Myths of GT
What is a common myth about gifted students regarding their emotional and social development?
THE SOCIAL AND EMOTIONAL DEVELOPMENT OF THE GIFTED STUDENT IS AT THE SAME LEVEL AS HIS OR HER INTELLECTUAL DEVELOPMENT, THEREFORE ARE MATURE AND WELL BEHAVED. SEL development is asynchronous in students identified as GT.
What is a common misconception regarding the academic performance of Culturally Linguistically Diverse students?
That their language abilities mean that they will have lower academic achievement.
1. Gamify the learning. 2.Make it a social/collaborative learning opportunity 3. make it a story.
True or False: Gifted education is only beneficial for students with high IQ scores.
False
True or False: All Culturally Linguistically Diverse students are English Language Learners.
False
What role does culturally responsive teaching play in supporting gifted students?
by ensuring that all students, regardless of their cultural background, are recognized and appropriately challenged, allowing them to fully utilize their abilities and potential within a learning environment that affirms their identities and experiences;
What is the misconception that all gifted students come from affluent backgrounds that is often used as a reason to not include programming?
The misconception is that gifted children only come from affluent families, so providing for the gifted would be giving more privileges to the privileged thus increasing the disparity gaps. However, giftedness cuts across all socio-economic, ethnic and national groups
What characteristics about Culturally Linguistically Diverse students are also shared with gifted students?
Imagination/Creativity, Sensitivities, Insights, reasoning, Problem solving, etch.
How can collaborative learning environments benefit Culturally Linguistically Diverse gifted students?
By providing a space where they can share their unique perspectives, access diverse knowledge, build confidence in their language abilities, and develop critical thinking skills while feeling valued and supported within a culturally sensitive setting
How does the myth that gifted students do not need support affect their educational opportunities?
The lack of support potentially causes boredom, frustration, behavioral challenges and underachievement, even though they have high potential to excel with proper support.
What misconception can lead educators to underestimate the potential of Culturally Linguistically Diverse gifted students?
Language ability and cultural misconceptions can cause a teacher to miss traits of giftedness in student.
Describe an inclusive assessment practice that can accurately reflect the abilities of Culturally Linguistically Diverse gifted students.
Describes at least one of the following assessment methods including portfolios, performance-based tasks, observations, interviews, and culturally relevant content, while making sure to consider the student's language proficiency and cultural background to avoid bias in evaluation
What is a belief about the identification of gifted students that can lead to inequities in education?
Besides language, what is another area where CLD students can be overlooked in the GT Identification process?
Cultural norms can impact how a student shows up in the classroom. These cultural differences can be perceived as deficits when poorly understood. For example in cultures where humility is praised, these students may be less vocal in class about their achievements, and they may be overlooked by teachers.
What is the importance of family and community involvement in the education of Culturally Linguistically Diverse gifted students?
It allows for a deeper understanding of their cultural background, strengths, and learning needs, fostering a supportive environment that can maximize their potential while addressing potential barriers related to language and cultural differences