Clusters or text sets are used in Common Core practices to
engage and build on learning concepts. The idea is that students and adults are
given multiple materials on the same subject to review in order to support
student creativity and develop a complete perspective. When readers see that
knowledge is not fixed, that there is no single way to represent an idea, a
literary theme, a historical event, or a scientific concept, they see the role
of the author in new and exciting ways (Aronson, Capiello, Zarnowski, 2012). The
way students can synthesize information from clusters is obviously beneficial.
As a graduate student, this approach to learning is practiced habitually. Developmentally,
I’m concerned that too much information in a cluster may be misused or
overstimulating for a young student. When I’m given one uninterrupted task, I
can sit down and complete the project from beginning to end. If these students
begin, and are given more, and then a little more, and are then asked to end,
and take away a “Big Think”, I believe it’s important for educators to repeat,
and check-in often to determine if a student has grasped the first concept
before cross-referencing with other topics. I would like to see clusters
happening in our education system, but I would like to see lessons that present
one material for one subject as well. I think it’s possible for both types of
lessons to have value in a student’s education. This type of instruction is
perfect for a teacher librarian to facilitate. With appropriate support and
guidance, cluster lessons can easily surpass initial expectations. The article
fails to share how long a cluster lesson lasts. For younger students, it seems
a cluster lesson should take longer, which would mean less subjects are covered
in a school year given the amount of time students have for education.
References:
Clustering and the Common Core
By Marc Aronson, Mary Ann Cappiello, and Myra Zarnowski on December
2, 2012
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