“If we can try to widen the focus just a little,” Katherine said, “the same principle could support two or even three students per cluster. To do that, we need to get some of these kids together so they can hit it off in that way.”
“I don’t follow,” Phillip said.
“Think of it like going full circle,” Chloe said. “Blue Streak works outside of class, because the classes aren’t challenging these kids. What Twilight Wings is supposed to do is to create a class specifically for these kids.”
“Some of the students in the Blue Streak program are at similar, but not identical, levels of achievement in certain subjects,” Daniel said. “We attempted to ‘synchronize’ these students’ guides for those subjects, to disastrous results.”
“Because the program throws the ‘level’ concept out the window,” Phillip nodded. “I think I get it. Like, if they were learning French, they might know the same number of words, but not the same exact words.”
“Exactly,” Katherine said. “What we want to try to do is to get kids at similar numerical points of achievement working together to see if that does accelerate their learning.”
“I thought that was what the control group was doing,” Phillip said.
“To a certain extent, yes, but I think you have seen that their ability differs significantly in certain areas,” Daniel said. “The collectivity must be observed on a reproducible scale.”