Question 1

The Gifted Identity Formation Model includes the following four primary forces:
A) Self-efficacy, self-esteem, identity, self-assurance
B) Validation, affirmation, affiliation, affinity
C) Pedagogy, mastery, scaffolding, success
D) None of these options apply

Accepted Answer

The Gifted Identity Formation Model includes the four primary forces of validation, affirmation, affiliation, and affinity. These forces help gifted individuals develop a sense of identity and navigate their unique giftedness within society. Self-efficacy, self-esteem, identity, self-assurance, pedagogy, mastery, scaffolding, and success are all important factors but are not the primary forces identified in this model.

Question 2

Discuss Gagné's model of giftedness and talent.

Accepted Answer

Students' responses should include:
Distinction between gifted and talented is drawn where giftedness is seen as high potential and talented as the realisation of that high potential. In this view, talent is high performance. He developed the Differentiated Model of Giftedness and Talent which comprises three key components: giftedness, talent and the talent development process and two further components, intrapersonal and environmental catalysts. This model also recognises the role that chance plays. As such this model allows for the student who is gifted yet underachieving (Gagné, 2012. Building gifts into talents: Brief overview of the DMGT 2.0. Retrieved from http://gagnefrancoys.wix.com/dmgt-mddt#!dmgtenglish/cabg).

Question 3

Which of the following are NOT characteristics of students who are gifted?
A) Needs to employ rote drill to retain information
B) Is an original thinker
C) Learns rapidly and easily
D) Performs difficult mental tasks

Accepted Answer

Students who are gifted do not typically need to employ rote drill to retain information. The other characteristics listed (original thinker, learns rapidly and easily, performs difficult mental tasks) are often associated with giftedness.

Question 4

Dynamic assessment is interactive and embeds aspects of intervention that prompt the correct responses.

Accepted Answer

Dynamic assessment involves a process of interactive testing and intervention that helps to identify the learner's potential for growth and development. This is done by providing prompts and cues that help the learner to understand the task and perform it accurately. Thus, it integrates assessment and teaching in a more dynamic and interactive manner.

Question 5

In Australia the term "gifted" as opposed to "talented" is used to refer to individuals with outstanding ability.

Accepted Answer

The answer of In Australia the term "gifted" as opposed...

Question 6

Discuss the taxonomy of underachievement noted in outstanding students.

Accepted Answer

The answer of Discuss the taxonomy of underachievement noted in...

Question 7

Schools clearly recognise that some gifted students achieve very high grades yet are not reaching their full potential.

Accepted Answer

The answer of Schools clearly recognise that some gifted students...

Question 8

Dynamic assessment provides an important means of identifying cognitive potential.

Accepted Answer

Dynamic assessment involves evaluating an individual's ability to learn and problem-solve, rather than simply assessing their current skills and knowledge. This approach can help to identify their cognitive potential and provide valuable insights into how they can be supported to achieve their full potential.

Question 9

Students who are gifted are always highly motivated and achieve high grades at school.

Accepted Answer

While gifted students may have a natural inclination towards academic success, motivation and achievement are not guaranteed solely based on giftedness. Factors such as interests, learning environment, and individual circumstances can also impact a student's academic performance.

Question 10

Which of the following contributes to a students' risk of not reaching their full potential?
A) Background factors such as socioeconomic status and cultural status
B) Peer relationship difficulties
C) Lack of ability
D) School climate that is competitive

Accepted Answer

Background factors such as socioeconomic status and cultural status can significantly impact a student's ability to reach their full potential. These factors can affect a student's access to resources, support, and opportunities, all of which can contribute to academic success. Peer relationship difficulties and a competitive school climate can also impact a student's performance, but they are not as significant as background factors. Lack of ability may be a factor, but it is not the only or primary factor in most cases.

Question 11

Students with dual exceptionalities may be gifted but disadvantaged through special learning difficulties, medical difficulties or emotional and behavioural difficulties.

