GT Education Flashcards
According to the Javits Act, gifted and talented students are described as those who:
a. Have been assessed as having intelligence at least 30% above the national average,
and are not receiving services or activities to develop those capabilities
b. Are in the top 5% of their age group in terms of intellectual, creative, artistic, or
leadership areas, or in specific academic fields
c. Have achieved high accomplishment in intellectual, creative, artistic, or leadership
areas or in specific academic fields, and who have not been recognized and honored
in an appropriate manner
d. Have the capability for high accomplishment in intellectual, creative, artistic, or
leadership areas or in specific academic fields, and who need services or activities not
ordinarily provided by the school to develop those capabilities
Have the capability for high accomplishment in intellectual, creative, artistic, or leadership areas or in specific academic fields, and who need services or activities not ordinarily provided by the school to develop those capabilities. The Jacob Javits Gifted and Talented Students Education Act (Javits) is a federal program that addresses the needs of gifted and talented children. The purpose of the Act is to coordinate programs of scientific research, projects, pioneering approaches, and the like to enhance schools’ abilities to foster the educational needs of gifted and talented students.
Gifted children typically get similar results with different types of I.Q. tests, such as the
Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Stanford-Binet
Intelligence Scale (SB), and the Wechsler Intelligence Scale for Children (WISC).
a. Neither true nor false
b. False
c. True
d. These I.Q. tests are not given to gifted students
False. While average and developmentally delayed children typically get very similar scores in a variety of I.Q. tests, gifted children more often get radically differing scores from test to test.
Binh is in fifth grade. He was identified as gifted in leadership in third grade and entered into a Gifted and Talented program. He has always been mercurial, energetic, and moody, but until now it was not apparent that his studies were affected. Because his classroom behavior has worsened and his grades have been affected, his fifth grade teacher wanted him evaluated for Attention Deficit Hyperactivity Disorder. Should he be diagnosed with ADHD, what will happen to his gifted and talented status?
a. Because this has been a documented, ongoing problem, the district will temporarily
remove him from the Gifted and Talented program, concentrate on improving his
issues with attention and hyperactivity, and then re-enroll him once those things are
under control
b. He will remain in the program and it will be modified to become more appropriate for
his learning needs. It is illegal to discriminate against students with learning or
behavioral disorders
c. It will be discussed with the gifted teacher, his general classroom teacher, his parents,
and Binh. If Binh promises to monitor his behavior and work to the best of his
abilities, he will be permitted to stay
d. He will be removed from the Gifted and Talented program; his learning issues
preclude advanced studies. If, at some future point, he wants to return to the
program, he will have to be re-evaluated for it
He will remain in the program and it will be modified to become more appropriate for his learning needs. It is illegal to discriminate against students with learning or behavioral disorders.
Students identified as gifted and talented can demonstrate serious lack of motivation that
hinders their performances. Some of the factors contributing to underachievement are low
self-efficacy, not finding the class interesting, not finding the class useful, a student’s lack of
self-regulation skills, and
a. When the work is too challenging
b. If the student is ostracized and unwilling to participate in class
c. Because the child is so bright, the family has treated him or her with indulgence. As a
result, the child expects to be treated as special
d. The work isn’t challenging enough
The work isn’t challenging enough. Gifted and talented students learn best when they are interested in the material, allowed to explore it independently and are challenged by it. They are not motivated by grades or products so much as by the learning process.
According to Sternberg’s triarchic model of intelligence, three central qualities comprise giftedness: componential intelligence (the ability to analyze), experiential intelligence (the ability to think abstractly), and
a. Creative intelligence
b. Analytic intelligence
c. Contextual intelligence
d. Essential intelligence
Contextual Intelligence. According to Sternberg’s Triarchic Theory of Intelligence, componential intelligence (the ability to anyalyze, think in abstract terms and efficiently process information), experiential intelligence (the ability to creatively combine unrelated information and to perceive patterns in material that, on the surface, appears to be unrelated) and contextual intelligence (the ability to apply thinking skills to practical situations by reassessing one’s position in terms of strengths and weaknesses) are the three core qualities of giftedness.
What type of assessment is often used to identify gifted students in leadership, creativity, or artistic areas?
a. Qualitative
b. Quantitative
c. Both a and b
d. Formal and informal
Qualitative. While is is appropriate to use both quantitative and qualitative approaches to identify 1st-12th grade students in terms of general intellectual ability or specific academic subjects, a district may choose to apply qualitative assessments only in order to identify gifted students in areas of creativity, the arts and leadership.
