List five ways gifted students differ from their average counterparts in the classroom
What will be an ideal response?
(Any five of the following)
(1) learning strategies
(2) metacognition
(3) knowledge about other people
(4) motivation to learn
(5) motivation to excel
(6) processing of information is quicker and more efficient
(7) readily transfer what they know how to do to new situations
(8) problem solving insights
(9) creation of new problems to solve
You might also like to view...
The best source of non-journal material is
a. PsycInfo. b. ERIC database. c. Social Sciences Citation Index. d. Tests in Print. e. Google Scholar.
Measures of process quality include:
a. Group size, child-adult ratio, teacher and administrator specialized education and training. b. Teacher wages, professional credentials, and fringe benefits. c. Health and safety practices, available materials, and relationships with families. d. The system for employee hiring and training.
Answer the following statement(s) true (T) or false (F)
1. Mrs. Sayers has noticed that Roger is displaying several behaviors that are commonly associated with learning disabilities. She should call his parents and suggest that they take him in for testing. 2. Strategies that work for students with learning differences are often effective for “typical” students as well. 3. It is recommended that teachers explain to the class that some people function in such a way that they have more difficulty controlling themselves than others do. 4. It is best for most students with learning and behavioral differences if their school experience is left relatively unstructured. 5. Teachers are urged to make frequent eye contact with students with ODD as a means of providing attention and reassurance.
During a universal screening Sally was identified for needing extra services. Sally fell in the 10th percentile of students in her grade on her decoding skills. She began receiving a Tier 2 intervention daily for 20 minutes for approximately 10 weeks with little improvement in her decoding skills. It was then decided to try to intensify the intervention by providing 40 minutes of instruction
daily; this also showed little improvement. Sally was then evaluated for special education. She was given an IQ assessment which showed average ability and an achievement test that showed average achievement in math and a below average achievement in reading. Sally was also observed in class and was found to be off-task for a 70% of the time. From this example what data would you use to help you write goals and objectives? What will be an ideal response?