Organisational Strategies
Organisational arrangements can be under three general headings-
- classroom organisational strategies
- school organisational strategies
- community organisational strategies
Any combination of these must be considered in conjunction with appropriate
curriculum strategies.
Classroom Organisational Strategies
- independent, pupil-teacher designed learning contracts
- individual timetabling
- child pairing
-
grouping children according to ability, preferred learning style, interests,
mutual support
- older cross-age tutor; adult mentor
-
use of self teaching instructional materials - computer assisted programs,
audio-visual packaged learning, programmed packages
- non- graded, self paced programs
- interest centres
-
involvement in district, state or national competitions, e.g. Science Talent
Search, conducted by The Science Teachers' Association.
School Organisational Strategies
(i) Within the school:
-
co-operative or team teaching- teachers share expertise and take
responsibility for different aspects of the school's curriculum
-
special clustering - small groupings of children withdrawn from one or more
classes to meet a specific need
- cross-setting - ability grouping of children across year levels
-
heterogeneous groups - composite class groupings of children, e.g., Years 4,5
arid 6; sometimes referred to as family groupings; may also involve non-graded
progression and promotions
- homogeneous groupings - ability' grouping of children of similar age
-
cross-age tutoring - older child working with a younger Child with like
interests to assist with the younger child's learning
-
master teacher, itinerant teacher or specialist teacher- usually bringing
specific expertise across the year levels supporting classroom teachers by
providing individual or group instruction
-
electives Program - non-graded opportunity to pursue individual interests
-
acceleration - the introduction of concepts seen to be well outside general
year level expectations to stimulate and better satisfy the needs of some
children
-
resource centre - where children can pursue advanced interests. Such a centre
would provide for different children at different times.
(ii) Outside the school:
-
concurrent education -attending school, but timetabled for part-time
instruction in an institute of higher learning or a place offering specialised
instruction
-
cluster groups - special interest activities act up in a central location where
particular children from neighbouring schools can meet to participate.
Activities may be conducted by teachers from the participating schools or by
other resource persons
-
field trips - individual, or small group visitations to meet or work with
people who can offer special expertise in an area of investigation, e.g.,
mentors
-
special interest schools - a way of sharing resources by neighbouring schools
specialising in different curriculum offerings. Children can contract to
participate in classes, e.g., computer programming, stringed
instruments
3. Community Organisational Strategies
-
weekend or evening classes - community members providing instruction in a range
of interest areas, e.g., the Queensland Association for Gifted and Talented
Children's activities, music and sporting activities,
Double Helix Science Club
-
camps or vacation schools - special interest programs conducted by educational
groups, e.g., the Mathematics Association camp.
-
mini courses, study groups - provided by tertiary or community-based groups,
e.g., the Environmental Studies Association where interested people may
participate.
-
community clubs - membership in clubs which meet particular interests and
abilities, e.g., birdwatchers club, drama club, chess club.
From: Children with Special Abilities - Curriculum Strategies for Primary
Schools.
VHS Video, 30 mins, Ministry of Education and Training, Victoria.
QAGTC 1994
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