The steps to curriculum compacting includes understanding learning objectives,
identifying students who can master objectives most quickly, pretesting, streamlining
instructional periods for students who understand objectives, and:
a. Recommending acceleration opportunities
b. Recommending students be advanced a grade
c. Reviewing assessments
d. Passing these students on to a Gifted and Talented teacher
Recommend acceleration opportunities. The steps to curriculum compacting include understanding learning objectives; identify students who can master objectives most quickly, pretest, streamline instructional period for students who understand objectives and recommending acceleration opportunities.
When creating a Total Talent Portfolio, who is primarily responsible for deciding what to
include, maintaining the portfolio, and establishing goals?
a. The student and the teacher working as partners
b. The teacher in the primary position, supported by the student
c. The student in the primary position, with the teacher to review and approve
d. The student is primarily responsible
The student is primarily responsible. One of the purposes of the Total Talent Portfolio is to encourage student autonomy. In taking on responsibility in the selection of materials that will compose the TTP, updating the portfolio at regular intervals and establishing personal goals, the student assumes ownership and is therefore more committed. The teacher’s role is that of a guide, primarily in the process of review.
“Gifted” students are federally defined as:
a. Those that score above 130 on a WISC test
b. There is no decisive federal definition; each state determines its own definition
c. Those who are academically 2 classes or more above peers
d. Those who exhibit extra-ordinary abilities in the areas of the arts, mathematics,
science, e. business, or leadership
There is no decisive federal definition; each state determines its own definition. This lack of cohesive classification can be problematic. For example, a child identified as gifted in one state may not be considered so in another. Should the child’s family relocate, this could potentially cause a schism that is damaging to the student’s equilibrium.
SAGES stands for:
a. Standard Assessment Games for English Students, and describes informal
assessments based on cooperative games
b. Sagmore Adams Gates Educational Standards, and describes gifted standards for
grades 1-3
c. Screening Assessment for Gifted Elementary Students, and describes a standardized
assessment
d. Screening Assessment for Gifted Elementary Students, and describes an informal
assessment
Screening Assessment for Gifted Elementary Students, and describes a standardized assessment. Unlike many tools used to identify Gifted and Talented students, SAGES was designed expressly for that function. SAGES is also designed to reduce prejudice in gifted and talented testing.
Why are open-ended responses of particular value to the teacher?
a. The encourage dialogue between teacher and student, or between student and peers
b. They give the teacher insight into how a particular student structures ideas, uses
language, and demonstrates understanding
c. They are not of particular value because they cannot be measured and do not remain
consistent through time
d. They support the gifted student’s emotional and psychological development by
demonstrating respect for the student’s abilities
They give the teacher insight into how a particular student structures ideas, uses language, and demonstrates understanding. Because open-ended questions are the beginning of dialogue, they also give the student the opportunity to express their ideas with creativity, and exhibit the degree of their abilities to abstract, find connections, analyze and assess ideas.
Self-efficacy, the belief in one’s ability to succeed at a particular task, is influenced by
past performance, observing the success of peers, verbal support and persuasion by others,
and
a. A willingness to take risks
b. A creative approach to the task at hand
c. Strong self-esteem
d. Physiological cues that indicate nervousness, such as sweating hands; or cues that
indicate confidence, such as a feeling of ease and control
Physiological cues that indicate nervousness, such as sweating hands; or cues that indicate confidence, such as a feeling of ease and control. Self-efficacy, the belief in one’s ability to succeed at a particular task, is influenced by past performance, observing the success of peers, verbal support and persuasion by others, and physiological cues that indicate nervousness, such as sweating hands, or confidence, such as a feeling of ease and control.
Ms. Wing often groups her students by ability in order to provide them with efficient,
challenging instruction that proceeds at a pace appropriate to their development. She has
recently been under attack by some parents, who consider her methods elitist and
potentially racist. The parents further point out that so-called ‘gifted’ students don’t need
the depth of support that failing students require. The position taken by the National
Association of Gifted Children include(s) the following argument(s):
a. Athletically gifted individuals are regularly grouped by ability and have the best
success in such groupings
b. All areas of professional or graduate study/ preparation involve grouping
c. Ability grouping is a means by which gifted ELLS, students with economic
disadvantages, and those with learning disabilities can be challenged along with their
true peers
d. All of the above
The National Association of Gifted Children (NAGC) has taken a strong position on grouping. NAGC argues that athletically gifted individuals, whether children or adults, are regularly grouped by ability and have the best success in such groupings. Furthermore, all areas of professional or graduate study/ preparation involve grouping. Yet another argument is that ability grouping is a means by which gifted ELLS, students with economic disadvantages and those with learning disabilities can be challenged along with their true peers.
