Whole Group Systems

Whole Class Instruction and Gifted and Talented Students

Whole class instruction is an undifferentiated; one size fits all approach. Low ability learners benefit while mid-high ability students underachieve, in classrooms where “whole class instruction is the standard", Rogers 2002.

Full Time tracking

Full-Time Tracking places students on one of three academic tracks, for all of their subjects; high, middle and low. Test scores and grade point average determines student placement. Tracking fails gifted and talented students who do not excel in all subjects and the twice exceptional whose test scores and grade point average do not reflect high potential. See gifted and talented identification in the footer section. Evidence of gifted and talented students is reported in all three tracks by Rogers 2002 - citing Oaks 1985

Online Sources
http://www.ascd.org/publications/books/103008/chapters/Whole-Class_Strategies.aspx
http://study.com/academy/lesson/whole-class-vs-small-group-instruction.html
http://inclusiveclassrooms.org/inquiries/whole-group-instruction
https://educationalresearchtechniques.com/2015/04/30/pros-and-cons-of-whole-class-teaching/
http://files.eric.ed.gov/fulltext/ED389141.pdf
https://www.researchgate.net/profile/Carol_Tomlinson2/publication/265398998_Equal_Does_Not_Mean_Identical_Equal_and_Identical_Are_Not_the_Same/links/55e84be308aeb65162630290.pdf
http://www.thinkingahead.com.au/Documents/Grouping_the_Gifted_Rogers2001.pdf

http://www.tandfonline.com/doi/abs/10.1080/02783199309553526

Text

Rogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az.



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