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Gifted Praxis

Terms in this set (25)

Cluster grouping
A group of gifted identified students is grouped into a mixed ability classroom with a teacher who is trained to differentiate for gifted students.
Grade telescoping
allowing a child - or preferably, a group of children of the same age - to complete the school's curriculum of several years in less time. The student does not skip any subject areas of the curriculum but moves more rapidly through them.
Munich model of giftedness
based on four interdependent multifactorial dimensions: talent factors (relatively independent), resulting performance areas, personality factors, and environmental factors; the latter two moderating the transition from talent (gifts) to performance.
Actiotope Model of Giftedness
emphasizes the dynamic interaction of individuals with the environment. The
focus of interests are actions not traits.
Gagne's differentiated model of giftedness and talent
considers behaviors that appear spontaneously easy different from those that require mastery through extensive training.
says giftedness is a superior natural ability whereas a talent is an ability/skill that has been developed exceptionally well.
Hoagies' gifted education
the "all things gifted" page, with lots of resources and information
National education association
United States labor union committed to advancing the cause of public education
Neag center for gifted education and talent development
Originated studies focusing on meeting the needs of gifted and talented youth have received national and international attention for over 40 years. The earliest research emphasized studies related to creativity, assessment, identification, programming, and evaluation. Several studies conducted by our research team are considered seminal research that guides the design and development of programs and services to meet the needs of gifted and talented students. The research team includes Dr. Joseph S. Renzulli, Dr. Sally M. Reis, Dr. Del Siegle, Dr. E. Jean Gubbins, Dr. Catherine Little, and Dr. D. Betsy McCoach. Also created SEM model
National association for gifted children
support and develop policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.
Curriculum decision making model
includes environmental characteristics and institutional response variables in the curriculum development process.
Talents unlimited model
based on Calvin W. Taylor's Talents Model for teaching, and J.P. Guilford's work on the nature of intelligence.
a teacher training model designed to help educators improve the talents of students. This program promotes problem solving and critical thinking skills through six focus areas: academic, product thinking, communication, forecasting, decision making, planning.
Parallel curriculum model
a set of designs that revises, while remaining aligned with, the existing curriculum to include opportunities to learn the enduring facts, key concepts and principles related to the core content.
developed by Dr. Carol Ann Tomlinson in an attempt to take lessons to a more inclusive level. The biggest advantage of this curriculum model is that it "can be adapted for any learner, subject domain, or grade level."
The four dimensions, Core Curriculum, Curriculum of Connections, Curriculum of Practice, and Curriculum of Identity, can be used in any combination or individually.
The curriculum of connections is concerned with making connections between different disciplines of knowledge.
Compacting instruction
a technique for differentiating instruction that allows teachers to make adjustments to curriculum for students who have already mastered the material to be learned, replacing content students know with new content, enrichment options, or other activities.
Raven's standard progressive matrices (also known as SPM or RPM)
a nonverbal group test typically used in educational settings. It is usually a 60-item test used in measuring abstract reasoning and regarded as a non-verbal estimate of fluid intelligence. It is made of 60 multiple choice questions, listed in order of difficulty
Gifted rating scales
norm-referenced rating scales based on current theories of giftedness and federal and state guidelines regarding the definition of gifted and talented students; Designed to help identify children for placement in gifted and talented educational programs.
Stanford-binet Intelligence Scales 5
provides a highly reliable assessment of intellectual and cognitive abilities across the life span, based on a large normative sample. offers standard scores for each subtest, plus Composites for Verbal IQ; Nonverbal IQ; Brief IQ; Full Scale IQ; and five Factors-Fluid, Knowledge, Quantitative, Visual-Spatial, and Working Memory; also, optional criterion-referenced Change-Sensitive scores anchored to age levels and item complexity.
Jacob K. Javits Gifted and Talented Students Education Act
originally passed by Congress in 1988 as part of the Elementary and Secondary Education Act (ESEA) to support the development of talent in schools in the United States. Students who have exceptional intellect or who are exceptionally gifted in the arts are not covered by Individuals with Disabilities Education Act (IDEA) but by this instead.
The purpose of this program is to carry out a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary and secondary schools to meet the special education needs of gifted and talented students. The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs, particularly economically disadvantaged, limited English proficient (LEP), and disabled students, to help reduce the serious gap in achievement among certain groups of students at the highest levels of achievement.
Supporting Emotional Needs of the Gifted (SENG)
organization dedicated to fostering environments in which gifted adults and children, in all their diversity, understand and accept themselves and are understood, valued, nurtured, and supported by their families, schools, workplaces and communities. Mission is to empower caring families and communities to influence more positively and effectively the development of giftedness in those individuals entrusted to their care.
The Association for the Gifted (TAG)
organization that establishes professional standards for teacher preparation for the field, develops initiatives to improve gifted education practice, and ensures that the needs of children and youth with exceptionalities are met in educational legislation. Part of the CEC
Reflective thinking
helps learners develop higher-order thinking skills by prompting learners to a) relate new knowledge to prior understanding, b) think in both abstract and conceptual terms, c) apply specific strategies in novel tasks, and d) understand their own thinking and learning strategies.
Evaluative thinking
a cognitive process in the context of evaluation, motivated by an attitude of inquisitiveness and a belief in the value of evidence, that involves skills such as identifying assumptions, posing thoughtful questions, pursuing deeper understanding through reflection and perspective taking and making informed decisions in preparation for action.
Schoolwide Enrichment Model (SEM)
offers a continuum of services including Type I, II, and III enrichment and is one of the most widely used gifted education curriculum models
Purdue Three-Stage Model
consists of five components that interact to create an appropriate learning environment: program goals, student identification and grouping, trained teachers, curriculum, and instruction
The Integrated Curriculum Model (ICM)
includes accelerated and advanced content, thematic units, and complex issues and concepts; one of the most extensively researched curriculum models in gifted education. Over 40 curriculum units have been developed and consist of accelerated and abstract concepts, direct study of higher-order thinking processes, interdisciplinary themes, and student research
Kaplan's Grid Model (KGM)
differentiates the curriculum through content, process, and products.
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