Illinois Gifted and Talented Endorsement Practice Questions

Terms in this set (94)

Option A describes a situation in which Mr. Cabrera is working together with other gifted education teachers to develop a new program. In this role, Mr. Cabrera is collaborating with others to reach a goal. Therefore, he is serving in the role of a COLLABORATOR rather than as a facilitator.
Option B describes a situation in which Mr. Cabrera's students are involved in independent research projects. He meets with his students weekly to discuss their progress and to provide support in the form of resources and guidance. During these projects, Mr. Cabrera provides a learner-centered environment in which he serves as a support and guide rather than as an authority figure; he enables students to pursue their own learning goals. Therefore, he is serving in the role of a FACILITATOR. Thus option B would be the correct response to this item.
Option C describes a situation in which Mr. Cabrera attends a school board meeting to present information about the need to increase services for gifted students in the district. He presents an argument in favor of expanding services for gifted students. Therefore, he is serving in the role of an ADVOCATE rather than as a facilitator.
Option D describes a situation in which Mr. Cabrera has read several articles about a new instructional technique to use with gifted and talented elementary students. He decides to conduct action research by using the technique with his students on a trial basis and analyzing the results. Therefore, he is serving in the role of a RESEARCHER rather than as a facilitator.
A A fundamental principle that should guide the development of all educational programs, including those designed for gifted students, is that ample opportunities should be provided to allow students to realize their full potential. With respect to this principle, gifted programs differ from other educational programs only in that the application of the principle should lead to different educational provisions that reflect the fact that gifted students' learning styles and learning potential differ in many ways from those of regular students. (B) is incorrect because translating the affective domain into thoughts and actions is an objective that would apply only occasionally in specific situations; this is by no means a guiding principle of gifted education. Similarly, (C) is incorrect because the homogeneous grouping of gifted students in instruction is a desirable aim for some, but by no means all, instructional situations. Therefore, among the choices listed, this consideration is not the most appropriate guiding principle for the development of a gifted education program. Regarding (D), although concerns about financial and other resources do affect educational decisions to some extent, such concerns are not basically educational in nature and should not be the principle that guides the development of a gifted education program. In addition, (D) involves questionable reasoning: administering gifted education separately from regular education does not necessarily, or even usually, maximize available funding and other resources.
Karl is a five-year-old student in a first-grade heterogeneous classroom. He is the second child of successful, outgoing parents and has one older brother. He has been assessed and identified to receive gifted education services. Karl is part of a group of gifted first- grade students who meet with the gifted education teacher for two hours each week. Academically, Karl is reading on a fifth-grade level and has an extensive vocabulary. In social studies and science, he shows an excellent grasp of abstract concepts. Although he is a year younger than his classmates, Karl is successfully working near the top of the first-grade math groups. In math, he particularly enjoys solving word problems, but he performs slightly below average on timed written quizzes of basic facts. Karl is quite shy and rarely initiates interaction with his classmates. When given the option, he usually chooses solitary play activities. In spite of his shyness and solitude, the classroom teacher has noted that he appears well-liked by classmates, and is sought out during free play. His fine-motor skills are behind those of the average five year old, and the art teacher describes these skills as being at the level of a four year old.

Based upon this profile, which of the following conclusions would be most appropriate for a gifted education teacher to make about Karl?
A. Karl should be paired with an extroverted student as a model to help him manage his social interactions successfully.
B. Karl will need differentiated experiences to express his gifts effectively and overcome his shyness and delay in motor-skills development.
C. Karl should be accelerated to a grade level closer to his reading level for effective development of his gifts.
D. Karl's math abilities are below average when compared to his other abilities, and he will need individual tutoring to overcome this deficit.
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