FREE OSAT Gifted Education Questions and Answers
Understanding learning objectives, selecting students who can master them most rapidly, pretesting, condensing instructional time for those students who grasp the objectives, and:
Understanding learning objectives, identifying students who can master them most rapidly, administering a pretest, streamlining the teaching duration for students who grasp the objectives, and suggesting acceleration chances are the phases in curriculum compacting.
What kind of evaluation is frequently employed to discover gifted kids in leadership, innovation, or the arts?
A district may use qualitative assessments only to identify gifted students in areas of creativity, the arts, and leadership, even though it is appropriate to use quantitative and qualitative approaches to identify 1st–12th-grade students in terms of general intellectual ability or particular academic subjects.
According to the Javits Act, kids who are gifted and talented include those who:
A government initiative designed to meet the needs of gifted and talented children is called the Jacob Javits Gifted and Talented Students Education Act (Javits). The Act's goal is to coordinate scientific research initiatives, projects, ground-breaking methods, and the like to improve schools' capacity to support the educational requirements of gifted and talented kids.
Ben is in the fifth grade. He was enrolled in a gifted and talented program after being identified as leadership gifted in the third grade. He has always been impulsive, busy, and agitated, but up until now, it hasn't affected how well he does in school. His fifth-grade teacher asked that he have an ADD/ADHD evaluation because of how his behavior in class has gotten worse and how it is harming his grades. If he is identified as having ADHD, what will happen to his gifted and talented designation?
Discriminating against pupils who have behavioral or learning difficulties is prohibited.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Stanford-Binet Intelligence Scale (SB), and the Wechsler Intelligence Scale for Children all produce findings that are generally comparable for gifted children (WISC).
While ordinary and developmentally delayed kids often score similarly on a range of I.Q. tests, talented kids tend to score quite differently on each exam.
Gifted and talented students may exhibit a major lack of drive that adversely affects their performance. Low self-efficacy, disinterest in and lack of utility from the class, a student's inability to self-regulate, and __ are some of the elements causing underachievement.
Gifted and talented children learn best when the subject matter interests them, allows them to investigate it on their own, and challenges them. They are more driven by the process of learning than by grades or finished goods.
According to Sternberg's triarchic model of intelligence, the capacity to analyze, think abstractly, and have experiential intelligence are the three main characteristics of giftedness.
According to Sternberg's Triarchic Theory of Intelligence, there are three types of intelligence: componential intelligence (the capacity for analysis, abstract thought, and efficient information processing), experiential intelligence (the capacity for creatively combining unrelated information and the capacity for perceiving patterns in information that on the surface appears to be unrelated), and contextual intelligence.