ABSTRACT
Research indicates that some gifted students possess better self-regulated learning strategies than their peers; however, some gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. Compared with low-achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. Enrichment clusters, another component of the Schoolwide Enrichment Model, are nongraded groups of students who share common interests, and who are grouped together during specially designated time blocks to work with an adult who shares their interests and who has some degree of advanced knowledge and expertise in the area. The success of the whole-school enrichment clusters enabled the academy teachers to create an additional weekly cluster time period for academy students in writing, the arts, and social studies.
