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Q 1/311
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Rarely rewarded for their abilities
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Challenging gifted students
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Divergently gifted
311 questions
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Rarely rewarded for their abilities
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Anger
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90% of students identified as gifted fit the profile described as successful
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Many girls will hide their gifts or deny them to fit into a group in middle school
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Most educational programs for the gifted neither identified such students nor afford them differentiated instructional programming that integrates and meets their specialize needs
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Solve problems or develop new ideas with minimal external guidance
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Extremes of emotions
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Show an interest in social and Philosophical issues
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Overexcitability's
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Visual
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No repetition
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"Understanding those who create different"
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Agree with Jane Piirto that there is more than one creativity type depending on persons personality traits
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Enrichment
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Creative types work independently and creative products and avoid social stimulation and group influence
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Tantrums
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Working on identification
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Whole
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Parts
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cognitive development
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Need to start with contact skills and then process skills integrating both is most effective give students activities they can manipulate info rather than memorize
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Assignments or activities designed to broaden or deepen the knowledge of students who master classroom lessons quickly.
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Mistakes happen and it's not the end of the world
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Uneven development; developing more in some areas than others; considered normal
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There's not one size fits all
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Creativity tests focused on problem-solving
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Found a significant level of underserviced by gifted and talented program to students with economically disadvantaged backgrounds
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"School House giftedness" IQ scores academic success
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Content = authentic knowledge - Organization depth accuracy degree from concrete to abstract
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1. Expected reward - external rather than internal
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Teachers create right atmosphere
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receiving, responding, valuing, organization, characterization by value
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An education system online that mimics real-world education by using virtual concepts for exams, assignments, classes and more.
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One of the highest problems among gifted students
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1. Philosophy and goals
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Odyssey of the mind
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Give gifted students the benefits of weekly classroom interactions with their intellectual peers out of share experiences involving their individual strengths
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One class
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All gifted in one class with general education peers
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Well-known for techniques with differentiation
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Focuses on attributes of deeper understanding and more complex knowledge
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1. Gifted is an educational need learns differently
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Members include parents student IEP team
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Only one piece of homework
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When done in class can work on project other classwork
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Shows what I know
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Move upgrades are subject levels
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1. Knowledge-recognizing or recalling literal information
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Social studies employees four kinds of academic terminology instructional/directional concrete conceptual and functional
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Indicate that teaching reading and social studies is not so much about teaching students basic reading skills and it is about teaching students how to use reading as a tool for thinking and learning
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1. Adapt modify differentiate
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Pre-testing
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Consistent and constructive feedback
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Models indicate that teachers are able to choose from among many options within each menu
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Consultant
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A class divided into ability levels
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Online information about community resources
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10 tests
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Follow up to Guilford
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Found limited confirmation of Guilford's findings
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Generates multiple ideas and possible responses
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To help narrow down possible answers of the correct one
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Both developed standardized test of divergent thinking that are still popular today
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average
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midpoint
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Most frequent
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Used for labeling levels or degrees of gifted
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Refers to whether a measurement can be repeated. With consistent results
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Whether the instrument or procedure measures what it claims to measure
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Good for culturally diverse ESL ELL socioeconomic backgrounds limiting their verbal skills
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Weshsler intelligence skills for children
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GAI Test
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DWI Test
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Norm based multi dimensional model of giftedness
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Wechsler Preschool and Primary Scale of Intelligence
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Multidimensional screening device
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Test upper limit
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Free appropriate public education
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Enhancing instruction
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Differentiated model of giftedness and talent
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Individuals with Disabilities Education Act
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Funds educational programs for gifted children from low income families
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Intellectual-superior learning
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1. Above average ability
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Expressing their feelings
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1. The successful
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Parents have the right to request to receive copies of all of their children's school records including the results of any test
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Also called rapid progress is an Exceller rated delivery method for students who have demonstrated that they have handle a significantly masterpiece of instruction with great telescoping all academic content is covered but students and instructors work a faster pace and cover more than a years worth of work in a year.
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The Integrated Curriculum Model (ICM) Includes accelerated and advanced content, thematic units, and complex issues and concepts
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consists of five components that interact to create an appropriate learning environment: program goals, student identification and grouping, trained teachers, curriculum, and instruction
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Differentiates the curriculums through content, process, and products
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The model is based on four interdependent multifactorial dimensions: talent factors (relatively independent), resulting performance areas, personality factors, and environmental factors; the latter two moderating the transition from talent (gifts) to performance.
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In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.
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Ziegler considers giftedness as a characteristic which changes over time within a environmental context and is the result of various interactions between the individual and the environment.
