Unit 12 Module 25 Flashcards by Jennica Munderloh

Visual arts

A. General

B. Specific

A. General

How well did you know this?

Not at all

Perfectly

Physical sciences

A. General

B. Specific

A. General

How well did you know this?

Not at all

Perfectly

Music

A. General

B. Specific

A. General

How well did you know this?

Not at all

Perfectly

Social sciences

A. General

B. Specific

A. General

How well did you know this?

Not at all

Perfectly

Statistics

A. General

B. Specific

How well did you know this?

Not at all

Perfectly

Cartooning

A. General

B. Specific

How well did you know this?

Not at all

Perfectly

Musical composition

A. General

B. Specific

How well did you know this?

Not at all

Perfectly

Playwriting

A. General

B. Specific

How well did you know this?

Not at all

Perfectly

Demography

A. General

B. Specific

How well did you know this?

Not at all

Perfectly

Capacity for high levels of abstract thought

A. Above-average ability

B. Creativity

C. Task commitment

A. Above-average ability

How well did you know this?

Not at all

Perfectly

Capacity to sort out relevant from irrelevant information

A. Above-average ability

B. Creativity

C. Task commitment

A. Above-average ability

How well did you know this?

Not at all

Perfectly

Capacity for high levels of interest, enthusiasm

A. Above-average ability

B. Creativity

C. Task commitment

How well did you know this?

Not at all

Perfectly

Possessing self-confidence and drive to achieve

A. Above-average ability

B. Creativity

C. Task commitment

How well did you know this?

Not at all

Perfectly

Demonstrating fluency, flexibility, and originality of thought

A. Above-average ability

B. Creativity

C. Task commitment

B. Creativity

How well did you know this?

Not at all

Perfectly

Open to new experiences and ideas

A. Above-average ability

B. Creativity

C. Task commitment

B. Creativity

How well did you know this?

Not at all

Perfectly

Who is gifted and talented? Read the descriptions of five different students below. Which of these children should be recognized as gifted and talented? (Choose all that apply.)

A. Jimmy was outstanding in many areas. He was so good at science that teachers encouraged him to become a physician or a research scientist; he was such an outstanding writer that his English teachers thought he was bound to be a journalist; he was also a talented musician and could have pursued a career in music. Jimmy was intellectually gifted, gifted in specific academic areas, and talented in the performing arts.

B. Luis, who performed at grade level in academic subjects, was charismatic and had the ability to get others to do what he wanted; he was gifted in leadership and needed opportunities to develop his abilities and skills as a leader.

C. Chin Lan was very talented in math and science and should have been identified as gifted in those specific academic areas; in other academic areas, she was ready for the academic challenges provided for others her age.

D. Albert was very creative; his teachers saw his ideas as pushing the limits. Gifted in creative thinking, he was also academically talented in English and social studies.

Sara was an outstanding musician and took advantage of opportunities to develop her musical talents.

D. Albert was very creative; his teachers saw his ideas as pushing the limits. Gifted in creative thinking, he was also academically talented in English and social studies.

Sara was an outstanding musician and took advantage of opportunities to develop her musical talents.

How well did you know this?

Not at all

Perfectly

Do gifted and talented students need services to allow them to make continuous progress in their areas of strength?

Yes

How well did you know this?

Not at all

Perfectly

Is it important that educators be specific about a child’s area(s) of giftedness?

Yes

How well did you know this?

Not at all

Perfectly

Performs childhood tasks on an advanced schedule, displays exceptional memories, and learns at a rapid pace.

A. Creative or productive thinking

B. General intellectual ability

C. Specific academic aptitude

B. General intellectual ability

How well did you know this?

Not at all

Perfectly

Exceptional talent in one or more specific academic areas.

A. Creative or productive thinking

B. General intellectual ability

C. Specific academic aptitude

How well did you know this?

