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Identification
Identification
Who might contribute valuable insights to identifying giftedness beyond the teacher?
Parents, peers, and the students themselves
What is the purpose of using the Know–Understand–Do framework in lesson planning?
It helps teachers clarify learning intentions and success criteria - defining what students should know, understand, and be able to do.
What is the main goal of using differentiation adjustments?
To meet students at their readiness level while providing ongoing challenge.
Why is it important to embed Aboriginal and Torres Strait Islander perspectives in teaching and learning?
To recognise, respect, and value the histories, cultures, and contributions of Aboriginal and Torres Strait Islander peoples and ensure culturally responsive education for all students.
What is one limitation of relying solely on IQ tests to identify giftedness?
They may overlook creative, practical, or culturally diverse expressions of ability.
What part of KUD focuses on transferable ideas or principles?
Understand — it helps students connect learning beyond the topic.
Name three of the nine Department differentiation adjustments.
Pace, Complexity, Challenge, Choice, Authenticity, Abstraction, Creative and Critical Thinking, Higher Order Thinking, Learning Environment.
How can teachers build authentic partnerships with Aboriginal and Torres Strait Islander communities?
By consulting with local Elders, AECGs (Aboriginal Education Consultative Groups), and families to co-design learning experiences and strengthen cultural understanding.
Why is teacher observation critical in identifying gifted students?
Teachers see day-to-day learning behaviours that standardised tests can miss
How can the “Do” component promote higher-order thinking?
By asking students to apply or transfer their learning to new, authentic contexts.
Which adjustment promotes student voice and self-direction?
Choice - students select topic, process, or product to demonstrate learning.
How can giftedness be recognised within Aboriginal and Torres Strait Islander students?
By acknowledging diverse expressions of ability - such as creativity, leadership, problem-solving, storytelling, and connection to Country and community.
Why is it important to use multiple identification tools?
To ensure fairness and capture diverse expressions of giftedness.
What is one benefit of using K–U–D for differentiation?
It helps teachers plan adjustments at different cognitive levels — factual, conceptual, and procedural.
Which two adjustments most directly target critical and creative thinking?
Creative and Critical Thinking and Higher Order Thinking.
Which differentiation adjustment best supports embedding Aboriginal and Torres Strait Islander perspectives?
Authenticity - connecting learning to real-world, cultural, and community contexts that reflect lived experiences and local knowledge.
What is “masking” in gifted education?
When gifted students hide or underperform to fit in socially or avoid attention.
Give an example of a K–U–D sequence in your subject.
Science -
Know: Types of energy;
Understand: Energy changes form, not amount;
Do: Design an experiment demonstrating energy transformation
How can differentiation adjustments be used school-wide to support all learners?
By designing tasks with built-in flexibility, offering varied pathways for success, and encouraging teachers to plan collaboratively across faculties.
How does embedding Aboriginal and Torres Strait Islander ways of knowing, being, and doing benefit all learners?
It promotes deeper understanding of interconnectedness, respect, and collective responsibility - enhancing cultural awareness and critical thinking for all students.