Chapter 10

Question 1

Gifted and/or talented

Answer 1

a term frequently used to describe high-achieving students as well as students who excel in other areas, including academic, social, motor, and leadership
• The term Developmentally advanced is another term used in Canada to recognize gifted in-dividuals

Question 2

Talented

Answer 2

The second component to the category of gifted and/or talented that includes children who ex-cel in various arts and non-academic areas; used to differentiate subgroups of people who are gifted

Question 3

Three basic traits for students who are gifted include:

Answer 3

• High ability - including high intelligence
• High creativity – the ability to formulate new ideas and apply them to the solution of prob-lems
• High task commitment – a high level of motivation and the ability to see a project thought to its completion

Question 4

Sternberg’s (1991) theory of intellectual giftedness – includes three types of abilities

Answer 4

• Analytic giftedness: ability to dissect a problem and understand its parts
• Synthetic giftedness: insight, intuitive, creativity, or skill coping with relatively novel situations
• Practical giftedness: ability to apply aspects of analytical and synthetic strengths to everyday situations
• All individuals show a blend of these three abilities, but gifted people show high ability in one or more of these areas

Question 5

Characteristics of Students Who are Gifted

Answer 5

• Students who are highly gifted tend to think faster, are more intent and focused on their inter-est, and exhibit a higher degree of ability in most of the traits identified with giftedness
• Students who are exceptionally gifted seem to have different value structures, are more iso-lated by choice, more invested in concerns of meta-nature (universal problems), and seldom seek popularity or social acclaim

Question 6

The cognitive function of a gifted student

Answer 6

• Extraordinary quantity of information; unusual retentiveness
• Advanced comprehension
• Unusual varied interests and curiosity
• High level of language development
• High level of verbal ability

Question 7

The Affective Function

Answer 7

• Large accumulation of information about emotions that have not been brought to awareness
• Unusual sensitivity to the expectations and feelings of others
• Keen sense of humour – may be gentle or hostile
• Heightened self-awareness

Question 8

The physical/sensing function

Answer 8

• Unusual quantity of input from the environment through a heightened sensory awareness
• Unusual discrepancy between physical and intellectual development
• Low tolerance for the lag between their standards and their athletic skills
• Cartesian split – can include neglect of physical well-being and avoidance of physical activi-ty

Question 9

The intuitive function

Answer 9

• Creative approach in all areas of endeavour
• Ability to predict; interest in the future
• Will experiment with psychic and metaphysical phenomena
• Early involvement and concern for intuitive knowing and metaphysical ideas and phenome-na

Question 10

Gifted Cognitively

Answer 10

• Asks a lot of questions
• Wants to know why something is so
• Seems interested and concerned about social or political problems
• Often has a better reason than you do for not doing what you want done
• Refuses to drill on spelling, math, facts, flash cards, or handwriting
• Becomes impatient if work is not perfect
• Seems to be a loner
• Completes only part of an assignment or project and then take off in a new direction
• Sticks to a subject long after the class has gone on to other things
• Seems restless and is out of seat often
• Seems to understand easily
• Likes solving problems and puzzles
• Talks a lot
• Loves metaphors and abstract ideas
• Loves debating issues

Question 11

Gifted Academically

Answer 11

• Enjoys meeting or talking with experts in the field of interest
• Enjoys graphing everything and seems obsessed with probabilities

Question 12

Gifted Creatively

Answer 12

• Has a really zany sense of humour
• Enjoys new routines or spontaneous activities
• Has a vivid imagination
• Seems to never proceed sequentially

Question 13

GIfted in leadership ability

Answer 13

• Enjoys taking risks

- Enjoys decision making

Question 14

Gifted Through Visual or Performing Arts Ability

Answer 14

• Sees minute detail in products or performances

- Has high sensory sensitivity

Question 15

Differentiated programming

Answer 15

• Learning opportunities provided to students who are gifted must differ according to a student’s needs and abilities
• Differentiation includes the content of what students learn, the processes used in learning situations and the final products that students develop
• Many professionals believe that the preferred setting for differentiated learning for students who are gifted is not in the general education classroom and recommend that it take place in separate classes for the majority if not all of the school day
• Realistically, students who are gifted are more likely to spend the majority of the day in general education classrooms with some differentiated opportunities in the form of pull-out programs

