Running head: CUSTOMIZED LEARNING THEORY

Customized Learning Theory: Cluster Grouping by Ability Vickie Blankenship / L24586710 Liberty University Online EDUC 500: Advanced Educational Psychology

CUSTOMIZED LEARNING THEORY 2 Abstract This paper includes information relating to full inclusion classroom placements and ability grouping. In general, the literature suggests that full inclusion classrooms can be successful, with cluster groupings that are selected based on ability. Cluster groupings allow for more individualized education and children can build a higher self-esteem by being grouped with like ability peers. Keywords: inclusioninclusive education cluster academically gifted grouping ability grouping

CUSTOMIZED LEARNING THEORY 3 Introduction This customized learning theory originated with the basic question Does the full inclusion classroom model meet the specific needs of each individual student within the classroom? This topic pertains to me in a very personal manner, as well as a professional manner. I have a daughter that is academically gifted, as well as a son that is visually impaired and classroom placement will have a large impact on both of them from an education standpoint. I also feel that in order to be an effective educator that I will need to understand classroom placement and how to personally and professionally handle placements decisions that have been made and to provide valuable input into placement suggestions. I believe that all children should have equal opportunity to education on a level that they can comprehend and participate in. No child should have to feel inadequate because they are placed with children that are too advanced for them nor should children have to waste their time waiting for other children to catch up to their level of comprehension on a subject. All children should be challenged equally. This theory starts with the constructivist view of learning. The constructivist view of learning is student centered (Slavin, 2009, p 231). Students must construct knowledge in their own minds. The teacher can facilitate this process in ways that make information meaningful and relevant to students (Slavin, 2009, 231). Cooperative learning is one concept within the constructivist learning. In cooperative learning, students work together in small groups to help each other learn (Slavin, 2009, p. 243). With the implementation of the No Child Left behind Act and the theories of least restrictive classroom placement in education, it brings many challenges to the classroom teachers. Now teachers often have a wide range of abilities and diversities within their

CUSTOMIZED LEARNING THEORY 4 individual classrooms. The teacher must educate each student effectively and find ways to challenge each student. This allows the teacher to meet each student where they are at academically. Key words utilized throughout the search of literature include, inclusion, inclusive education, cluster, academically gifted, grouping, and ability grouping. MerriamWebster defines inclusion as, the act or practice of including students with disabilities in regular school classes. Inclusive education is defined as, students attend their home school with their age and grade peers. It requires that the proportion of students labeled for special services relatively uniform for all the schools within a particular district.Included students are not isolated into special classes or wings within the school (Slavin, 2009, p. 390). MerriamWebster defines cluster as, a group of things or people that are close together. Education.com defines academically gifted as, An academically gifted student is one who has specific talents in one or more areas, ranging from art to science. A student does not need to have talents in all areas to be considered academically gifted. Merriam-Webster defines grouping as, the act or process of combining people or things into groups. Education.com defines ability grouping as, Selection or classification of students for schools, classes, or other educational programs based on differences in ability or achievement. Learning Theory Being grouped in cluster groups with like ability peers can improve self-esteem and selfefficacy. Self-efficacy has proven to be responsive to improvements in students methods of learning (especially those involving greater self-regulation) and predictive of achievement outcomes (Zimmerman, 2000) .

CUSTOMIZED LEARNING THEORY 5 Piaget believed that there were two major principles that guide intellectual growth and biological development: adaptation and organization. For individuals to survive in an environment, he believed that they must adapt to physical and mental stimuli. According to Piagets Theory in many classrooms, students learn through working with their peers. There are two main objectives to of peer learning. The first is sharpening academic schools and the second is managing interactions with classmates (Bhattacharya & Hahn, 2001). For optimal learning, an inclusive classroom requires differential learning strategies. Differentiation is not new, but it has come to the fore as teachers have realized that not all students think, learn, solve, and create the same way or at the same rate (Van Brummelen, 2009, p. 219). At times it may be appropriate to teach a whole class at once; however, this approach needs to be complemented with certain differential learning activities to challenge able students (VanBrummelen, 2009). When the curriculum is adjusted to correspond to ability level, student achievement is boosted, especially for high-ability students receiving an accelerated curriculum (Hollifiled, 1987). Teachers must vary the level and pace of instruction according to the students levels of readiness and learning in ability-grouped classes (Slavin, 1987). Programs that include acceleration and involve curricular adjustments have the largest effects on learning for students at all ability levels (Kulik, 1992). Clustering promotes achievement among all groups and grade levels of students and no particular group of students misses out on the gain (Brulles, 2010). Enrichment clusters, a component of the Schoolwide Enrichment Model, are multigrade investigative groups based on constructivist learning methodology(Renzulli, 1994; Renzulli &

