Deck 10: Teaching Students With Special Gifts and Talents

Question 1

The vast majority of children and youth who are gifted spend most of their school day in

A) special schools
B) special classes
C) general education classrooms
D) resource rooms

Answer 1

general education classrooms

Question 2

Children and youth with special abilities

A) are an overrepresented group of students
B) are an underidentified, underserved, and often inappropriately served group
C) are guaranteed special services in all provinces
D) none of the above

Answer 2

are an underidentified, underserved, and often inappropriately served group

Question 3

Students with special abilities who are culturally different

A) are overrepresented
B) are often not identified
C) typically do not fall within the gifted range
D) none of the above

Answer 3

are often not identified

Question 4

Which of the following components is included in Renzulli's three-ring conception of giftedness?

A) above-average ability
B) task commitment
C) creativity
D) all of the above

Question 5

Gardner and Hatch's (1989) theory of multiple intelligences comprises _____ areas of ability.

A) nine
B) six
C) eight
D) five

Question 6

Most researchers agree that giftedness results from

A) genetic influences
B) environmental influences
C) a combination of genetic and environmental influences
D) none of the above

Question 7

The majority of students who have gifts are identified by

A) their parents
B) general education teachers
C) special education teachers
D) individuals within the community

Question 8

Three general practices used in programs for students with exceptional abilities are

A) curriculum compacting, advanced placement, and credit by examination
B) telescoping curriculum, combined classes, and grade skipping
C) acceleration, enrichment, and special grouping
D) mentorships, correspondence courses, and early entrance into college

Question 9

Nine-year-old Tameka has been identified as intellectually gifted in the area of mathematics. To accommodate this special ability, she is currently working on algebraic equations in her general education class. This reflects the practice of

A) acceleration
B) alternative grouping
C) enrichment
D) special grouping

Question 10

_____________________ refers to techniques that provide topics, skill development, materials or experiences that extend the depth of coverage beyond the typical curriculum.

A) curriculum compacting
B) telescoping curriculum
C) advanced placement
D) enrichment

Question 11

Sixteen-year-old Ravi works with his peers on an activity of mutual interest (e.g., photography). This arrangement is known as

A) enrichment
B) curriculum compacting
C) cluster grouping
D) heterogeneous grouping

Question 12

When using co-operative grouping, the teacher should

A) expect the student who is gifted to assume leadership in the group
B) be careful that the bulk of the work does not fall on the student who is gifted
C) watch that other students do not mimic the behaviour of the student with special gifts
D) not assign the student who is gifted to such a group

Question 13

A helpful assessment technique used in many school systems is

A) portfolio assessment
B) genetic assessment
C) Renzulli assessment
D) Clark differentiated student production

Question 14

Which of the following statements reflects a common misconception about giftedness?

A) Students who are gifted are socially inept.
B) Most students who are gifted like school.
C) Most students who are gifted are well adjusted.
D) Students who are gifted perform at a remarkably high level without special education of any kind.

Question 15

Which theorist developed a model that comprises seven kinds of intelligence?

A) Clark
B) Renzulli
C) Smith
D) Gardner

Question 16

A differentiating characteristic of giftedness is

A) reduced ability in comprehension
B) advanced comprehension
C) inability to generate creative ideas
D) unusual aloofness in social interactions

Question 17

Classroom behaviours of gifted children include

A) non-participation in class discussions
B) dislike of debating issues
C) asking a lot of questions
D) difficulty understanding abstract concepts

Question 18

Identify two common misperceptions that the general public and many school personnel have about students with gifts.

Question 19

Describe two differentiating characteristics of students who are gifted in each of the following functions:
a. cognitive function
b. affective function
c. physical/sensing function
d. intuitive function

Question 20

A collection of student-generated products that reflects a student's quality of work is called a ________________.

Question 21

Identify 6 classroom behaviours exhibited by gifted students.

Question 22

Figures generally underestimate the number of students who are gifted who also have ________and who are from culturally and linguistically diverse backgrounds.

Question 23

Children and youth from many culturally diverse groups are often underrepresented in classrooms and programs for the gifted. Describe procedures, using content presented from the text that will minimize this underrepresentation.

Question 24

As a new teacher, you have been employed in an inclusive school setting. The philosophy in this setting is that all educators bear the responsibility for educating diverse students. Indicate how you plan to accommodate the needs of students who are gifted in your class.

Question 25

Indicate how you plan to accommodate the socio-emotional needs of students who are gifted in your class.

Question 26

What are the questions offered by Kitano (1993) to guide teacher planning for students who are gifted?