Bloom’s taxonomy describes the three types of learning as:
a. Cognitive, affective, and psychomotor
b. Intellectual, emotional, and social
c. Intellectual, creative, and psychological
d. Cognitive, creative, and psychomotor
Cognitive, affective, and psychomotor. Bloom’s taxonomy includes three types of learning. The cognitive has to do with mental skills and is concerned with knowledge. The affective involves feelings and emotions and is concerned with attitude. Psychomotor examines manual/physical facility and is concerned with skills.
Authentic assessment as it pertains to gifted students:
a. Assesses emotional development, using expressive models
b. Assesses learning using portfolios, performance, observations, and other assessments
that model real-world representations
c. Assesses a student’s sincerity or authenticity by using a lie-detector
d. There is no longer such an assessment; popular in the early 1970s, it was abandoned
in 1992 because results lacked clarity or concise information
Assesses learning using portfolios, performance, observations, and other assessments that model real-world representations. Authentic assessment tasks are not simply practice for the sake of practice; they are rehearsals for real-world experiences. They assess a wide array of literacy skills in the context of how that skill would be applied in the real world.
Curriculum focusing on social awareness and adjustment, personal awareness and
adjustment, a study of attitudes, values, and the individual’s perceptions is:
a. Effective Curriculum
b. Sociological Curriculum
c. Affective Curriculum
d. Developmental Curriculum
Affective curriculum. Gifted students often feel their differences; they can be more highly attuned to surroundings and non-verbal cues, and they may be reluctant to take risks that would propel them beyond their comfort zones. Affective curriculum allows them the opportunity to explore social and deeply personal aspects of their giftedness.
Mario is taking AP classes at his high school. This means:
a. Advanced Placement, in which all his high school coursework will also apply as
college credits
b. Alternative Potential. These are small, experimental classes taught to students who
have been identified as ‘alternative learners’
c. Accountability Projects. These are independent studies in which an individual or small
group works closely with a mentor, who may not be a teacher but someone with
professional experience in the student(s) area of interest. Students are held
accountable for their projects’ designs, implementation, and successful conclusions
d. Advanced Placement, in which high schools offer coursework meeting criteria
recognized by institutions of higher education. Often, college credit is earned when an
AP exam in specific content areas is passed
Advanced Placement, in which high schools offer coursework meeting criteria recognized by institutions of higher education. Often, college credit is earned when an AP exam in specific content areas is passed.
Kingore Observation Inventory (KOI) is used to:
a. The correct name is the Kingmore Ongoing Index; it is used as a continuous informal
assessment
b. Evaluate students in the gifted program to determine if they should remain in the
program
c. Assess the capabilities of English Language Learners with learning disabilities that
might be considered for a Gifted and Talented program
d. Identify gifted and talented students, including those from culturally diverse
backgrounds or those who live at or below the poverty level
Identify gifted and talented students, including those from culturally diverse backgrounds or those who live at or below the poverty level. The Kingore Observation Inventory is an efficient assessment and differentiation process, identifies gifted and talented students via observing behaviors in seven categories.
The Elementary and Secondary Education Act signed into law in 2002 is more commonly known as: a. The Javits Act b. I.D.E.A. c. No Child Left Behind d. Forward into the Future
No Child Left Behind (NCLB). This legislation reauthorized the Elementary and Secondary Education Act, and allocated financial support for low-income student education, teacher recruitment, professional development, technology and the like. NCLB is aimed at increasing educational success and parental contribution, and charges districts with guaranteeing state proficiency standards in mathematics and reading are reached by 2014.
A number of gifted high school students are in a Language Arts class. Is their AP teacher
obliged to differentiate the program of study for the gifted students?
a. No; if the teacher is already running a student-centered classroom, allowing students
choices in assignments, and using flexibility in student grouping, the teacher is
already differentiating. No further modification is required
b. No. All students in Advanced Placement courses are, by definition, gifted. Therefore,
differentiation is already taking place
c. No. The teacher can choose to differentiate the program, but by the time gifted and
talented students have entered high school, they have internalized sufficient
strategies to challenge themselves and independently promote their own education
d. Yes. If the teacher is already running a student-centered classroom, allowing choices
in assignments, and using flexibility in student grouping, the teacher is already
differentiating. The teacher has received additional training to allow him or her to
continue to modify classroom assignments to more profoundly challenge the gifted
students
Yes. If the teacher is already running a student-centered classroom, allowing choices in assignments and using flexibility in student grouping, she is already differentiating. She has received additional training to allow her to continue to modify classroom assignments to more deeply challenge the gifted students.
