Praxis. Instruction of Gifted Students
What is the NRC/GT? - answer National Research Center on Gifted and Talented
Identify instructional models that provide a basis for reading curriculum units used in
researching effectiveness in gifted education. - answer1. Differentiation of Instruction,
Tomlinson
2. Depth and Complexity Model, Kaplan
3. Schoolwide Enrichment Model, Renzulli and Reis
Explain how research studies that are looking at instructional models that provide a
basis for reading curriculum units, select sample schools to participate and how they
measure outcomes. - answer-longitudinal study basing curricula on these models,
nationwide, diverse populations,
-sample schools chosen from nominations by educators who develop curriculum
models, state gifted education directors and representatives from state and national
organizations
Measured by: 1. state standards extended for advanced reading and math achievement
2. performance-based measures of investigative and problem-solving skills
Differentiation of Instruction Model - answer-Carol Ann Tomlinson
-focuses on varying teaching methods
Depth and Complexity Model - answer-Sandra N. Kaplan
-focuses on attributes of deeper understanding and more complex knowledge
Schoolwide Enrichment Model (SEM) - answer-Joseph S. Renzulli and Sally M. Reis
-uses educational enhancements thtat simultaneously benefit all students and address
the special needs of gifted students
Describe some research questions related to curricula used in gifted education and
based on theoretical models. - answersome researchers are looking at the criteria used
to identify gifted students and finding comparisons between the different criteria. then
they are looking at the effects of those criteria on assessment results and on under-
represented populations
-some researchers are comparing the results on reading and math achievement tests of
students who were taught with a general education curriculum, verses those taught with
an instructional model...did this effect gifted students' scores, how did it effect the
unidentified's scores, what about the general population?
Identify some environmental and personal variables that influence the way teachers
implement curricula. - answer-grade; subject; the actual building; teacher's philosophy,
experience, classroom management...
,Give an example of curriculum units with differentiated instruction for "academically
diverse" students, explaining some of their beneficial characteristics. - answer-emphasis
on problem solving skills, conceptual thinking, and "real-world disciplinary inquiry"
-function as tools for assessing learning needs
-provide higher levels of expertise
Identify some issues with gifted education and IEP's that many parents of gifted
students commonly experience across public school districts. - answer-double
assignments; being told that they make A's, so they don't need intervention; students
becoming too "comfortable" with work that is too easy and then developing poor study
habits; school district showing little interest in the child's giftedness; parents are not
aware of available programing for thier gifted children
Describe some considerations for developing an IEP for gifted student relative to the
general education classroom setting - answer-most schools don't have classrooms with
all gifted students, so most of the gifted students' time is spent in the general education
room
-IEP must focus on modifications and/or accomodations in the general ed. classroom,
since that is where problems will likely occur
-gifted students tend to become bored or impatient with the repetition in the general
education room and this leads to them disliking school
What are some possible reasons that public school do not have classrooms made up of
all gifted students, other than pull out programs - answer-the federal law addresses
special education needs for disabled students, but not for gifted students
-inclusion
Relate some considerations expressed by experts in the field for gifted students in
public school and their parents related to Gifted IEPs. - answer1. educationally gifted
means they have an educational need: learns differently enough that regular
classroom/grade level teaching is not enough
2. once the need is identified, they need an IEP that addresses it. A gifted pull-out
program is not enough because they still spend 95% of time in the general education
class. This is where accommodations and modifications must be made.
Identify some gifted education and IEP issues that many parents of gifted students
commonly encounter across public school districts. - answer-parents are not told that
they are equal partners in the meeting and they can bring their own ideas into the
meeting
-didn't know accommodations in the general education classroom can be written in
-were told grade accelleration was against schoool district policy
-were told that the pull-out program is the gifted education...nothing more
, Differentiate between goals and objectives in a gifted student's IEP, and explain how
they are related. - answerGoals: long-term targets; not specific or measurable; general;
but about the individual
Objectives: short-term targets; specific; measurable; the steps students should achieve
to reach a goal; the way the IEP team measures the progress of a goal
*should make sense when read together
Identify and define four main parts of Gifted IEP and their purpose. - answer1. PLEP:
present levels of educational performance in all school subjects ...important bc of
asychronous development
2. Goals
3. Objectives
4. Teaching methods for reaching objectives and goals
Discuss some aspects of education and the IEP for a gifted student that should be
considered during an IEP planning meeting, and discuss how parents can advocate for
their gifted child by addressing these aspects. - answer-should be student centered
-the school will be prepared for the meeting, but that doesn't mean they get to make all
the decisions
-not just a review of an old IEP
-students can also make suggestions
-if parents don't feel the IEP meets the child's needs, they should bring it up and the
team will find a solution
-parents can also advocate for courses that are not offered at the school or at the child's
grade level
Regarding a student's Present Level of Educational Performance, or PLEP, for
developing a gifted IEP, indicate the ideal general type and schedule of assessment
and what more often happens in reality at public schools. Give an example of a
measure often used wrongly in public schools to indicate PLEP and/or develop the
gifted IEP. - answer-PLEP should be determinded by annua. objective testing
instruments
-teacher observations and checklists are subjective
-report cards are not a good measure because they a. they look at the past b. they
could be testing information that is 3 grade levels below the gifted student's ability which
could cause them to have straight A's, or F's if they are bored and unengaged
Discuss the use of the phrase "above grade level" to describe a gifted student's school
performance realtive to developing the gifted IEP. - answer-it is not a meaningful
measurement and should not be used in a gifted IEP, unless the actual grade level that
a student is performing is also mentioned
Discuss some general considerations for educators and parents about conducting the
GIEP meeting. - answer-educators should avoid using technical jargon
-parents should contribute ideas and give insight on the student
What is the NRC/GT? - answer National Research Center on Gifted and Talented
Identify instructional models that provide a basis for reading curriculum units used in
researching effectiveness in gifted education. - answer1. Differentiation of Instruction,
Tomlinson
2. Depth and Complexity Model, Kaplan
3. Schoolwide Enrichment Model, Renzulli and Reis
Explain how research studies that are looking at instructional models that provide a
basis for reading curriculum units, select sample schools to participate and how they
measure outcomes. - answer-longitudinal study basing curricula on these models,
nationwide, diverse populations,
-sample schools chosen from nominations by educators who develop curriculum
models, state gifted education directors and representatives from state and national
organizations
Measured by: 1. state standards extended for advanced reading and math achievement
2. performance-based measures of investigative and problem-solving skills
Differentiation of Instruction Model - answer-Carol Ann Tomlinson
-focuses on varying teaching methods
Depth and Complexity Model - answer-Sandra N. Kaplan
-focuses on attributes of deeper understanding and more complex knowledge
Schoolwide Enrichment Model (SEM) - answer-Joseph S. Renzulli and Sally M. Reis
-uses educational enhancements thtat simultaneously benefit all students and address
the special needs of gifted students
Describe some research questions related to curricula used in gifted education and
based on theoretical models. - answersome researchers are looking at the criteria used
to identify gifted students and finding comparisons between the different criteria. then
they are looking at the effects of those criteria on assessment results and on under-
represented populations
-some researchers are comparing the results on reading and math achievement tests of
students who were taught with a general education curriculum, verses those taught with
an instructional model...did this effect gifted students' scores, how did it effect the
unidentified's scores, what about the general population?
