As a teacher, you may find that some of your students have exceptional abilities and talents in the subject matter you are teaching

Question

a. Describe three behaviors that may lead you to believe that one or more of your students is potentially eligible for special services for the gifted.
b. Identify three different strategies you might use to provide educational experiences suitable for students who are gifted. For each strategy, describe what you might do in specific, concrete terms.

What will be an ideal response?

Answer 1

Responses to the two parts of the question are as follows:
a. Behaviors that indicate possible giftedness include these (the response should include at least three):
? High IQ scores
? Exceptionally high achievement in one or more domains (as reflected in classroom assignments, outside accomplishments, etc.)
? More advanced vocabulary and language
? More advanced reading skills
? More general knowledge about the world
? Ability to learn more quickly, easily, and independently than peers
? More advanced and efficient cognitive processes and metacognitive skills
? Flexibility, originality, and resourcefulness in thinking and problem solving
? Ability to apply concepts and ideas to new, seemingly unrelated situations
? Exceptional curiosity and inquisitiveness
? High motivation to accomplish challenging tasks
? Feelings of boredom about easy tasks
? High standards for performance (perhaps to the point of unhealthy perfectionism)
? Above-average social development and emotional adjustment
? Leadership skills
b. Strategies for addressing the needs of gifted students include these (the response should identify at least three strategies and explain each one in concrete terms):
? Individualize instruction.
? Form study groups.
? Teach complex cognitive skills within the context of specific topics.
? Provide opportunities for independent study.
? Encourage students to set high goals.
Seek outside resources (e.g., mentors) through which students can develop special talents.