Mr. Santiago has grouped students with similar interest in architecture and very
different learning styles. He has given them a complex project and suggested the initial step
to designing the project involves a brief, intense period in which all group members suggest
and consider any possible ideas without ranking or judging their value. He reminds them
that a flexible mind is capable of taking in more information and making brilliant creative
leaps. This creative approach to problem-solving is called:
a. Brainstorming
b. Brainraining
c. Multiple thought process
d. Creative braining
Brainstorming. Brainstorming is a highly-charged creative technique to approach problem-solving, in which group members spontaneously offer a wealth of associations, ideas and possible solutions. The group considers all possibilities without initial judgment, looking for creative possibilities that might otherwise be overlooked.
Dr. Acevedo has a gifted child in her fifth grade classroom. In order to keep the student
engaged and motivated, which of these inclusion strategies should she permit the student?
a. Establish own learning goals; self-assess; move to an independent challenge activity
when student understands the lesson; encourage student to work with peers close to
his or her own intellectual level
b. Have student independently design his or her own curriculum based upon classroom
assignments; self-assess and self-grade; help establish learning goals for the class
c. Help teacher design his or her own curriculum based upon classroom assignments;
review student’s assessments and grades with the teacher; suggest learning goals for
the class
d. Help establish learning goals for the class; act as the teacher’s assistant teacher; grade
work of classmates for the teacher
Establish own learning goals; self-assess; move to an independent challenge activity when she understands the lesson; encourage her to work with peers close to her intellectual level. Research has proven these techniques more deeply engaged gifted students that traditional methods, and contribute to such students’ degree of motivation.
A strategy whereby the curriculum is modified in depth, complexity, and originality, and
suggests the four concurrent directions of Core Curriculum, Curriculum of Connections,
Curriculum of Practice, and Curriculum of Identity, is called:
a. Multiple Curriculums Modification
b. Parallel Curriculum Model
c. Creative Multiple Curriculums
d. Parallel Creative Curriculums
Parallel Curriculum Model. This strategy modifies the curriculum in depth, complexity and originality and indicates four concurrent directions, Core Curriculum, Curriculum of Connections, Curriculum of Practice and Curriculum of Identity.
Gifted and talented teachers are required to have 30 hours of specialized training within
the first semester of their teaching, followed by 6 additional hours of training per year. Who
determines the material to be covered in this training?
a. The school board
b. It is legislated by the state
c. It is a district decision
d. It is federally mandated
It is a district decision. Prior to assignment in the program, teachers who provide instruction and services for gifted students are required to have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students. However, how many hours to devote to each category is left up to the district to determine.
A 4th grade teacher has three gifted students in his general classroom. One strategy for
differentiating their learning is extending lessons throughout the curriculum by comparing
common themes and issues, studying the associations within and between individual
disciplines over the course of time and/or from more than one viewpoint. The teacher is
adapting the ____________ of his lessons in order to challenge his gifted students.
a. Complications
b. Complexity
c. Enhancement
d. Richness
complexity. Complexity is one strategy for differentiating learning. Extending lessons throughout the curriculum by comparing common themes and issues, studying associations within and between individual disciplines over the course of time and/or from more than one viewpoint are ways a teacher can adapt lessons in order to challenge gifted students.
A middle school teacher has recommended a number of different approaches her
students can take with a research project about their hometown. She has suggested
students might like to study an aspect of community life (such as social clubs or church
organizations) over a significant period of time; compare a variety of architectural styles
that are currently found in homes in a certain area; or do a statistical analysis in an area of
special interest. One of her students has particular interest in insects. The student has
designed a project that tracks insect populations over a thirty-year period in order to
understand how draining swampland, cutting trees, and other environmental changes affect
such populations. Another student, a painter, is interested in a brief but important art
movement that had its roots in the student’s hometown. Two students whose parents have
recently divorced are designing a project that examines changes the family unit over a
century. What teaching strategy is the teacher using?
a. Continuum of learning experiences
b. Array of learning experiences
c. Simultaneous teaching within multiple disciplines
d. Intellectual freedom of choice
Array of learning experiences. An array of learning experiences is defined as a menu of challenging learning experiences or opportunities that fit the unique interests and abilities of advanced level students.
