How can teachers best cater for gifted learners as they lead incredibly diverse and complex classroom environments? Differentiation for gifted students through enriched and accelerated curriculum is most effective when complemented by intentional grouping strategies. Grouping like-ability peers is a highly beneficial teaching and learning practice for gifted students (Rogers, 2002).
Grouping according to chronological age is a strategy employed by most schools to accommodate large numbers of students. However, chronological age does not directly correlate with ability or academic development. Subsequently grouping strategies are necessary to individualise curriculum in mixed ability classrooms (Gross, 2004). Linda Silverman (1993) includes a helpful illustration in her book ‘Counselling the Gifted and Talented’.
‘Imagine that you live on another planet in another solar system in which everyone is convinced that in order for children to have appropriate social adjustment they must be grouped with children who are of similar height. That way no one feels bigger or smaller than anyone else and it is easier to play team sports. You happen to be extremely short. In fact, you are in the bottom two percent in height, so you have been grouped with children three years younger than you who are the same height. You are nine years old and they are six. You will be with this group for the next twelve years. There is no way out of this situation because everyone on the planet agrees that this is best for your social adjustment.’
There are considerable differences in the rate of learning within a cohort of same age peers. Differences in learning are associated with general intelligence and the accomplishment of particular skills. Students commence school with a diversity of abilities and proficiencies. Therefore grouping by chronological age alone should not be the only consideration when placing students in groups. Rather grouping by the rate of learning is a critical factor in effective teaching and learning.
Grouping is also contingent on Vygotsky’s zone of proximal development (Gross, 2004). This learning process requires students to attempt tasks slightly more complex than their level of mastery. This principle stipulates that learning is progressive and should not ignore prior competence and achievement. Thus differentiation through grouping is necessary to effectively move students through the learning process according to their zone of proximal development.
There are a range of grouping strategies that have measurable advantages in terms of academic achievement and socio-affective benefits. Grouping models for gifted students include:
