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TESL 450 Exam 2 > Chapter 7 > Flashcards

Chapter 7 Flashcards

1
Q

Giftedness

A

one who scores high on an intelligence or academic achievement test

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2
Q

kinds of giftedness

A

• Prodigy, expert, creative, genius

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3
Q

Gifted

A

“at promise” in any domain recognized as involving intelligence

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4
Q

Prodigy

A

extreme promise in any domain recognized as involving intelligence; distinguished by performance that is not only promising but also impressive by adult standards

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5
Q

Precocious

A

earlier-than-expected, domain specific development that ranges from mildly advanced to astonishing; distinguished by performance within an age group and not measured against adult standards.

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6
Q

Expert

A

has achieved a high level of competence, irrespective at whether the approach is novel or experimental

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7
Q

Creative

A

regularly solves problems of fashions product in a domain in a way that is initially seen as novel but that ultimately is recognized as appropriate.

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8
Q

Genius

A

produces work that is expertly executed and creative, has a profound effect on the domain.

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9
Q

Being regarded as Gifted

A

outstanding performance in a particular domain combined with evidence of superior ability on an IQ test allows for a relatively easy decision regarding the necessity of special ed programs.

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10
Q

Heredity

A

there is considerable evidence that differences in intelligence are significantly influenced by genetic factors. – both genetics and environment “play an important” role in the realization of that genetic potential

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11
Q

Environment

A

contains a richness of resources and stimulation

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12
Q

Conceptual info

A

mental representations of the knowledge one has about concrete or abstract objects

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13
Q

Characteristics of Gifted Students

A

Learning, Motivational, Creativity, Leadership

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14
Q

Gifted in learning examples

A

unusual advance vocabulary for age/grade

  • Possess a lot of info on a variety of topics
  • Quick mastery and recall of factual info.
  • Rapid insight into cause-effect relationships
  • Quick grasp on underlying principle
  • Keen/alert observer
  • Reads a great deal on their own
  • Tries to understand complicated material.
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15
Q

Motivational gifted examples:

A

becomes absorbed and truly involved

  • Is easily bored
  • Needs little external motivation to follow in work
  • Strives toward perfection
  • Prefers to work independently
  • Interested in many adult problems
  • Often “self-assertive”
  • Like to organize/bring structure to things, people, situations
  • Concerned with right/wrong
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16
Q

Creativity gifted examples:

A

display a great deal of curiosity

  • Generates a large # of ideas on problems
  • Inhibited in expression of opinion
  • High risk-taker
  • Good deal of intellectual playfulness
  • Displays keen sense of humor
17
Q

Leadership gifted examples

A

cause responsibility well

  • Self-confidence with children
  • Seems liked by classmates
  • Cooperation with teaching/classmates
  • Can express him/herself
  • Adapts readily to new situations
  • Participates in social activities
  • Excels in athletics.
18
Q

Successful Teacher with Gifted Students:

A

Personal,Personal-Professional Predispositions, Teaching Behaviours, Differentiated curriculum

19
Q

Personal successful teachers:

A

understands, accepts, respects, trusts, has ego strength

  • Sensitive to others, less concerned with self, supports, respects, trusts others
  • Above average intellectually; exhibits an intellectual style of conceptualizing, generalizing, creating, initiating
  • Is flexible, open to new ideas
  • Has intellectual interests, literary and cultural
  • Desires to learn, increase knowledge; has high achievement needs.
  • Enthusiastic
  • Is initiative, perceptive
  • Committed to excellence
  • Feels responsible for his or her own behavior and consequences
20
Q

A teacher with Personal-Professional Predispositions:

A

guides, rather than coerces or pressures

  • Is democratic, rather than autocratic
  • Focuses on process, as well as product
  • Is innovative and experimental, rather than conforming
  • Uses problem-solving procedures, rather than jumping to unfounded conclusions.
  • Seeks involvement of others in discovery, rather than giving out answers.
21
Q

A teacher has to have these teaching behaviours:

A

guides, rather than coerces or pressures

  • Is democratic, rather than autocratic
  • Focuses on process, as well as product
  • Is innovative and experimental, rather than conforming
  • Uses problem-solving procedures, rather than jumping to unfounded conclusions.
  • Seeks involvement of others in discovery, rather than giving out answers.
22
Q

Differentiated Curriculum:

A

a program of study that is altered in content or instructional method to suit the specific needs of a student who has an exceptionality Tomlinson – utilizing = texts, support for students, expectations for learning outcomes, student’s abilities, students’ interests and curriculum tasks.