The Total Talent model considers which of the following?
a. Student interest, learning styles, and extraordinary abilities
b. Student’s abilities only
c. Student’s interests and learning styles
d. A student’s interests and learning styles and the student’s cognitive ability are equally
considered
A student’s interests and learning styles and the student’s cognitive ability are equally considered. Total Talent Portfolios include attention to student interests and learning styles in addition to cognitive abilities that have traditionally contributed to educational decisions.
The term ‘depth’ refers to a number of interconnected strategies employed when
exploring an area of study in terms of content. Studying details, patterns, and cultural
considerations; examining content from concrete to theoretical; moving from known and
familiar to unknown and unfamiliar; and ______________ are among these strategies.
a. Weighing knowledge of the physical world and the spiritual world
b. Moving beyond theoretical concepts to real-world experience
c. Considering all previous knowledge and projecting future knowledge
d. Moving beyond fact to generalizations and principles
Moving beyond fact to generalizations and principles. Depth involves exploring content within a discipline; analyzing from the concrete to the abstract, familiar to the unfamiliar, known to the unknown; exploring the discipline by going past facts and concepts into generalizations, principles, theories, laws; investigating the layers of experience within a discipline through details, patterns, trends, unanswered questions, ethical considerations.
Eduardo is extremely disorganized. He often fails to turn in work, claiming either that he
did turn it in and the teacher lost it, or that it was never assigned. He spends most of his
time trying to draw the attention of other 3rd graders through clownish behavior. When
that fails, he often falls into depression, claiming that he is worthless. He has been identified
as extremely gifted in math, but has fallen behind the rest of the class. What is most likely
going on?
a. He has Attention Deficit Hyperactivity Disorder
b. He is demonstrating lack of motivation, and may be affected by Attention Deficit
Hyperactivity Disorder or a learning disability as well
c. It is likely he is either indulged or ignored at home and is acting out
d. He simply lacks self-discipline
He is demonstrating lack of motivation, and may be affected by Attention Deficit Hyperactivity Disorder or a learning disability as well. Many gifted children are not wellorganized because they are deeply focused on ideas rather than on the physical world. Many gifted children lack social skills and are either withdrawn or demonstrate attention-seeking behaviors as a result. The cycle spirals downward, often ending in depression. He has been identified as gifted in mathematics, but has fallen behind the rest of his class instead of fulfilling his potential. He is a classically unmotivated gifted student, and might or might not be experiencing a learning disability or ADHD as well.
Eduardo, the student in the above example, was referred for counseling as part of his
intervention. Which of the following will the counselor most likely employ?
a. Help him establish realistic goals for the foreseeable future; focus on his strengths;
slowly remediate his weaknesses; do not compare his progress to that of others, but
focus on improvements in terms of himself; determine his learning style; build selfesteem
through counseling small-group or individual meetings
b. Establish realistic short and long-term goals for him; focus on his strengths as well as
his weaknesses; compare his progress against that of others, but only where the
comparison is favorable; determine his learning style; encourage self-esteem through
art therapy
c. Assign realistic short and long-term goals and require he accomplish the steps
involved; focus on helping him turn weaknesses into strengths; compare his progress
against that of others, honestly and fully; determine his learning style; encourage selfesteem
through talk therapy
d. Assign realistic short and long-term goals and require he document the steps as he
follows them; focus him on his weaknesses and assign him the task of developing
ways to overcome them; compare his progress against that of others, honestly and
fully; determine his learning style; refer him to a psychiatrist who can prescribe
medications
Help him establish realistic goals for the foreseeable future; focus on his strengths; slowly remediate his weaknesses; do not compare his progress to that of others, but focus on improvements in terms of himself; determine his learning style; build self-esteem through counseling small-group or individual meetings.
How many hours of annual training are required of gifted teachers to retain eligibility?
a. 15
b. 6
c. None
d. 3
- Teachers working with gifted students are required to complete 30 hours of professional development by the time they finish their first semester, followed by 6 additional hours annually.