CUSTOMIZED LEARNING THEORY 6 Reis, 1985). Enrichment clusters are organized around major disciplines, interdisciplinary themes, or cross-disciplinary topics. Within clusters, students are grouped across grade levels by interests and focused toward the production of real-world products or services (Eckstein, 2009). Even though students are developing an understanding of the same physics concepts, the process is differentiated through tiered objectives for students that allow them to rely on their unique strengths to achieve the curriculum goals. Even though these lessons are specific to the secondary physics classrooms, the strategy of tiered objectives may be generalized to other courses and teaching situations by assessing students strengths and interests and developing group activities that capitalize on those assessments and allow for student self-direction and problem based learning (Geddes, 2010). If inclusionary classrooms are committed to serving all students, they must choose to include, both physically and philosophically, even the most extremely gifted children as well as children with the most severe disabilities. This means more for both groups than simply being in attendance in the regular classroom (Kearney, 1996). Children learn at widely varying rates. Obviously, not all six year olds are at the same level in learning, but most schools continue to act as though they are, or insist that they should be (Robinson, 1998). We as educators need to realize this fact when we try to individualize education based on aptitude and ability. Summary In general, the literature supports the utilization of full inclusion classrooms, with ability grouping. Ability grouping allows students to be grouped with same aged peers of the same or similar abilities. This allows students to have more tiered assignment structures, based on their

CUSTOMIZED LEARNING THEORY 7 abilities. Ability grouping works best when it is done with a few subjects and full inclusion classroom instruction for the remainder of the subjects (Slavin, 1987). My personal thoughts and insights are that every school should have differentiated education based on each students aptitudes and abilities. Regardless of the grouping approach a school decides to adopt, the research supports grouping programs that entail more substantial adjustment of curriculum to ability (Kulik, 1992). Pupils in those grouping programs outperform equivalent control students from mixed-ability classes (Kulik, 1992). Also, programs that include acceleration, which involves the greatest amount of curricular adjustment, have the largest effects on student learning (Kulik, 1992). An effective teacher is one who realizes and embraces the diversity within their classroom. He / she will adapt curriculum plans based on individual aptitudes and abilities, while making each student feel as though they are included in their learning community. The literature supports that students can be very successful in full inclusion classroom settings, with ability grouping based on aptitudes and abilities. This allows for more individualized education when needed and also allows for the educator to choose whether to teach to the entire class or individualize lesson plans, whenever necessary. Perhaps, inclusion isnt even an educational intervention. Inclusion is an organizational rather than an educational intervention, where the emphasis has shifted from what and how to teach to an emphasis on where to teach (Baker & Zigmond, 1995). Personal Reflection My traditionalist methodology of learning has played a crucial part in the customized learning theory that I have created. I am a very realistic individual and I believe that everybody

CUSTOMIZED LEARNING THEORY 8 should have equal opportunity to education on a level that they can comprehend and participate in. According to my Learning Styles Profile, I am an auditory learner; however I know that I am a visual learner and kinesthetic learner. I learn by seeing and doing, which is what leads me to believe that students can learn better if they are with like ability peers that have similar aptitudes and abilities in order to experiment and find information first-hand. I am also very researchoriented and I believe that children should have the opportunity to research ideas and concepts that they are learning. This would also be more easily completed for like ability peers that are on the same level of understanding.

CUSTOMIZED LEARNING THEORY 9 References Baker, J., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29(2), 163-180. Bhattacharya, K. & Han, S. (2001). Piaget and cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <30 August 2011>, from http://projects.coe.uga.edu/eptt/index.php?title=Piaget%27s_Constructivism Brulles, D. (2010). Improving performance for gifted students in a cluster group model. Journal for the Education of the Gifted. 34(2), 327-350. Eckstein, M. (2009). Enrichment 2.0 gifted and talented education for the 21st century. Gifted Child Today. 32(1), 59-63. Geddes, K. (2010). Using tiered assignments to engage learners in advanced placement physics. Gifted Child Today. 33(1), 32-40. Hollifield, J. (1987). Ability grouping in elementary schools. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Kearney, K. (1996). Highly gifted children in full inclusion classrooms. Highly Gifted Children. 12(4). Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and c contemporary perspectives. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. Merriam-Webster Dictionary (2011). Merriam-Websters Online Dictionary and Thesaurus. Retrieved from http:// //www.merriam-webster.com

CUSTOMIZED LEARNING THEORY 10 Milner, R. & Tenore, B. (2010). Classroom management in diverse classrooms. Urban Education, 45(5), 560-603. Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press. Robison, M. (1998). One size fits all? Age-based tracking versus ability grouping in elementary school mathematics. East Lansing: Michigan State University, Mathematics Department Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A bestevidence synthesis. Review of Educational Research. 57, 293-336. Slavin, R. (2009). Educational psychology: Theory and practice (9th ed.). Upper Saddle River, New Jersey: Kevin M. Davis. Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching and learning. Colorado Springs, CO: Purposeful Design Publishing. Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology. 25. 82-91.