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WorksheetsStudy Group 4
Total questions: 26
Worksheet time: 52mins
According to the Javits Act, gifted and talented students are described as those who:
Have been assessed as having intelligence at least 30% above the national average, and are not receiving services or activities to develop those capabilities
Are in the top 5% of their age group in terms of intellectual, creative, artistic, or leadership areas, or in specific academic fields
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
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
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).
Neither true nor false
False
True
These I.Q. tests are not given to gifted students
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?
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
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
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
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
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
When the work is too challenging
If the student is ostracized and unwilling to participate in class
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
The work isn’t challenging enough
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
Creative intelligence
Analytic intelligence
Contextual intelligence
Essential intelligence
What type of assessment is often used to identify gifted students in leadership, creativity, or artistic areas?
Qualitative
Quantitative
Both a and b
Formal and informal
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:
Recommending acceleration opportunities
Recommending students be advanced a grade
Reviewing assessments
Passing these students on to a Gifted and Talented teacher
When creating a Total Talent Portfolio, who is primarily responsible for deciding what to include, maintaining the portfolio, and establishing goals?
The student and the teacher working as partners
The teacher in the primary position, supported by the student
The student in the primary position, with the teacher to review and approve
The student is primarily responsible
“Gifted” students are federally defined as:
Those that score above 130 on a WISC test
There is no decisive federal definition; each state determines its own definition
Those who are academically 2 classes or more above peers
Those who exhibit extra-ordinary abilities in the areas of the arts, mathematics, science, business, or leadership
SAGES stands for:
Standard Assessment Games for English Students, and describes informal assessments based on cooperative games
Sagmore Adams Gates Educational Standards, and describes gifted standards for grades 1-3
Screening Assessment for Gifted Elementary Students, and describes a standardized assessment
Screening Assessment for Gifted Elementary Students, and describes an informal assessment
Why are open-ended responses of particular value to the teacher?
The encourage dialogue between teacher and student, or between student and peers
They give the teacher insight into how a particular student structures ideas, uses language, and demonstrates understanding
They are not of particular value because they cannot be measured and do not remain consistent through time
They support the gifted student’s emotional and psychological development by demonstrating respect for the student’s abilities
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 willingness to take risks
A creative approach to the task at hand
Strong self-esteem
Physiological cues that indicate nervousness, such as sweating hands; or cues that indicate 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):
Athletically gifted individuals are regularly grouped by ability and have the best success in such groupings
All areas of professional or graduate study/ preparation involve grouping
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
All of the above
Bloom’s taxonomy describes the three types of learning as:
Cognitive, affective, and psychomotor
Intellectual, emotional, and social
Intellectual, creative, and psychological
Cognitive, creative, and psychomotor
Authentic assessment as it pertains to gifted students:
Assesses emotional development, using expressive models
Assesses learning using portfolios, performance, observations, and other assessments that model real-world representations
Assesses a student’s sincerity or authenticity by using a lie-detector
There is no longer such an assessment; popular in the early 1970s, it was abandoned in 1992 because results lacked clarity or concise information
Curriculum focusing on social awareness and adjustment, personal awareness and adjustment, a study of attitudes, values, and the individual’s perceptions is:
Effective Curriculum
Sociological Curriculum
Affective Curriculum
Developmental Curriculum
Mario is taking AP classes at his high school. This means:
Advanced Placement, in which all his high school coursework will also apply as college credits
Alternative Potential. These are small, experimental classes taught to students who have been identified as ‘alternative learners’
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
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:
The correct name is the Kingmore Ongoing Index; it is used as a continuous informal assessment
Evaluate students in the gifted program to determine if they should remain in the program
Assess the capabilities of English Language Learners with learning disabilities that might be considered for a Gifted and Talented program
Identify gifted and talented students, including those from culturally diverse backgrounds or those who live at or below the poverty level
The Elementary and Secondary Education Act signed into law in 2002 is more commonly known as and in 2015/2016 known as:
The Javits Act/GIfted and Talented Act
I.D.E.A. / I.D.E.A. & Gifted
No Child Left Behind/Every Student Succeeds Act
Forward into the Future/Soaring into the Future
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?
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
No. All students in Advanced Placement courses are, by definition, gifted. Therefore, differentiation is already taking place
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
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
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:
Brainstorming
Brainraining
Multiple thought process
Creative braining
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?
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
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
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
Help establish learning goals for the class; act as the teacher’s assistant teacher; grade work of classmates for the teacher
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:
Multiple Curriculums Modification
Parallel Curriculum Model
Creative Multiple Curriculums
Parallel Creative Curriculums
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?
The school board
It is legislated by the state
It is a district decision
It is federally mandated
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.
Complications
Complexity
Enhancement
Richness
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?
Continuum of learning experiences
Array of learning experiences
Simultaneous teaching within multiple disciplines
Intellectual freedom of choice
