Deck 8: Supporting Outstanding Learners

Question 1

The Gifted Identity Formation Model includes the following four primary forces:

A) Self-efficacy, self-esteem, identity, self-assurance
B) Validation, affirmation, affiliation, affinity
C) Pedagogy, mastery, scaffolding, success
D) None of these options apply

Answer 1

B

Question 2

Discuss Gagné's model of giftedness and talent.

Answer 2

Students' responses should include:
Distinction between gifted and talented is drawn where giftedness is seen as high potential and talented as the realisation of that high potential. In this view, talent is high performance. He developed the Differentiated Model of Giftedness and Talent which comprises three key components: giftedness, talent and the talent development process and two further components, intrapersonal and environmental catalysts. This model also recognises the role that chance plays. As such this model allows for the student who is gifted yet underachieving (Gagné, 2012. Building gifts into talents: Brief overview of the DMGT 2.0. Retrieved from http://gagnefrancoys.wix.com/dmgt-mddt#!dmgtenglish/cabg).

Question 3

Which of the following are NOT characteristics of students who are gifted?

A) Needs to employ rote drill to retain information
B) Is an original thinker
C) Learns rapidly and easily
D) Performs difficult mental tasks

Answer 3

A

Question 4

Dynamic assessment is interactive and embeds aspects of intervention that prompt the correct responses.

Question 5

In Australia the term "gifted" as opposed to "talented" is used to refer to individuals with outstanding ability.

Question 6

Discuss the taxonomy of underachievement noted in outstanding students.

Question 7

Schools clearly recognise that some gifted students achieve very high grades yet are not reaching their full potential.

Question 8

Dynamic assessment provides an important means of identifying cognitive potential.

Question 9

Students who are gifted are always highly motivated and achieve high grades at school.

Question 10

Which of the following contributes to a students' risk of not reaching their full potential?

A) Background factors such as socioeconomic status and cultural status
B) Peer relationship difficulties
C) Lack of ability
D) School climate that is competitive

Question 11

Students with dual exceptionalities may be gifted but disadvantaged through special learning difficulties, medical difficulties or emotional and behavioural difficulties.

Question 12

Self-efficacy is defined as:

A) The value that people place on the data of their self-concept
B) The developing sense of personal effectiveness as a learner
C) Problems with memory, awareness, perception and aspects of identity
D) The dynamic interaction between self-awareness and self-regulation, intellectual and academic performance, and a positive feeling state about learning

Question 13

Discuss Mahoney's Gifted Identity Formation Model.

Question 14

Mental acuity involves knowing what to do when confronted with new information or with a problem.

Question 15

Gifted students have educational requirements that are not normally provided by the school.

Question 16

Flynn (2007) found that the following components were important concepts of intelligence:

A) Mental acuity, habits of mind, attitudes, knowledge and information, memory and speed of processing
B) Habits of mind, theory of mind, knowledge, attitudes, memory and speed of processing
C) Mental acuity, habits of mind, theory of mind, knowledge, attitudes and memory
D) Mental accuracy, habits of mind, theory of mind, knowledge, attitudes and memory

Question 17

Gifted young people often have to choose between excelling in an area of talent that is not valued by their peer culture and being accepted by the peer culture.

Question 18

According to Bandura, students with high self-efficacy are less willing to become engaged in and work harder on an activity.

Question 19

Which of the following are most commonly evident in students who are gifted yet underachieve?

A) Low self-efficacy and forced-choice dilemma
B) Lack of ability
C) School climate that is competitive
D) Low self-efficacy and low self-confidence

Question 20

According to Bandura:

A) Seeking identity involves consciously aligning ourselves with others
B) Self-concept develops over time
C) A behaviour can be predicted by determining self-efficacy for a particular task
D) All of these options apply

Question 21

Renzulli suggests that identification of students who are gifted should be based on:

A) The way that they perform over time
B) What children do and their level of response when engaging with stimulating opportunities
C) The way that they perform at a specific time
D) None of these options apply

Question 22

For Maker (1982), curriculum differentiation involves modifications in which of the following areas?

A) Content, process, product and learning environment
B) Curriculum, teaching pedagogy, environment and process
C) Content, curriculum, teaching pedagogy and environment
D) All of these options apply

Question 23

Contemporary views of giftedness suggest that advanced learning needs begin at an IQ of:

A) 110
B) 130
C) 140
D) 120

Question 24

Phenotypic intelligence refers to intelligence that is reflected in the way an individual interacts with their environment.

Question 25

Renzulli (2005) argues that potentially gifted students engage in gifted behaviour consistently over time.

Question 26

Describe the five key approaches to identification proposed by Ariyaratne (2008).

Question 27

Which of the following is considered the most appropriate for planning an interesting and challenging curriculum for outstanding students?

A) Bloom's Taxonomy
B) Gardner's Multiple Intelligences
C) Maker's model of curriculum differentiation
D) None of these options apply

Question 28

One of Gardner's Multiple Intelligences includes intrapersonal skills.

Question 29

Bloom's Taxonomy refers to the classification of:

A) One of three domains of learning objectives and affective and psychomotor domains
B) One of three domains of learning or educational objectives and affective and psychomotor domains
C) One of three domains of learning or educational objectives only
D) None of these options apply

Question 30

In Passow's (1982) eyes a curriculum is not sufficiently differentiated if all students would want to be involved.