Unit 12 Module 25 Flashcards
Visual arts
A. General
B. Specific
A. General
Physical sciences
A. General
B. Specific
A. General
Music
A. General
B. Specific
A. General
Social sciences
A. General
B. Specific
A. General
Statistics
A. General
B. Specific
B. Specific
Cartooning
A. General
B. Specific
B. Specific
Musical composition
A. General
B. Specific
B. Specific
Playwriting
A. General
B. Specific
B. Specific
Demography
A. General
B. Specific
B. Specific
Capacity for high levels of abstract thought
A. Above-average ability
B. Creativity
C. Task commitment
A. Above-average ability
Capacity to sort out relevant from irrelevant information
A. Above-average ability
B. Creativity
C. Task commitment
A. Above-average ability
Capacity for high levels of interest, enthusiasm
A. Above-average ability
B. Creativity
C. Task commitment
C. Task commitment
Possessing self-confidence and drive to achieve
A. Above-average ability
B. Creativity
C. Task commitment
C. Task commitment
Demonstrating fluency, flexibility, and originality of thought
A. Above-average ability
B. Creativity
C. Task commitment
B. Creativity
Open to new experiences and ideas
A. Above-average ability
B. Creativity
C. Task commitment
B. Creativity
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.
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.
Do gifted and talented students need services to allow them to make continuous progress in their areas of strength?
Yes
No
Yes
Is it important that educators be specific about a child’s area(s) of giftedness?
Yes
No
Yes
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
Exceptional talent in one or more specific academic areas.
A. Creative or productive thinking
B. General intellectual ability
C. Specific academic aptitude
C. Specific academic aptitude
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
Are sought after to lead activities, projects, and play
A. Visual and performing arts ability
B. General intellectual ability
C. Leadership 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
