BEAUTIFUL MINDS

BEYOND THE
BORDERS: GROUPING,
DIFFERENTIATION
AND ENRICHMENT
(In Service Teacher’s Workshop)
 GROUPING,
DIFFERENTIATION &
ENRICHMENT
Why we need grouping?
GROUPING
▪ FULL-TIME HOMOGENEOUS
▪ FULL-TIME HETEROGENOUS
▪ PART-TIME HOMOGENEOUS
FULL-TIME HOMOGENOUS
GROUPING
Students are arranged to a group based
on measured criterion.
- magnet school
-superior ability school
- special schools
-academic and enrichment training
- private School
- school-within-a-school
- special class
FULL-TIME HETEROGENOUS
GROUPING
-Cluster Groups
-effective full time program
-in-service training teacher
-curriculum compacting
(enrichment activities)
-Heterogeneous Classes
-cluster grouping
PART-TIME@TEMPORARY
GROUP
- Pullout Programs
- Resource Programs

-
-

-
-
Discussion
You are an Art teacher, you need to divide the big class into
some smaller group to design a poster and a 3D product.
There are different ethics and mixed ability students in the
class. Thus, how you are going to group the class?
DIFFERENTIATION
● Unique Style of Learning

Differentiation
● Difficulties
● Abilities
● Interest Area

Grouping is very IMPORTANT!!!!

Examples of Differentiation
Summarizing Lesson but giving different instructions
- Written Words
- Audio Presentation
- Photos/ Drawings

Showing a photo and tell a story

- Sentence
- Paragraph
- Passage
 “THINGS CANNOT
SEE???”
Discussion
You are a teacher of a mixed-ability class, you ask your
students to discuss and present a topic about global
warming. How are you going to apply differentiation in this
case?
 ENRICHMEN
T
DEFINITION:
▪Exploring curriculum
with greater depth and
breadth
▪Keep pace with
classmates but have
more time to explore
topic of interest.
(McAulay, n.d.)
ENRICHMENT

Process goal vs Content goal

PROCESS
GOAL
▪ CRITICAL THINKING
▪ PROBLEM SOLVING
▪ CREATIVE THINKING
▪ SCIENTIFIC THINKING
▪ ETC
 CONTENT GOAL
▪ SUBJECT MATTER
WITHIN WHICH
▪ PROJECTS THE PROCESSES
▪ ACTIVITIES ARE DEVELOPED
ENRICHMENT STRATEGIES:
▪ INDEPENNDENT STUDY & ▪ NATIONAL HISTORY DAY
INDEPENDENT PROJECTS
▪ ODYSSEY OF THE MIND AND
▪ LEARNING CENTERS DESTINATION IMAGINATION
▪ FIELD TRIPS ▪ MATHCOUNTS
▪ SATURDAY & AFTER-SCHOOL ▪ JUNIOR GREAT BOOKS
PROGRAMS
▪ ACADEMIC COMPETITIONS
▪ SUMMER PROGRAMS
▪ USING TECHNOLOGY
▪ MENTOR & MENTORSHIPS
▪ FUTURE PROBLEM SOLVING
BINGO TIME!!!!
 DISCUSSION
▪In your group, discuss an
example how can you provide
enrichment within the
classroom to students who are
ready to think more deeply
about content.
 TEST YOUR
UNDERSTANDING
!!!!
FIELD
TRIP
ACTIVITY
 SCENARIO
▪ “ You are an English language teacher of a class of mixed
abilities in secondary school in Petaling Jaya. You have checked
out on some local attractions and have selected the Free Cultural
Guided Kampung Bahru Walk operated by KL City Hall to do
an educational field trip for your class. Come up with types of
activities that could be planned before, during, and after the trip
to stimulate student learning. How could you make the trip the
most effective possible for all your students with particular
attention to your gifted and talented students?”
BEFORE DURING AFTER
References:
Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the Gifted and Talented. 6th Ed. New Jersey: Pearson Education, Inc.

Gentry, M. (2016). Commentary on “does sorting students improve scores? an analysis of class composition”. Journal of Advanced

Academics, 27(2), 124-130. Retrieved from

http://ezproxy.help.edu.my:2057/eds/pdfviewer/pdfviewer?sid=b2b5ee8e-7110-4dd5-aad0-971059c3b46d%40sessionmgr107&vid=1&hid

=122

Matthewsa, M. S., Ritchotteb, J. A., & McBee, M. T. (2013). Effects of schoolwide cluster grouping and within-class ability grouping on

elementary school students’ academic achievement growth. High Abilities Study, 24(2), 81-97. doi: 10.1080/13598139.2013.846251

McAulay, (n.d.). Differentiation Strategies for Gifted and Talented Learners. Retrieved from

https://www.st-clair.net/Data/Sites/1/media/public/SpecialEd/gifted-program/differentiation-and-enrichment-strategies-for-gifted-students.

pdf
Pomortseva, N. P. (2014). Teaching children in regular classroom in the USA. Procedia - Social and Behavioral Sciences, 143, 147 – 151.

Retrieved from http://ezproxy.help.edu.my:2072/science/article/pii/S1877042814043055

Rogers, K. B. (2007). Lessons learned about educating the gifted and talented. Gifted Children Quarterly, 51(4), 382-396. doi:

10.1177/0016986207306324

Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students:Impacts on Social self-concept and school-related attitudes.

Gifted Child Quarterly, 58(1), 51-68. doi: 10.1177/0016986213513795

Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea.

Journal of advanced academics, 23(3), 270–287. doi: 10.1177/1932202X12451021