Cluster grouping is a widely recommended and often used strategy for meeting the needs of gifted, high-achieving students, and/or high-ability students in the general elementary classroom. When viewed in the larger context of school reform and extending gifted education services to more students, cluster grouping can reach and benefit teachers and students beyond those in traditional gifted programs.
Many variations in definitions and applications of cluster grouping have been noted, but three nonnegotiable components are consistent. First, groups of students (varying in number from three to more than 10) identified as gifted, high-achieving, or high-ability are placed in classrooms with students of other achievement levels. Second, teachers differentiate curriculum and instruction for the high-achieving students in the clustered classroom. Third, successful teachers of the high-ability students have an interest or background in working with gifted students. Cluster grouping is generally defined as placing a group of gifted, high-achieving, or high-ability students in an elementary classroom with other students.
Total School Cluster Grouping (TSCG) is a specific form of cluster grouping that has a research base, theoretical rationale, and model for successful implementation in elementary schools. TSCG is guided by the following goals:
Gentry, M. (2014) Total School Cluster Grouping & Differentiation. Second Edition.