Who, in addition to gifted and talented teachers, are required to take 6 additional hours
of training annually?
a. Administrators and counselors who make programming or hiring decisions
b. Only the teachers are required to have annual training
c. Administrators who make programming or hiring decisions
d. All teachers, although only gifted and talented teachers are required to have the initial
30 hours of training
Administrators and counselors who make programming or hiring decisions. All individuals who work with or for children identified as gifted or talented are required to complete 6 hours of training annually.
In determining whether a gifted child is underachieving academically, what should be assessed? a. The child’s IQ b. The child’s academic ability c. The child’s academic performance d. The child’s psychological development
The child’s academic ability. Gifted children excel in one or more particular areas, but not many can be said to really excel across the board. Examining the gap between what a student is capable of and what that student is actually accomplishing is a good indicator of academic achievement
According to Bloom’s taxonomy, knowledge, comprehension, application, analysis,
synthesis, and evaluation belong to which domain?
a. Intellectual
b. Analytical
c. Cognitive
d. Mathematical
Cognitive. Bloom’s taxonomy places knowledge, comprehension, application, analysis, synthesis and evaluation in the cognitive Domain.
Kaplan has determined that students with which set of beliefs achieve their goals at the
highest level?
a. Belief in self; determination; strong work ethic; willingness to conform
b. Curiosity; adept at using multiple resources; willing to take risks; applies key words
when asking questions
c. Single-mindedness; determination; belief in self; strong work ethic
d. Creativity; spontaneity; enthusiasm; joy
Curiosity; adept at using multiple resources; willing to take risks; applies key words when asking questions. According to Kaplan, belief sets are a strong indicator of learning success. Students who are curious, can move comfortably between resources, are willing to take risks, and listens for key words in questions achieve their goals at the highest level.
Students who are gifted are required by federal law to have an Individualized Education
Program (IEP).
a. True. Students in all 50 states receiving any form of special education must have such
a plan
b. False. No such plan for children identified as Gifted and Talented has ever been
federally mandated
c. Neither true nor false. IEPs are used exclusively for students with learning disabilities
or mental insufficiencies
d. At one point this was true, but it has been overturned
False. No such plan for children identified as gifted and talented has ever been federally mandated. While gifted children do receive special education in terms of differentiation, federal law does not require they have IEPs as learning disabled children are.
A student who has tremendous leadership potential has been charged with a series of
tasks. She will gather a variety of types of information that describe her areas of strength
and continually update this information; she will categorize this material as pertaining to
ability, learning styles, social skills, and special interest; she will create a time line to
consider options and guide decisions in her differentiation; she will communicate with the
teacher regarding these options and decisions; and she will use the information to
communicate with mentors, parents, and others about her development. What is she doing?
a. Creating a Total Talent Portfolio
b. Developing a number of assessment tools
c. Developing a differentiation plan
d. Creating a Personal Growth file
Creating a Total Talent Portfolio. A TTP gathers a variety of types of information describing a student’s areas of strength and interest and tracks it through time, updating as appropriate. This information is categorized (typically with a chart) and studied in order to set goals and determine differentiation. The gifted student is encouraged to develop autonomy by being primarily responsible for her TTP.
Uneven social and intellectual development, being socially at variance with expectations
of the classroom and of others at the same age, experiencing finely tuned emotions, and the
resulting vulnerability is called:
a. Social inequality
b. Psychological ineptitude
c. Asynchrony
d. Serendipity
Asynchrony. According to the Columbus Group (1991) “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.”
Both qualitative and quantitative assessments must be used when identifying
elementary, middle, and high school students, with what exception (s)?
a. Teachers can choose to assess kindergarten students using only qualitative
assessments
b. For students being assessed for exceptional leadership abilities, creativity, or artistic
areas, teachers can chose to assess qualitatively only
c. Both a and b
d. Neither a nor b
Many teachers prefer to assess kindergarten students using only qualitative assessments. In areas of creativity, artistic and leadership abilities, teachers can chose to use only qualitative assessments.
Vertical alignment:
a. Refers to the curriculum-enhancing strategy of stacking lessons into complex groups
in order to challenge gifted learners
b. Means working across the curriculum; various subjects are linked thematically and
similar strategies are employed to make learning more relevant
c. Is seating students according to how well they are achieving academic goals
d. Refers to mapping the curriculum to build upon understanding and skills learned in
the previous grade
Refers to mapping the curriculum to build upon understanding and skills learned in the previous grade. Vertical curriculum allows teachers to efficiently assess learning from the previous year in order to effectively concentrate time on developing further understanding and skills rather than wasting time with lessons that are redundant in terms of what students already know.
