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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 12 Module 26 > Flashcards

Unit 12 Module 26 Flashcards

1
Q

Malena has shown an intense interest in plot and character development, and has written her own short stories.

A. Standard group

B. GT group

A

B. GT group

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2
Q

Tamir has been reading since age 3, and consistently demonstrates excellent comprehension and analytical ability, and has a large vocabulary.

A. Standard group

B. GT group

A

B. GT group

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3
Q

Pilar reads at least six books a week every week, has a large vocabulary, and loves both fiction and nonfiction.

A. Standard group

B. GT group

A

B. GT group

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4
Q

Abigail is mostly interested in math, a subject at which she excels. She’s a good but disinterested reader.

A. Standard group

B. GT group

A

A. Standard group

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5
Q

Paul has never been a strong reader, but he gets by. He’d much rather be in art class.

A. Standard group

B. GT group

A

A. Standard group

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6
Q

Justin likes to read, but he often struggles to fully comprehend or remember what he’s read.

A. Standard group

B. GT group

A

A. Standard group

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7
Q

Review birth control information on the National Institutes of Health MedLinePlus website. Then define birth control and identify three birth control methods.

A. Tier 3

B. Tier 1

C. Tier 2

A

B. Tier 1

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8
Q

Review birth control information on the National Institutes of Health MedLinePlus website. Describe factors that influence birth control decisions.

A. Tier 3

B. Tier 1

C. Tier 2

A

C. Tier 2

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9
Q

Review birth control information on the National Institutes of Health MedLinePlus website. Explain the different ways the three primary birth control methods work, and compare the key advantages and disadvantages of each.

A. Tier 3

B. Tier 1

C. Tier 2

A

A. Tier 3

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10
Q

True or false? Curriculum compacting is a differentiation strategy that is rarely used in the general education classroom.

True

False

A

False

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11
Q

True or false? Providing more work to keep gifted and talented students busy when they finish their assignments early is an example of pacing instruction.

True

False

A

False

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12
Q

The general education classroom is often a _________ placement for students with special talents and gifts.

A. least restrictive

B. restrictive

A

B. restrictive

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13
Q

As a result, even for Level 1 learners, many schools provide a range of service delivery options, including ___________.

A. gifted cluster

B. specialized school

A

A. gifted cluster

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14
Q

The teacher in the pull-out program can focus on critical and creative thinking because the teacher in the regular classroom focuses on the standard curriculum.

A. Advantage

B. Disadvantage

A

A. Advantage

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15
Q

Students receive special help in areas of strength.

A. Advantage

B. Disadvantage

A

A. Advantage

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16
Q

The differentiation of curriculum is separated from the classroom flow.

A. Advantage

B. Disadvantage

A

A. Advantage

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17
Q

Teachers of the talented can provide intensive instruction in areas of expertise, such as architecture, foreign languages.

A. Advantage

B. Disadvantage

A

A. Advantage

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18
Q

Collaboration with other teachers is encouraged.

A. Advantage

B. Disadvantage

A

A. Advantage

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19
Q

The regular classroom teacher may get frustrated and feel that students leaving is a disruption to his or her educational plan.

A. Advantage

B. Disadvantage

A

B. Disadvantage

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20
Q

Curriculum may have no relationship to curriculum in the regular classroom.

A. Advantage

B. Disadvantage

A

B. Disadvantage

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21
Q

Students may feel different from the rest of the students in their regular classroom.

A. Advantage

B. Disadvantage

A

B. Disadvantage

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22
Q

The academically talented students might have to make up work in the regular classroom while having more work in the pull-out classroom.

A. Advantage

B. Disadvantage

A

B. Disadvantage

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23
Q

Small groups of students may receive special privileges other students don’t receive (e.g., access to computers, field trips).

A. Advantage

B. Disadvantage

A

B. Disadvantage

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24
Q

Opportunities to learn above and beyond what is usually provided at a particular grade level

A. Enrichment

B. Grouping

C. Acceleration

A

A. Enrichment

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25
Q

Opportunities to learn at a faster pace that matches achievement and interest

A. Enrichment

B. Grouping

C. Acceleration

A

C. Acceleration

26
Q

Opportunities to learn with others at the same levels of interest and/or achievement

A. Enrichment

B. Grouping

C. Acceleration

A

B. Grouping

27
Q

Project-based learning

A. Enrichment

B. Grouping

C. Acceleration

A

A. Enrichment

28
Q

Early entrance (kindergarten or college)

A. Enrichment

B. Grouping

C. Acceleration

A

C. Acceleration

29
Q

Magnet school with focus on science

A. Enrichment

B. Grouping

C. Acceleration

A

B. Grouping

30
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Curriculum compacting

YES

NO

31
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Higher-level thinking and problem solving

YES

NO

32
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Flexible and cluster grouping

YES

NO

33
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Tiered assignments

YES

NO

34
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Problem-based learning

YES

NO

35
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Pacing instruction

YES

NO

36
Q

indicate whether it is (Yes) or is not (No) compatible with inclusive education.

Creativity

YES

NO

37
Q

True or false? Children who are twice-exceptional are sometimes referred to as paradoxical learners.

True

False

38
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Communication skills

YES

NO

39
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Humor

YES

NO

40
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Imagination/creativity

YES

NO

41
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Inquiry

YES

NO

42
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Insight

YES

NO

43
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Interests

YES

NO

44
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Memory

YES

NO

45
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Motivation

YES

NO

46
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Problem solving

YES

NO

47
Q

character traits of gifted and talented individuals? Indicate whether each attribute is (Yes) or is not (No) common to GT individuals in general.

Reasoning

YES

NO

48
Q

True or false? The Javits Act, states that “gifted and talented students are a national resource vital to the future of the Nation and its security and well-being”

True

False

49
Q

Use small groups for instruction, building trust, and belonging.
Provide structure by use of contracting, clear goals, and individualization.
Provide mentors and role models.
Emphasize use of oral language, providing many opportunities for debate, discussion, and oral presentations.
Provide visual learning experiences, manipulative materials, and active real-life experiences in learning.

A. African American Gifted Children

B. Hispanic Gifted Children

C. Native American Gifted Children

A

A. African American Gifted Children

50
Q

Use storytelling, metaphor, and myths as media for delivering information.
Develop personal and group goals relevant to those of the tribal community as well as the student.
Provide visual and spatial experience.
Teach from whole to details.
Explore and honor belief in collective tribal self as an alternative worldwide.
Use intuitive ability in learning experiences.

A

C. Native American Gifted Children

51
Q

Use cooperative intellectual peer groups for learning and encouraging independent production.
Provide visual and kinesthetic learning experiences.
Provide extensive experience with both English and Spanish.
Use successful Hispanic Americans as mentors.
Include the family as part of the educational team.

A

B. Hispanic Gifted Children

52
Q

True or false? Multimodal assessment practices such as portfolios help teachers identify gifted and talented students from traditionally underrepresented groups.

True

False

53
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Mobile technology

YES

NO

54
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Cloud computing

YES

NO

55
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Augmented reality

YES

NO

56
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Biologically engineered food

YES

NO

57
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Robots

YES

NO

58
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

3-D printers

YES

NO

59
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Ultra high-definition images

YES

NO

60
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Hydrogen fuel-cell cars

YES

NO

61
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

Flexible displays

YES

NO

62
Q

indicate whether you think it has/will have (Yes) or does not/will not (No) enhance learning for students who are gifted and talented.

LCD touchboards

YES

NO

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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