Accepted Answer

Dual exceptional students have both giftedness and a disability or difficulty, such as a learning disability, medical condition, or emotional/behavioral disorder. This can create unique challenges for these students in accessing and benefiting from their gifted potential.

Question 12

Self-efficacy is defined as:
A) The value that people place on the data of their self-concept
B) The developing sense of personal effectiveness as a learner
C) Problems with memory, awareness, perception and aspects of identity
D) The dynamic interaction between self-awareness and self-regulation, intellectual and academic performance, and a positive feeling state about learning

Accepted Answer

Self-efficacy refers to the belief in one's own ability to perform a task or accomplish a specific goal. Option B is the only choice that accurately describes the developing sense of personal effectiveness as a learner. Option A describes self-concept, option C describes cognitive impairments, and option D describes self-regulation and academic performance but does not mention self-efficacy specifically.

Question 13

Discuss Mahoney's Gifted Identity Formation Model.

Accepted Answer

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Question 14

Mental acuity involves knowing what to do when confronted with new information or with a problem.

Accepted Answer

Mental acuity is the ability to think quickly and effectively, and to be able to adapt to new situations or solve problems. Therefore, it does involve knowing what to do when confronted with new information or a problem.

Question 15

Gifted students have educational requirements that are not normally provided by the school.

Accepted Answer

Gifted students often require additional educational opportunities and resources beyond what is typically offered in a standard curriculum. This may include specialized classes, access to advanced courses or programs, and other forms of enrichment or acceleration.

Question 16

Flynn (2007) found that the following components were important concepts of intelligence:
A) Mental acuity, habits of mind, attitudes, knowledge and information, memory and speed of processing
B) Habits of mind, theory of mind, knowledge, attitudes, memory and speed of processing
C) Mental acuity, habits of mind, theory of mind, knowledge, attitudes and memory
D) Mental accuracy, habits of mind, theory of mind, knowledge, attitudes and memory

Accepted Answer

Flynn (2007) emphasized a broad view of intelligence, incorporating mental acuity, habits of mind, attitudes, knowledge and information, memory, and speed of processing as key components. This comprehensive approach reflects the multifaceted nature of intelligence beyond just cognitive abilities.

Question 17

Gifted young people often have to choose between excelling in an area of talent that is not valued by their peer culture and being accepted by the peer culture.

Accepted Answer

Gifted young people may face social isolation or pressure to conform to certain values and interests that are not aligned with their talents or passions, which can lead to a conflict between achieving excellence in their area of expertise and fitting in with their peer group. This dilemma can create a significant amount of stress and anxiety for gifted individuals who feel torn between their need for social connection and their drive to pursue their interests and develop their skills.

Question 18

According to Bandura, students with high self-efficacy are less willing to become engaged in and work harder on an activity.

Accepted Answer

This statement is false. Bandura's theory suggests that students with high self-efficacy are more likely to become engaged in and work harder on an activity because they believe in their ability to succeed. Students with low self-efficacy, on the other hand, may be less willing to engage in activities and may give up easily because they lack confidence in their ability to succeed.

Question 19

Which of the following are most commonly evident in students who are gifted yet underachieve?
A) Low self-efficacy and forced-choice dilemma
B) Lack of ability
C) School climate that is competitive
D) Low self-efficacy and low self-confidence

Accepted Answer

Gifted underachievers often experience low self-efficacy and a forced-choice dilemma, where they feel they must choose between being accepted by peers and achieving academically.

Question 20

According to Bandura:
A) Seeking identity involves consciously aligning ourselves with others
B) Self-concept develops over time
C) A behaviour can be predicted by determining self-efficacy for a particular task
D) All of these options apply

Accepted Answer

Bandura's theory emphasizes the role of self-efficacy in predicting behavior, as it reflects one's belief in their ability to succeed in specific situations or tasks.

Quiz 8: Supporting Outstanding Learners

The Gifted Identity Formation Model includes the following four primary forces:

Discuss Gagné's model of giftedness and talent.

Which of the following are NOT characteristics of students who are gifted?