convergent thinking
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is a term coined by Joy Paul Guilford as the opposite of divergent thinking.
It generally means the ability to give the "correct" answer to standard
questions that do not require significant creativity, for instance in most tasks
in school and on standardized multiple-choice tests for intelligence.
convergent thinking uses logic and "think" in providing facts...
Torrance Test of Creative Thinking (TTCT)
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, is an instrument used for identification of the creatively gifted it does not
consider the full range of conditions for whole grade acceleration.
Psychometric theories of intelligence
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are based on a model that portrays intelligence as a composite of abilities
measured by mental tests. This model can be quantified.
derive from studying individual differences in test performance on
cognitive tests. Questions about the structure of human intelligence,
including the importance of general intelligence, have dominated the
psychometric theories
Enrichment clusters
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are non-graded groups of students who share common interests, and who
come together to pursue these interests during specially designated time
blocks usually consisting of one-half day per week.
There is one “golden rule” for enrichment clusters: Everything students do
in the cluster is directed toward producing a product or delivering a
service for a real-world audience.
The clusters place a premium on the development of higher-order thinking
skills and the creative and productive application of these skills to real-
world situations.
Clusters also serve as vehicles for identifying which students might want to
revolve into an intensive Type III Enrichment situation that is carried out
, under the direction of a resource teacher or another adult mentor from
within or outside the school.
Acceleration
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A strategy of progressing through education at rates faster or ages
younger than the norm.
This includes
early entry
skipping grade levels
early exit.
Kaplan's Grid Model (KGM)
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Differentiates the curriculum through content, process, and products
reliability
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whether a measurement can be repeated with consistent results.
Types of Assessment Data to Inform Instruction
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formal/informal
formative/summative
pre/post
performance based
Underachievement in minority students
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low self esteem
selling out or acting white
high internal locus of control
less positive student/teacher relationships
less supportive classroom climates
insufficient times to understand materials
feeling uninterested and unmotivated toward school
lack of multicultural interest in schools
lowered expectations
parent attitudes
Dr. E. Paul Torrence
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developed the most widely used standardized test of creative thinking and
founded the Future Problem Solving Program (FPSP).
what is a primary consideration in a curriculum model for gifted students?
Give this one a try later!
is a term coined by Joy Paul Guilford as the opposite of divergent thinking.
It generally means the ability to give the "correct" answer to standard
questions that do not require significant creativity, for instance in most tasks
in school and on standardized multiple-choice tests for intelligence.
convergent thinking uses logic and "think" in providing facts...
Torrance Test of Creative Thinking (TTCT)
Give this one a try later!
, is an instrument used for identification of the creatively gifted it does not
consider the full range of conditions for whole grade acceleration.
Psychometric theories of intelligence
Give this one a try later!
are based on a model that portrays intelligence as a composite of abilities
measured by mental tests. This model can be quantified.
derive from studying individual differences in test performance on
cognitive tests. Questions about the structure of human intelligence,
including the importance of general intelligence, have dominated the
psychometric theories
Enrichment clusters
Give this one a try later!
are non-graded groups of students who share common interests, and who
come together to pursue these interests during specially designated time
blocks usually consisting of one-half day per week.
There is one “golden rule” for enrichment clusters: Everything students do
in the cluster is directed toward producing a product or delivering a
service for a real-world audience.
The clusters place a premium on the development of higher-order thinking
skills and the creative and productive application of these skills to real-
world situations.
Clusters also serve as vehicles for identifying which students might want to
revolve into an intensive Type III Enrichment situation that is carried out
, under the direction of a resource teacher or another adult mentor from
within or outside the school.
Acceleration
Give this one a try later!
A strategy of progressing through education at rates faster or ages
younger than the norm.
This includes
early entry
skipping grade levels
early exit.
Kaplan's Grid Model (KGM)
Give this one a try later!
Differentiates the curriculum through content, process, and products
reliability
Give this one a try later!
whether a measurement can be repeated with consistent results.
Types of Assessment Data to Inform Instruction
, Give this one a try later!
formal/informal
formative/summative
pre/post
performance based
Underachievement in minority students
Give this one a try later!
low self esteem
selling out or acting white
high internal locus of control
less positive student/teacher relationships
less supportive classroom climates
insufficient times to understand materials
feeling uninterested and unmotivated toward school
lack of multicultural interest in schools
lowered expectations
parent attitudes
Dr. E. Paul Torrence
Give this one a try later!
developed the most widely used standardized test of creative thinking and
founded the Future Problem Solving Program (FPSP).
what is a primary consideration in a curriculum model for gifted students?
