Multiple models and assessment tools, including performance-based tasks, portfolio, standardize tests
What does differentiation look like in the classroom?
100
The difference between potential and performance.
What is meant by the concept of motivation?
100
Interpretative, Literal and Evaluative questions.
What are some strategies for Socratic Seminar?
100
Those who demonstrate outstanding levels of exceptional ability to reason and learn or competence in the top 10% in one or more domains.
What is NAGC 2010 definition for Giftedness?
100
When forced to socialize with age-mates in a lower level curriculum, gifted children may become withdrawn and alienated over time.
Does acceleration cause social and emotional problems in the gifted?
Gross, 1994
200
A classroom practice that organizes students by interests, motivation, learning styles, and preferences.
What is flexible grouping?
Roeper Review 18, no. 3:173
200
Giftedness does not guarantee gifted behavior.
Why do students who are capable of, not demonstrate gifted behavior?
200
A collaborative intellectual dialogue facilitated with open-ended questions about issues, ideas, texts.
What is Socratic seminar?
200
Concept mapping, argument writing, and designing experiments.
What are examples of higher order thinking and reasoning?
200
Students may go ahead a half-year in math, but no more.
Do gifted students benefit when their learning is controlled?
There is no one size fits all curriculum.
Schiever & Maker, 1997
300
Advanced curriculum, high level questions, open-ended activities, Problem-based learning
What instructional choices are effective with gifted students?
300
Low effort, challenge avoidance, unreasonably low or high self-expectations, give up, lack of enjoyment.
What are some self-defeating behaviors of high-ability students?
Colangelo & Davis. Page 409
300
Interpretative, Literal, Evaluative Questions.
What is the core of Socratic Seminar?
300
Student reflection on learning processes...monitoring and assessing their own learning.
What is metacognition?
300
Studies over the past century have continued to demonstrate that acceleration is twice as powerful as enrichment when dealing with gifted students.
Do gifted students benefit from enrichment more then acceleration?
Challenge must be ongoing!
Kulik & Kulik, 1992
400
Project base learning and open-ended research.
What are successful options for student choice?
400
Distractibility and lack of concentation. Lack of balance in life.
Why do intelligent people fail?
Woods, PPT
400
Choice, Voice and Leadership.
How can teachers build ownership of learning?
400
Students cultivate modes of thinking that resemble those of professionals in various ields with respect to skills and attitudes.
What are habits of the mind?
400
Gifted students will run out of curriculum or have to repeat it again because of early exposure.
Is their a set timeline that teachers and students must ahere to in a gifted program?
There will always be more to learn at every stage of development. Marzano, 1999
Scope of materials requires even more instructional time
500
Curriculum approach that provides students with a variety of enriching or acceleration options.
What is Curriculum Compacting?
Renzulli & Smith, 1978
500
Early admission, content acceleration, grade advancement, and early exit from high school.
What are specific accelerated practices in place for high ability students?
Richardson & Benbow, 1990
500
Project work should be done outside of class time predominantly....Class time should be used to learn a set of skills needed to complete the project and ask questions.
How can a teacher provide the necessary support for differentiated projects?
VanTassel-Baska, Ed.D
500
Tapping into what the students know as a result of meaningful instruction...using portfolios and performance-based activities.
What is authentic learning?
500
Staying with age-mates and discouraged from learning at one's own rate invites underachievement and loss of motivation for learning.
Are gifted students more normalized by staying with age-mates?
Colangelo, Assouline & Gross, 2004