GT Flash Cards

  1. Asynchrony
    uneven rates of development- emotional, intellectual and physical (with relation to age and peers)
  2. Intelligence
    the ability to learn, reason and problem solve
  3. Norm Referenced Testing
    examples ITBS, SAT, ACT
  4. Accelerated learning
    practice of introducing curriculum material at earlier or at a faster pace
  5. Heterogeneous Grouping
    • - mixed ability or readiness levels
    • - great for critical thinking, concept development, hands on experiments, discussions/ debates
  6. Homogenous Grouping
    • - grouped based on ability or readiness
    • - great for content instruction (math/ reading groups), literature circles
  7. Cluster Grouping
    grouping 4-6 GT students in a classroom for the entire day with a teacher trained in differentiating for gifted learners
  8. Furlough
    leave of absence from GT services
  9. Quantitative Measures
    standardized tests used to assess students
  10. Qualitative Measures
    observations, anecdotal records, checklists, interviews, student products/ performances, etc. used to assess students
  11. Affective Curriculum
    • - teaches students about emotions, self-esteem, and social skills
    • -helps when students are grouped with older students or rejected by peers
  12. Telescoping
    covering the same amount of material quicker to leave time for enrichment
  13. Tiered Assessment
    differentiated instruction - assignments are geared towards individual student level of understanding
  14. Curriculum Compacting
    assess proficiency and allows students to be excused from already mastered material to work on enrichment
  15. Areas Recognized for GT services
    (5) academic, leadership, intellectual, creative, artistic
  16. Marland Report
    first federal definition of giftedness (1972)
  17. Ceiling Effect
    allows students to move forward when they have capability to do so
  18. Bloom's
    used to develop curriculum for gifted students; encourages higher level thinking ( Knowledge, Comprehension, application, analysis, synthesis, and evaluation)
  19. Blooms 3 types of learning
    Cognitive, Affective, Psychomotor
  20. Aptitude
    inclination to excel in a certain area/ skill
  21. Parallel Curriculum Model-
    curriculum modification strategy to meet the needs of gifted students (core curriculum, curriculum of connections, curriculum of practice, curriculum of identity)
  22. Social-Emotional Needs of GT
    affective needs such as perfectionism, depression, underachievement (difference in performance and potential)
  23. Characteristics of Creative Thinkers
    exhibits original thinking (oral and written), challenged by creative tasks, independent thinker, does not mind being different from norm
  24. Texas Education Code (TEC) 1996 Revision
    established accountability and guidelines for improvement of GT services
  25. Texas Association for the G&T
    provides parents with comprehensive and current information regarding gifted education
  26. Identification Procedures
    Nomination (parent, teacher, test score) -> Screening -> Participation
  27. Full Mandate
    identification, programing, and personnel for gifted education are required by state legislation
  28. Partial Mandate
    - range from identification only to minimal services at the discretion of local education agency
  29. TEA Rider 69/1999
    provides educators with training and materials to adapt curriculum to GT students
  30. GLD Definition
    student is highly intelligent by struggles due to some sort of processing difficulty
  31. Types of GLD
    identified only as gifted with subtle LD, Not identified, identified only as LD but haaving gifted tendencies (PPT 2)
  32. TX Defination of GT
    • "Gifted and talented students" means a child or youth who performs at or shows the potential for performing at remarkably high levels of accomplishment when compared to others of the same age, experience, or environment and who:
    • (1) Exhibits high performance capability in an intellectual, creative or artistic area;
    • (2) Possesses an unusual capacity for leadership; or
    • (3) Excels in a specific academic field
  33. Learning Styles (PPT 5)
    • -Visual- majority of learners; learn best by seeing, using diagrams, writing things down; think in pictures; may be well organized and neat
    • -Audio- develop reading and learn information through listening orally, through discussion, and asking questions
    • -Tactile/ Kinesthetic- learn best by moving, exploring, practice, experience, cant sit still for long, maybe good at sports and have bad hand writing
  34. Multiple Intelligence (PPT3)- (Gardner) (9)
    • -Visual/ Spatial- ability to perceive visual- skilled in puzzle building, reading, writing, good sense of direction, sketching, constructing,
    • -Verbal/ Linguistic- ability to use words and language; high developed auditory and speaking skills
    • -Bodily/ Kinesthetic- ability to control bodily movements and control objects
    • -Music/ Rhythmic- ability to produce and appreciate music
    • -Interpersonal- ability to relate and understand others; try to see from another's point of view (outside self)
    • -Intrapersonal- ability to self reflect (inside self)
    • -Naturalist- ability to recognize, appreciate and understand the natural word
    • -Existential- ability to contemplate deeper or larger question about human existence (meaning of life, why we are born/ die, how did we get here, what is consciousness)
  35. Hollingworth
    enrichment curriculum and counseling
  36. Guilford
    • sought to build a structure of intellect with 120 factors
    • -3D model with materials/ content dealt with, operations employed, products of intellectual activity
    • -regards intelligence as simply a simi-popular term that relies on single-factor scores to do justice in describing an individual
  37. Dweck
    defined fixed vs. growth mindset; promoter of growth mindset
  38. Gardner
    developed a model of intelligence with 8 confirmed types of intelligence with a 9th being proposed
  39. Gagne
    GT students can be divided into domain (gifts= natural) and ability within domain (talent= developed gifts); "the artist is nothing without the gift, but the gift is nothing without the work"
  40. Terman
    developed Stanford-Binet IQ test; started longitudinal study with students having an IQ above 150
  41. Bruner
    proposed idea that children learn best through discovery and by teachers teaching the structure of a discipline FIND EXAMPLE; culture shapes thinking
  42. Sternberg
    developed "triarchic" theory of intelligence; analytical intelligence, experiential/ creative intelligence, contextual/ practical intelligence
  43. Renzulli
    Developed three ring model of giftedness; creativity, above average ability, task commitment
  44. Vygotsky
    ZPD; scaffolding best promotes learning, the +1 instruction approach
  45. Gallagher & Gallagher
    • identified the 4 ways curriculum can be modified to address the needs of gifted learners
    • - acceleration: adjusting pace of learning
    • - Enrichment: allowing more depth of learning
    • - Sophistication- bring more complexity and abstraction to the subject
    • - Novelty: provide learning opportunities outside the curriculum (self directed, interest based projects)
Card Set
GT Flash Cards
Study terms (add Piaget)