Identify some environmental and personal variables that influence the way teachers
implement curricula. - answer-grade; subject; the actual building; teacher's philosophy,
experience, classroom management...
,Give an example of curriculum units with differentiated instruction for "academically
diverse" students, explaining some of their beneficial characteristics. - answer-emphasis
on problem solving skills, conceptual thinking, and "real-world disciplinary inquiry"
-function as tools for assessing learning needs
-provide higher levels of expertise
Identify some issues with gifted education and IEP's that many parents of gifted
students commonly experience across public school districts. - answer-double
assignments; being told that they make A's, so they don't need intervention; students
becoming too "comfortable" with work that is too easy and then developing poor study
habits; school district showing little interest in the child's giftedness; parents are not
aware of available programing for thier gifted children
Describe some considerations for developing an IEP for gifted student relative to the
general education classroom setting - answer-most schools don't have classrooms with
all gifted students, so most of the gifted students' time is spent in the general education
room
-IEP must focus on modifications and/or accomodations in the general ed. classroom,
since that is where problems will likely occur
-gifted students tend to become bored or impatient with the repetition in the general
education room and this leads to them disliking school
What are some possible reasons that public school do not have classrooms made up of
all gifted students, other than pull out programs - answer-the federal law addresses
special education needs for disabled students, but not for gifted students
-inclusion
Relate some considerations expressed by experts in the field for gifted students in
public school and their parents related to Gifted IEPs. - answer1. educationally gifted
means they have an educational need: learns differently enough that regular
classroom/grade level teaching is not enough
2. once the need is identified, they need an IEP that addresses it. A gifted pull-out
program is not enough because they still spend 95% of time in the general education
class. This is where accommodations and modifications must be made.
Identify some gifted education and IEP issues that many parents of gifted students
commonly encounter across public school districts. - answer-parents are not told that
they are equal partners in the meeting and they can bring their own ideas into the
meeting
-didn't know accommodations in the general education classroom can be written in
-were told grade accelleration was against schoool district policy
-were told that the pull-out program is the gifted education...nothing more
, Differentiate between goals and objectives in a gifted student's IEP, and explain how
they are related. - answerGoals: long-term targets; not specific or measurable; general;
but about the individual
Objectives: short-term targets; specific; measurable; the steps students should achieve
to reach a goal; the way the IEP team measures the progress of a goal
*should make sense when read together
Identify and define four main parts of Gifted IEP and their purpose. - answer1. PLEP:
present levels of educational performance in all school subjects ...important bc of
asychronous development
2. Goals
3. Objectives
4. Teaching methods for reaching objectives and goals
Discuss some aspects of education and the IEP for a gifted student that should be
considered during an IEP planning meeting, and discuss how parents can advocate for
their gifted child by addressing these aspects. - answer-should be student centered
-the school will be prepared for the meeting, but that doesn't mean they get to make all
the decisions
-not just a review of an old IEP
-students can also make suggestions
-if parents don't feel the IEP meets the child's needs, they should bring it up and the
team will find a solution
-parents can also advocate for courses that are not offered at the school or at the child's
grade level
Regarding a student's Present Level of Educational Performance, or PLEP, for
developing a gifted IEP, indicate the ideal general type and schedule of assessment
and what more often happens in reality at public schools. Give an example of a
measure often used wrongly in public schools to indicate PLEP and/or develop the
gifted IEP. - answer-PLEP should be determinded by annua. objective testing
instruments
-teacher observations and checklists are subjective
-report cards are not a good measure because they a. they look at the past b. they
could be testing information that is 3 grade levels below the gifted student's ability which
could cause them to have straight A's, or F's if they are bored and unengaged
Discuss the use of the phrase "above grade level" to describe a gifted student's school
performance realtive to developing the gifted IEP. - answer-it is not a meaningful
measurement and should not be used in a gifted IEP, unless the actual grade level that
a student is performing is also mentioned
Discuss some general considerations for educators and parents about conducting the
GIEP meeting. - answer-educators should avoid using technical jargon
-parents should contribute ideas and give insight on the student
