Quote:
Originally Posted by ASUADPi
I know for myself and in my classroom, the students rotated on who they worked with. I was constantly changing groups. I didn't want them to become complacent in one group and think they didn't have to do anything. Plus, I would mix up the ability levels (like I wouldn't put all the sped kiddos in one group and all my gifted in another). Yes, some children would work with my sped kiddos a bit more, but I would ask them "hey do you mind working with this child" and they would say yes. Mainly because these two little girls really liked to be the "center of attention", which working with one of the sped kiddos and having to explain the assignment in child like terms and kind of being the "boss" something that gave them an ego boost. (They probably didn't think I knew this but I did).
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This is fine and well, but I have to echo Kitso and Rashid here - there is a fine line between allowing children to interact and "help" each other, and putting the teaching onus on the "smart kids" to pull up the kids who aren't gifted or good in that area. Granted, some kids likely learn best through teaching it to others, but this is far from universal, and it doesn't seem like this puts the gifted kids in the best position to excel.
This is, coincidentally, why I strongly support partial separation programs for both gifted students and special needs students. Interaction is a necessary and important part of socialization and "growing up" - however, targeted and focused programs can have immense utility for these kids.
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