Question 16

Concerns of educating students who are gifted in general education settings at the elementary level:

Answer 16

• General education curriculum does not challenge them
• They likely have already mastered up to one-half of the required curriculum offered
• Classroom teachers do little to accommodate their learning needs
• Most specialized programs are only available a few hours per week
• Students talented in the arts are offered few challenging opportunities

Question 17

• Concerns of educating students who are gifted in general education settings at the secondary level:

Answer 17

• Appropriate opportunities are scattered and uncoordinated
• The schedule and pace of high schools do not meet gifted students’ needs
• Rural schools often have limited resources and are unable to offer advanced classes
• Specialized schools and programs serve only a fraction of students who may benefit from them
• Dual enrolment in secondary school and university is uncommon

Question 18

Goals for curricula of students who are gifted

Answer 18

• Include more elaborate, complex and in-depth study of major ideas, problems and themes
• Allow for the development and application of productive thinking skills that enable students to reconceptualize existing knowledge or generate new knowledge
• Enable students to explore constantly changing knowledge and information
• Encourage exposure to, selection of and use of appropriate and specialized resources
• Promote self-initiated and self directed learning and growth
• Provide for the development of self-understanding and the understanding of one’s relationship to persons, societal institutions, nature and culture
• Evaluate students with stress placed on their ability to perform at a level of excel-lence that demonstrates creativity and higher-level thinking skills

Question 19

Program placement options

Answer 19

• Students who are gifted and are in general education classrooms the entire day can have their needs met through special provisions such as enrichment, acceleration or special grouping
• In some schools children are pulled out for a portion of the day to attend a special class and when they are in the general education classroom they have a individual-ized program separate from the regular curriculum
• Students who are gifted may also participate in adjunct programs such as mentor-ships, internships, tutorials, independent study or resource rooms with some of these occurring outside of the general education classroom

Question 20

Basic principles of programming:

Answer 20

1. Acceleration
2. Enrichment
3. Special Programming

Question 21

Acceleration

Answer 21

•The presenting of more advanced material to gifted students that are more appropriate of their level and ability

Question 22

Enrichment

Answer 22

• Different to acceleration in that acceleration possesses activities and materials that possess dimension of difficulty or conceptual complexity. Whereas in contrast, materials and activi-ties of enrichment provide variety but do not require advance skill or understanding

Question 23

Special Programming

Answer 23

• Grouping gifted children with similar abilities together for at least part of the day
• Cluster groupings:
- practice that allows for interaction with peers who share similar enthusiasm, bring different perspectives to topics, and stimulate the cognitive and creative thinking of others in the group

Question 24

Curricular and Instructional Considerations when working with gifted students

Answer 24

• Comprehensive record-keeping
  • Monitor progress of all students, including students who are gifted and who may be taking part in a mix of enrichment and accelerated activities.
• Differentiated learning
  • Allows for greater conveying of information to parents of gifted children regarding students profess.
• Differentiated instruction
  • Qualitatively different instructional activities from those assigned to the general class or completely different if certain accelerative options are begin used
• Curriculum compacting
  • allowing students to cover assigned material in faster or different ways

Question 25

Enhancing Inclusive Classroom Setting for Gifted Students

Answer 25

1. Create classroom where students who are gifted and talented feel wanted and supported. In addition to having their instructional needs met by appropriate programming
2. Provide necessary sport for general education teachers to achieve desired outcomes
3. Offer supports to parents and families
4. Preparing classroom teachers to ensure attention is given to the topic of giftedness

Question 26

Nurturing classes

Answer 26

Where the abilities of gifted students are recognized as assets to the class rather than something to be jealous if, envied, or despised