23
Q

Curricula for Students who are Gifted Learners

A
  • All learners should be provided curriculum opportunities that allow them to attain optimum levels of learning
  • Gifted learners have different learning needs compared with typical learners. Therefore, curricula must be adapted or designed to accommodate these needs.
  • The needs of gifted learners cut across cognitive, affective, social and aesthetic areas of curricula experiences
  • Gifted learners are best served by a confluent approach that allows for both accelerated and enriched learning
  • Curriculum experiences for gifted learners need to be carefully planned, written down, implemented, and evaluated in order to maximize potential effect.
24
Q

Gifted Underachiever

A

seen as a discrepancy between assessed potential and actual performance. The discrepancy may be between two standardized measures or between standardized measure and classroom performance

25
Q

another thing about gifted underachiever

A

Highly intelligent students who are required to work at the same level and pace as their age-mates, when often they can grasp concepts years ahead. One problematic area of underachievement is that of gifted children who feel acutely uncomfortable with the differences between themselves and the other children and quickly adjust to conform to the social and behavioral norms of their age group.

26
Q

How can T motivate Ss who are gifted underachievers?

A
  • Explain the purpose for assignments and lessons
  • Help students set short/long term academic goals that are meaningful to them
  • Help students see beyond the present activity to the long-term benefits it produces
  • Integrate student’s interests into instruction
  • Offer student authentic choices about ways in which they can learn and show mastery of the material in class
  • Utilize classroom activities that students can master, but not without effort and the use of appropriate strategies
  • Strive to build opportunities for immediate feedback into classroom activities.
  • Treat students as if they already are enthusiastic learners
  • Encourage students to think seriously about how their performance in class can affect their future goals, as well as to explicitly articulate their reasons for choosing or failing to put forth effort.
  • Discuss with students the obstacles they believe are keeping them from doing well and what options exist for them
  • Avoid letting students use their environment as an excuse
  • Help students set realistic expectations.
27
Q

Gifted and Learning Disabled

A

spontaneity, inquisitiveness, imagination, boundless enthusiasm, emotionality

28
Q

Teachers can meet the unique needs of students whose strengths and talents lie outside the narrow view of knowledge by:

A

helping students bypass their deficits as they access areas of strengths, modifying assignments and curricula for these students so that their true abilities may be demonstrated and creating an environment that nurtures personal creativity and intellectual characteristics

29
Q

Twice-Exceptional Learners:

A
  • Specific talent or interest area often unrelated to school area
  • Superior vocabulary
  • Interested in the “big picture” rather than small details
  • High level of problem-solving and reasoning
  • Penetrating insights into complex issues and topics
  • Advanced ideas and opinions that they are uninhibited in expressing
  • Highly creative in their approach to tasks, sometimes used as a technique to compensate for their disability
  • Unrelenting sense of curiosity
  • Unusual imagination
  • Advanced sense of humor that, at times, may appear bizarre
  • Capable of setting up situations to own advantage as a means of compensating for their disability.
30
Q

Areas of challenge of twice-exceptional learners:

A
  • Inordinately frustrated by school
  • Deficient or extremely uneven academic skills resulting in lack of academic initiative and school-task avoidance
  • Low self-esteem often masked by inappropriate behaviors such as teasing, clowning, anger, withdrawal, apathy, denial of problems.
  • Processing deficits may cause them to respond slowly, work slowly and appear to think slowly
  • Difficulty with long-term and short-term memory
  • Frequently stubborn and inflexible
  • Gross-or fine-motor difficulties exhibited by clumsiness, poor handwriting or problems completing paper-and-pencil tasks.
  • Lack of organizational and study skills
  • Difficulty thinking linearly, resulting in an inability to understand cause and effect or to follow directions
  • Extremely impulsive
  • Highly distractible
  • Poor social skills sometimes demonstrated by antisocial behaviors.
31
Q

Assist child who is Gifted and Physically Disabled:

A
  • Encourage the use of technology to allow the child to be placed in the most “natural” and advantageous setting where academic self-esteem can be maintained
  • Teach to the child’s strengths. Allow the child to use what they do well to compensate for and to remediate, weaknesses.
  • Facilitate the development of independent learning and study skills to combat dependency habits and to assist the child in areas of weaknesses.
  • Explain the child’s disability to fellow students to foster acceptance by classmates
  • Encourage the child to interact with others through cooperative learning opportunities
  • Expose the child to mentors and take the child on field trips in an effort to overcome possible experiential deprivation
32
Q

$$$ =

A

not necessarily, no need to hire extra staff

33
Q
  • Classroom Accommodations
A

= section for independent work

34
Q

STERBERG:

A

Practical intelligence

35
Q

Runzulli:

A

work ethics, creativity, ability

36
Q

Gardner:

A

8 intelligences

37
Q

Gardner’s 8 intelligences:

A

logic/math and languages, spatial, naturalistic, athletic, musical, interpersonal, intrapersonal.

TESL 450 Exam 2 (2 decks)

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