Descriptive Statements:
- Demonstrate knowledge of the historical foundations of the field of gifted education,
including points of view and contributions of individuals from diverse backgrounds.
- Demonstrate familiarity with key issues and trends in the field of gifted education.
- Apply knowledge of key philosophies, theories, models, and research that support
gifted education.
- Apply knowledge of relevant laws and policies and standards of ethical practice
related to gifted and talented education.
- Apply knowledge of issues in the definition and identification of students with
gifts and talents, including students from special populations (e.g., students who
are racially, culturally, linguistically, or socioeconomically diverse; students
who have learning, physical, sensory, or behavioral disabilities; students who are
profoundly gifted; students who are underachieving).
Sample Item:
According to research conducted by Carol Dweck, which of the following approaches
is most effective for encouraging students who are gifted and talented?
- reminding the students that because they are smart, they will do well on upcoming
projects
- delaying gratification to help the students learn to work for longer periods of
time
- identifying tasks for the students that are just beyond their current abilities
- acknowledging the students' hard work and effort in meeting identified learning
goals
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. The research of Carol Dweck, PhD, supports the idea that encouragement
for hard work and effort, mastery orientation, rather than praise for fixed traits and
actions, a performance orientation, actually helps students to embrace challenge
and strive to do their best, even when faced with difficult tasks. Dweck's research
distinguishes between a fixed mindset, for instance, a focus on innate talent, and
a growth mindset or a focus on dedication and resilience. Her research reveals a
meaningful difference between creating student dependency on expressions of approval
from others and fostering inner direction and a sense of ownership and responsibility
for their efforts.
Descriptive Statements:
- Demonstrate knowledge of the cognitive, academic, and affective characteristics,
needs, and development of students with gifts and talents in various domains (e.g.,
intellectual, academic, creative, leadership, artistic), including students from
special populations.
- Apply knowledge of internal and external conflicts that may arise from various manifestations
of asynchronous development, and knowledge of the influence of social and emotional
development on the interpersonal relationships and learning of students with gifts
and talents.
- Demonstrate knowledge of the idiosyncratic learning patterns of students who are
gifted and talented, including students from special populations, and knowledge
of similarities and differences between students with gifts and talents and the
general population.
- Apply knowledge of special populations of students with gifts and talents, including
students who are racially, culturally, linguistically, or socioeconomically diverse;
students who have learning, physical, sensory, or behavioral disabilities; students
who are profoundly gifted; and students who are underachieving.
- Demonstrate knowledge of factors that affect development and learning in students
who are gifted and talented, including effects of culture and environment; roles
of families, schools, and communities; influence of different beliefs, traditions,
and values across and within diverse groups; societal, cultural, and economic factors;
differences in values, languages, and customs between school and home; and ways
in which groups are stereotyped and experience discrimination.
- Apply knowledge of early indicators of emotional issues associated with students
who are gifted and talented and knowledge of strategies for helping students address
these issues.
Sample Item:
An elementary school's new kindergarten teacher says to the gifted education teacher,
"I have a delightful class. However, one student never stops asking questions, needs
constant intellectual stimulation, and gets rambunctious when the class does anything
that involves step-by-step processes. What should I do?" Given this preliminary
information about the student, which of the following statements is the gifted education
teacher's most appropriate response?
- "These characteristics sound like the developmental behaviors of a child who is
gifted and talented. The student might benefit from differentiated instruction."
- It sounds like the student could be gifted. The situation might be helped if you
redirect this energy by allowing the student to help others in class."
- "The student may be gifted but have poor social skills. Try providing the student
with guided practice in interacting with classmates."
- "The student's behaviors indicate qualities associated with giftedness. Address
the issue of curiosity by allowing the student to visit the school library on a
regular basis."
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. At the elementary level, there are a range of behaviors that are associated
with exceptional intellectual ability. A child with a strong sense of curiosity
who "never stops asking questions" and "needs constant intellectual stimulation" is
displaying two qualities highlighted in the research of Dr. Linda Silverman and
others. A child's impatience with step-by-step processes may indicate a visual-spatial
learning style, and may also indicate that the child masters material faster than
his or her classmates. In this scenario, the most appropriate step for the gifted
education teacher to suggest would be to recommend differentiated instructional
opportunities as a method of engaging the student and gathering further information
regarding the child's learning style, strengths, and needs.
Descriptive Statements:
- Apply knowledge of culturally responsive strategies and culturally relevant resources
that promote effective communication and partnerships with students who are gifted
and talented and their parents/guardians to help students with gifts and talents
achieve desired learning outcomes.
- Apply knowledge of effective strategies that respond to the concerns of students
who are gifted and talented and their parents/guardians; knowledge of resources
for students who are gifted and talented and their families; and strategies for
providing parents/guardians with information in their primary language regarding
characteristics and behaviors associated with giftedness and with information that
explains gifted programming options.
- Apply knowledge of effective strategies for communicating and collaborating with
general education teachers, special education teachers, school counselors, other
school staff members, volunteers, and community members to help students with gifts
and talents achieve desired learning outcomes.
- Apply knowledge of strategies for systematically engaging in self-reflection; self-assessment
of practice; and ongoing, research-supported professional development activities
to improve one's practice and develop professional expertise in the field of gifted
education in order to address the cognitive, academic, and affective characteristics
and needs of students who are gifted and talented.
- Demonstrate knowledge of effective strategies for advocating for students with gifts
and talents and the gifted education program; and strategies for communicating and
consulting with school personnel about the characteristics and needs of students
with gifts and talents, including students from special populations.
- Demonstrate familiarity with organizations, publications, online resources, and
other resources for educators of students who are gifted and talented.
Sample Item:
Ms.Miss Edwards, a newly hired third-grade teacher, is enjoying her lively mixed-ability
class. Sometimes however, there are conflicts arising between Justin, a verbally
gifted student, and other students who often take offense when Justin uses words
that they do not understand or that they believe are just insults directed at them.
So far Ms.Miss Edwards thinks that she has been able to handle these situations effectively
but she would like to read more about these types of issues to better understand
what triggers them and how to prevent them. Which of the following online resources
would provide the best starting point for her research?
- Davidson Institute for Talent Development
- Gifted Child Quarterly
- Supporting Emotional Needs of the Gifted
- National Institute for Mental Health
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Supporting Emotional Needs of the Gifted (SENG) "seeks to inform gifted
individuals, their families, and the professionals who work with them, about the
unique social and emotional needs of gifted persons." To that end, they offer web
seminars, an articles library, parent support and training, as well as an annual
conference focusing on the emotional and social issues of the gifted and talented.
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