The middle school concept is designed to meet the varying needs of adolescents. Middle school students are unique intellectually, socially, emotionally, and physically from other age groups, as well as being notably different from each other. Both gifted students and middle school students in general need stimulating activities to help them develop problem solving and critical thinking skills. A safe environment where positive interaction is valued between teachers and peers is essential to all middle school students, including gifted learners. Positive self-esteem, a struggle for most middle school students, is crucial for their success. As they strive to find their identity, perhaps the most identifying feature of middle school students is their need to "fit in" academically and socially.
While many developmental characteristics among middle school students and gifted students are similar, gifted students often experience more difficulty "fitting in" due in part to their drive for academic success. Gifted education exists to advance the development of intellectually gifted students. As a result, gifted students, who demonstrate strong potential, are often challenged to develop to their full potential. On the opposing side, the Middle school concept values a more uniform education where all students have an equal chance to succeed. I feel it’s important that educators recognize the advantages of both equity and excellence.
Because many middle school administrators emphasize the negative impact of homogeneous grouping on at-risk learners, heterogeneity has become a staple in many middle schools. As a teacher, however, I see significant benefits in grouping gifted students by ability levels. In my experience, some forms of homogeneous grouping is beneficial to both at-risk students and gifted learners. When students are in a heterogeneous group, it is extremely difficult to differentiate to appropriate levels for all levels of students, especially gifted students. Often times, the curriculum is often “dumbed down” to reach the lower level students. A one-size-fits-all approach is not conducive to educating students of such differing educational levels who are in the same heterogeneous classroom and should be discouraged. Educators should plan for both personal excellence and equity of access to advancement for all learners who are at risk, including those who are gifted. I agree that heterogeneous teams are beneficial, however I feel that students should be grouped homogeneously within their team for instructional purposes in core content areas.
The emphasis of the middle school model on equity for all students appears to be fair for all students. Is ability grouping fair? Rosselli and Irvin bring up the idea that grouping gifted students homogeneously is equated with social discrimination. However, to prevent gifted learners from failing to reach their potential, they need to be challenged academically. Since gifted students often reach mastery of skills before their less gifted counterparts, homogeneous grouping can be beneficial to their educational progress. Isn't it also discrimination if students aren't placed in an appropriate educational setting just because they aren't economically disadvantaged or a minority? Do we want to encourage mediocrity or stimulate excellence?
Middle school is akin to a world where all students are given trophies just for participation. One of my favorite statements made by Rosselli and Irvin is "Achieving success for all students is not equated with achieving the same results for all students." All students strive to be successful, no matter what their educational level, and I feel that heterogeneous classrooms often point out the obvious shortcomings of students who struggle academically. So the question remains, can we have both excellence and equity?
Rosselli, H., & Irvin, J. (2001). Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship. Middle School Journal,57-62.
No comments:
Post a Comment