Characteristics of Resilient Gifted Students
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*Task commitment, a desire to learn, and reflectiveness as well as the ability
to dream.
*Self-control, self-awareness or even risk-taking.
*In recent years, research has shown that high intelligence contributes to
an increase as well.
self-regulation
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The ability to manage your emotions and behavior in accordance with the
demands of the situation. It includes being able to resist highly emotional
reactions to upsetting stimuli, to calm yourself down when you get upset,
to adjust to a change in expectations and to handle frustration without an
, outburst. It is a set of skills that enables children, as they mature, to direct
their own behavior towards a goal, despite the unpredictability of the world
and our own feelings.
formal assessments
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*Standardized method for testing how well a student has learned the
material that has been taught. Creates statistical models that can be used
to compute the performance of each student.
*Have data which support the conclusions made from the test. We usually
refer to these types of tests as standardized measures. These tests have
been tried before on students and have statistics which support the
conclusion such as the student is reading below average for his age. The
data is mathematically computed and summarized. Scores such as
percentiles, stanines, or standard scores are mostly commonly given from
this type of assessment.
Leadership Characteristics
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The desire to be challenged.
The ability to solve problems creatively.
The ability to reason critically.
The ability to see new relationships.
Facility of verbal expression.
Flexibility in thought and action.
The ability to tolerate ambiguity.
The ability to motivate others.
, Strategies for addressing the needs of the profoundly gifted.
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*adjusting age restrictions
*increasing access to appropriate learning opportunities
*adapting peer setting to meet academic and social needs
*employing radical acceleration
*locating content experts
Formative Assessment
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Used to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve
their learning. They are generally low stakes, which means that they have
low or no point value.
Summative Assessment
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Used to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark. These are often high
stakes, which means that they have a high point value.
Inquiry-based learning
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*Task commitment, a desire to learn, and reflectiveness as well as the ability
to dream.
*Self-control, self-awareness or even risk-taking.
*In recent years, research has shown that high intelligence contributes to
an increase as well.
self-regulation
Give this one a try later!
The ability to manage your emotions and behavior in accordance with the
demands of the situation. It includes being able to resist highly emotional
reactions to upsetting stimuli, to calm yourself down when you get upset,
to adjust to a change in expectations and to handle frustration without an
, outburst. It is a set of skills that enables children, as they mature, to direct
their own behavior towards a goal, despite the unpredictability of the world
and our own feelings.
formal assessments
Give this one a try later!
*Standardized method for testing how well a student has learned the
material that has been taught. Creates statistical models that can be used
to compute the performance of each student.
*Have data which support the conclusions made from the test. We usually
refer to these types of tests as standardized measures. These tests have
been tried before on students and have statistics which support the
conclusion such as the student is reading below average for his age. The
data is mathematically computed and summarized. Scores such as
percentiles, stanines, or standard scores are mostly commonly given from
this type of assessment.
Leadership Characteristics
Give this one a try later!
The desire to be challenged.
The ability to solve problems creatively.
The ability to reason critically.
The ability to see new relationships.
Facility of verbal expression.
Flexibility in thought and action.
The ability to tolerate ambiguity.
The ability to motivate others.
, Strategies for addressing the needs of the profoundly gifted.
Give this one a try later!
*adjusting age restrictions
*increasing access to appropriate learning opportunities
*adapting peer setting to meet academic and social needs
*employing radical acceleration
*locating content experts
Formative Assessment
Give this one a try later!
Used to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve
their learning. They are generally low stakes, which means that they have
low or no point value.
Summative Assessment
Give this one a try later!
Used to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark. These are often high
stakes, which means that they have a high point value.
Inquiry-based learning
