K-3 cluster grouping and/or flex
grouping
 FAQs
about cluster grouping
In a cluster model, a group of identified gifted students
are clustered in a mixed-ability classroom. The teacher
has had training in how to teach exceptionally capable
students. If there are more than six-eight gifted students,
two or more clusters could be formed. High-average students
are then placed into classrooms without the gifted clusters
to balance out the classes in every grade. All classes
maintain a significant range of performance and abilities,
so this method of grouping students does not represent
a return to tracking. Classroom compositions are carefully
structured with two main goals: to ensure that there
is a balance throughout the grade level, and to reduce
the learning range found in any given classroom. This
system provides opportunities for teachers to more readily
respond to the needs of all their students.
Enrichment may also be accomplished through extension
of the grade level curriculum and development of the
following skills:
- Logical thinking
- Reasoning skills
- Critical and creative thinking
- Problem solving
Gifted students receive instruction that is differentiated
in content, process, product, learning environment and
assessment. Evidence of differentiated instruction
is documented in the PVUSD Differentiation Plan for Gifted
Specialists Teachers and Gifted Cluster Teachers.
Areas of Differentiated Instruction:
- Content — Complex, abstract
ideas presented in a variety of disciplines, including
interdisciplinary curriculum
- Process — Higher-level
thinking through Bloom’s Taxonomy and the Multiple
Intelligences
- Products — Alternative methods
of demonstrating mastery with a range of complexity
- Learning environment — Student-centered,
flexible grouping based on readiness, interests and
abilities
- Assessments — Pre-assessment and
testing out-of-grade level curriculum
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