children Ages 0-8” by National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Supporting the Parents of Young Children, Heather Breiner, Morgan Ford, Vivian L. Gadsden
from Parenting Matters: Supporting Parents of Children Ages 0-8
by National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, et. al.
National Academies Press, 2016

First, a growing division of labour increases interdependence between cluster groups implying a greater difficulty to optimise their behaviour with respect to the C-interdependent elements (Chap.

“A Life Cycle for Clusters?: The Dynamics of Agglomeration, Change, and Adaption” by Kerstin Press
from A Life Cycle for Clusters?: The Dynamics of Agglomeration, Change, and Adaption
by Kerstin Press
Physica-Verlag HD, 2006

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  • I tried to create a simulation of a Gifted Education classroom issue, titled “The Need for Social Acceptance”: what do you think? Useful?
    Should I make more? https://www.youtube.com/watch?v=AvEl_QGIF10

  • Thank you for putting together some ideas to work with gifted students. I like the idea of having them teach a lesson or do an experiment!

  • The cluster grouping method sounds really good but there’s always THOSE types of parents that get offended that some kids are getting more challenging things than theirs.

  • I was neglected..as a gifted child. Only two teachers saw it…a mrs.Morton..when l was in third grade..and a mrs. Pauline avant..when l was in the sixth grade…but growing up in the south worked against me…l never really had a chance.

  • I have a profoundly gifted son (tested) and we’re looking for options. I think these are great suggestions but as a father I’m worried about the playground in between classes.

  • I am new to teaching gifted student. This school year.
    This video helped me out some ideas in perspectives that I have for gifted students.

    If anyone has any curriculums or resources I can use to be success please send them my way. By responding.

  • Thank you. We already do most of these things at the school where I teach but your video is a great resource to introduce new teachers to what we do. Thank you for presenting it in an engaging way!

  • see https://d1wqtxts1xzle7.cloudfront.net/37152046/Jiase_2013.pdf?1427680036=&response-content-disposition=inline%3B+filename%3DParentally_Placed_Students_in_Private_Sc.pdf&Expires=1592148659&Signature=VGEbC9uzvYRmDqlzmmOfE4uv45vrFrIEGdUKpGZ8tWktWaWBuig0rZBlJQSWTrV2w6tbXE33zUoWuxQFkVw9y7N2Vek5wh6T24VPgPZARxYmpaO372N5zdjBUfwYUZWNT3C1TBxM97IrINn5TqEV-n9I52ZYfM79Ocl5gYj-EYhToAN3Fptg1yYFeVqCRBEwW2YwfOCS8aJrke2vUOnlvASqkekHAM6X8NjHQbDf6zxK2YpbSLjjv-FP0Uv2IUbHlk8z8WmgAHv4hkBplCRSCrN8-pNGfIu-mVn-izDlmBKIkH0PIoFtTjdcs3eZ1IIh2hWDnKx31gfFKUw_&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=60

  • Thanks for speaking to a Big problem “Smart bored students” may act out and become classroom distraction. I would have students do MOOC courses say from World Mentoring Academy or EdX [Harvard & MIT] on gifted students ipad’s. Why not AP US History on tablets in k6 and at the end could take CLEP [Collegeboard] that has no min age req and earn College credit?

  • I get so bored in my math class, so I work at home and in free time during school on geometry, and calculus. I finish my work like lightening, and do well on it. I just wish I wasn’t as bored, because I love my math teacher and her class, but I just really wish I was learning at my level. I always know how to do the things we learn BEFORE we do it. I just don’t know how to tell my teacher, I mean, what do I say? Won’t I sound weird saying I’m smart? Isn’t that rude?

  • I appreciate this video on so many levels. Learning about how this all fits into my life as an adult has been interesting. There have been many misconceptions and labels about what it is and what it is not that have come my way. Learning is so very important for everyone. This is perfect timing!

  • wow well said Marty, i believe each and every teacher should see your insightful tips, this way we can create gifted kids who can be innovators in the future, what you have highlight shall help both gifted kids and non gifted kids, so they do not feel boring if the class is to easy for them or is to difficult for them, so the group assignment or teaching in groups shall e the best. now we suffer, teacher tell me your kids do all the home work during the class time, it means he already knew the subject before being to the class, eventually he shall feel bored because the class is behind his level the more the teacher repeat the more it gets boring for him.

  • I think gifted might result of emotional trauma or something affect brain of early childhood which result in over developed certain brain
    function…which the individual got no memory of the trauma event itself.

  • i am a gifted student yet I was profoundly bored in school I was misdiagnosed with a multitude of disabilities and I learned to despise them I already knew international human rights humanitarian criminal and refugee law when I was 15 now I know it all all six in languages something even Fatou Bensouda chief prosecutor of the ICC does not know I am the state winner of geography of new jersey in 2004 I am a published writer of multiple books in multiple languages انا ارف قدونة النسم ونسمي جنينة  我知道国人权法人道法形事法南民法وعولاينفي صعبة لغت أمم المتحدة全六语联合国 Je me connaissances droits international humanitaire droits d l’homme criminal et refuges en alles six langues oficiel des Nations Unies Я знаю международный права на область права человека гуманитарный права уголовное права и права беженец на все шесть языков Организация обеденных наци Yo sé derecho international derechos humanos humanitario criminal y refugiado en todos seis idiomas de las Naciones UNidas

  • cool thanks, I like the brilliant failures part. I grew up in East Los Angeles where I was always told by teachers that i was smart but never applied myself, once I started middle school my ADHD became detrimental to my studies and I couldn’t even sit down for 10 min in my desk without getting sent to the office. I was soon seeking a thrill to fill in that void, in high school I got jumped into a gang, I dropped out and eventually ended up in juvenile hall then jail fast forward 2 years I changed my entire life around and now I’m 1 year away from graduating from community college with dreams of going to UC Berkeley where i can major in business finance and ultimately become the next great philanthropist of the 21st century!

  • Teacher’s can supersize courses for bright students with CLEP[college board] prep course, so students can sit for these credit rewarding exams. CLEP’s have no age requirement. Here is more info on this page http://worldmentoringacademy.com/www/collegedegree.html
    Literature CLEP http://worldmentoringacademy.com/www/index.php?ctg=lesson_info&lessons_ID=760
    US History CLEP http://worldmentoringacademy.com/www/index.php?ctg=lesson_info&lessons_ID=1450

    Follow my YouTube channel for cost & time saving tips in Education.

  • I have to say I agree with all of your suggestions, Marty.  I had a student in the 7th grade come up to me for Math in my 9th and 10th grade classroom.  He took Algebra I in 7th and Geometry in 8th.  He then went on  to take other Math classes in high school.  He was considering Engineering but now has just changed his major and wants to be a Jr./Sr High Math teacher.  He said to me personally, ” I want to be able to get other kids to fall in love with Math like you did for me.”