Not at all

Perfectly

Has many unusual ideas and vivid imaginations

A. Creative or productive thinking

B. General intellectual ability

C. Specific academic aptitude

A. Creative or productive thinking

How well did you know this?

Not at all

Perfectly

Are sought after to lead activities, projects, and play

A. Visual and performing arts ability

B. General intellectual ability

C. Leadership ability

May display exceptional talent in art, music, dance, and/or drama

A. Visual and performing arts ability

B. General intellectual ability

C. Leadership ability

A. Visual and performing arts ability

Generalizes knowledge to novel settings

A. Academic/Learning

B. Social and Emotional

A. Academic/Learning

Intellectually curious A. Academic/Learning B. Social and Emotional

A. Academic/Learning

Early reader A. Academic/Learning B. Social and Emotional

A. Academic/Learning

Excellent memory A. Academic/Learning B. Social and Emotional

A. Academic/Learning

Conceptualizes and synthesizes information quickly A. Academic/Learning B. Social and Emotional

A. Academic/Learning

Works well independently A. Academic/Learning B. Social and Emotional

B. Social and Emotional

Exhibits qualities of leadership A. Academic/Learning B. Social and Emotional

B. Social and Emotional

Sensitive and empathetic A. Academic/Learning B. Social and Emotional

B. Social and Emotional

Intrinsically motivated A. Academic/Learning B. Social and Emotional

B. Social and Emotional

Dislike of routine, rules, and regulations A. Academic/Learning B. Social and Emotional

B. Social and Emotional

Enjoys hypothesizing A. specific academic aptitude B. leadership ability C. general intellectual ability

C. general intellectual ability

Pursues special interests with enthusiasm and vigor A. specific academic aptitude B. leadership ability C. general intellectual ability

A. specific academic aptitude

Self-confident A. specific academic aptitude B. leadership ability C. general intellectual ability

B. leadership ability

Comes up with several solutions to a given problem A. creative and productive thinking B. leadership ability C. visual and preformarts ability

A. creative and productive thinking

Good motor coordination A. creative and productive thinking B. leadership ability C. visual and preformarts ability

C. visual and preformarts ability

True or False. IQ is the only indicator of a person who is intellectually gifted. True False

False

Which of the statements below best explains why it is important to remove the learning ceiling for gifted and talented students? A. It’s important because the placement of the learning ceiling determines whether or not a gifted and talented student will go to college. B. It’s important because if gifted and talented students aren’t challenged, their cognitive skills and appreciation for being challenged may not develop.

B. It’s important because if gifted and talented students aren’t challenged, their cognitive skills and appreciation for being challenged may not develop.

True or False. Many characteristics of gifted and talented children resemble the characteristics of all children; however, the degree and intensity of the characteristic provide clues that the child may be exceptional. True False

True

Jot-down forms and checklists are types of ________ assessments. A. informal B. optional C. required

A. informal

General intellectual ability A. grade level achievement tests and off level testing B. scoring guides or rubrics C. intelligence test

C. intelligence test

Specific academic aptitude A. grade level achievement tests and off level testing B. scoring guides or rubrics C. intelligence test

A. grade level achievement tests and off level testing

Creative ability A. grade level achievement tests and off level testing B. scoring guides or rubrics C. intelligence test

B. scoring guides or rubrics

Leadership ability A. intelligence test B. self and peer-nomination C. performance or portfolio

B. self and peer-nomination

Artistic ability A. intelligence test B. self and peer-nomination C. performance or portfolio

C. performance or portfolio

(Yes) or is not (No) a recognized best practice in the area of gifted education. Have a written plan for identifying gifted students YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Have an ongoing process for identifying gifted students YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Provide screening services throughout the school year YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Assess in the language in which a student is fluent YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Use non- or unbiased measures YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Use multiple measures, including student and parent nomination/identification YES NO

YES

(Yes) or is not (No) a recognized best practice in the area of gifted education. Have written procedures on all aspects of the process YES NO

YES