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2019 WCGTC World Conference

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4.9.7 Grouping Students to Maximize Gifts, Talents, & Potential: What Gifted Students Say Works for Them

Grouping students is an instructional practice utilized on a regular basis within classrooms. Yet, gifted students often request to work alone rather than in a group. What are the grouping situations in which gifted students actually thrive? This phenomenological study examined gifted students’ perceptions of grouping practices in school and the impact these practices had on them. Questionnaire and semi-structured interview responses indicated that although many noted positive experiences when working in heterogeneous groups, they strongly felt these experiences were not academically beneficial to them and preferred individual work or homogeneous group work. Implications will be discussed.

Author(s):

Amy Graefe
amy.graefe@unco.edu
University of Northern Colorado
United States

   

Amy is a professor and co-coordinator of gifted education at the University of Northern Colorado, where she teaches graduate-level courses in gifted education. She is also the co-director of the Summer Enrichment Program, a nationally recognized summer program for gifted learners in grades pre-K-12 that focuses on the whole gifted child. In addition, she serves on her local school district’s Gifted and Talented Advisory Council and on the Gifted Education State Advisory Committee for the Colorado Department of Education. Her primary research interests include secondary gifted education, creativity, and underserved gifted learners.

 


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