Educ104 4-5 Week Ulob

Let’s Check
1. Gagne's Differentiated Model of Giftedness and Talent asserts talents are

developed from ______________ through _____________________.
a. Natural abilities; systematic practice
b. The environment; effective instruction
c. One's personality; giftedness
d. Giftedness; the physical environment
2. Which of the following learners is by definition difficult to identify as gifted?

a. the Dropouts
b. the double-labeled
c. the underground
d. the Autonomous learners
3. The following are the cognitive characteristics of gifted and talented learners except?
a. Fast pace of learning (dislike slow)
b. Extremely well-developed memory
c. Ask reflective, probing questions
d. Highly developed sense of justice
4. Which of the following learners do not work with the system, but make the
system works for them. They are usually independent and self-directed learners?
a. the successful
b. the double-labeled
c. the divergently gifted
d. the Autonomous learners
5. which of the following is similar to mental mobility/

a. fluency of ideas
b. originality of ideas
c. a singular of perspective
d. flexibility of mindset
6. What is true of a learning disposition?

a. It measures content understanding
b. It is a reflection of natural gifts and abilities
c. It is a culmination of content, application, and problem solving
d. It may be used to predict behavior
7. A gifted learner who is adept at effective and appropriate argumentation is likely

gifted in ____________.
a. originality
b. mental moblity
c. verbal IQ
d. Idea generation
8. Creatively gifted learners will particularly benefit from which of the

following practices?
a. Clearly defined expectations
b. Individual thinking before group sharing
c. Elimination of group work
d. Implementation of routine brainstorming sessions
9. Darla simply cannot tolerate loud noises. Her reaction to it is overblown and
unsettling. As a gifted learner, Darla might be demonstrating a _____________
overexcitability.
a. sensual
b. imaginative
c. emotional
d. intellectual
10. Which of the following is likely true of an economically disadvantaged gifted learner?
a. Lacking in support, and demonstrating a low IQ
b. Lacking in support, and demonstrating incomplete understanding
c. Lacking in experience, yet demonstrating remarkable potential
d. Lacking in experience, yet demonstrating remarkable effort
Let’s Analyze
1. In your own perspective. Is giftedness genetically inherited? Or is it nature

and nurture? Elaborate your answer.
Although a few accept giftedness can be accomplished through nurturing, the

overwhelming agreement is that giftedness is available during childbirth, an acquired
quality. Odds are high that one of the two parents of a gifted kid, just like the siblings,
are additionally gifted. All individuals acquire genetic inclinations toward giftedness, and
aspects in their environments either empower or inhibit the improvement of giftedness.
Earlier investigations have discovered that intelligence is connected to heredity.
Researchers these days agree that being gifted originates from the two qualities both
genes and nurture. Giftedness would now be able to be viewed as a natural for a
significant level of intelligence, which shows a serious and quickened advancement of
capacities inside the brain that permit its more productive and successful use. An
unending collaboration between the environment and our genetic framework makes our
intelligence, even our view of the real world.
2. As a teacher, how can you discover and identify gifted and talented learners in a first
few days or weeks of interaction in the class?
Educators can take note of some of the qualities that seem to separate the gifted
students from their classmates. A kind of test can be a good initial step. On the off
chance that it is a fundamental test proposed so all children can answer all inquiries
then a gifted kid may complete it quickly to watch their progress. Some gifted and
talented kids may feel they don't fit in. Likewise, talented and gifted students often
amaze guardians and educators by learning new information fast and learning new
information over the significance of time. Creativity and innovativeness, they can have
the option to see circumstances from shifting viewpoints, create and investigate
alternative methodologies.
Instructors can never authoritatively announce that a student is a gifted one except if
official outcomes from a psychologist based standardized instrument. Nonetheless,
instructors or even guardians can watch a few indications of being gifted and if such
happens they exposed to legitimate professionals.
3. How can you develop and bring out the full potential in a gifted and talented learner?
Create some assessment of the gifted child or have a need evaluation. From the
outcomes, I can give some strategy on what instructs them and on the best way to
educate. Provide what is required. I want to give them a challenging task or even the
most difficult for them to think and perform. By giving them a new task to get finished by
the students in a specific timeframe and by assessing it carefully. Give additional
training, direction, and course to the students for the person in question to find their
actual self, capacities, and talents and motivate them more.
67
DEPARTMENT OF TEACHER
EDUCATION Mabini Street, Tagum City
Davao del Norte Telefax: (084) 655-9591
4. What can you do to the gifted learner in a certain area but an underachiever in
several areas?
The best to do is to have individualized programs for underachieving gifted students in
any event as much as we individualize programs for gifted students. It ought to give
intervention options to the various kinds of underachieving gifted students. These
menus ought to incorporate curricular adjustment and differentiation alternatives, for
example, an educational program, guiding segments, and self-guideline training
exercises. Instructors should likewise understand that home, peer, and social situations
may affect students' degrees of accomplishment. As instructors, we might have the
option to change the environmental factors that add to the underachievement of certain
gifted students.
A reasonable technique for recognizing underachievers gifted students such an age

performance inconsistency will just distinguish the most severe underachieving gifted
students. One would anticipate that a gifted student's performance should be above the
evaluation level in some branches of knowledge, particularly those areas where the
person in question has been recognized as gifted. At the point when a gifted student is
performing at grade level in those subject areas, there might be cause for concern.
Likewise, counseling intervention focus on changing the individual as well as family
relation that add to a student’s underachievement. The most notable educational
interventions for gifted are either low maintenance or full-time unique homerooms for
gifted underachievers
5. What do you think on the separation of gifted learners from ordinary learners in the
Elementary and high school?
I think gifted students need to have separate schools. Gifted students have learned
things superior to other ordinary students. For instance, in different schools, gifted
students are sufficient enough to read and can comprehend what the educators said
and get their work done totally than ordinary students. Ordinary students who have
associations with the school don't have a head start. It is hard for them to learn new
things since they have had a weak foundation. We need a separate school it's simply
significant that students are willing and ready to learn well have similar classmates and
strong instructors. It's will build up students' innovativeness, social learning, cognitive
development, and more.
Authorizing schools to acknowledge students from neighborhood areas despite
academic performance may uphold not to isolate students dependent on their Academic
performance. Low or high performing students may get some exceptional interventions
from the educator when required. K-12 Education should grasp individual differences
and actualize the practices which help to take advantage of every student.
DEPARTMENT OF TEACHER
EDUCATION Mabini Street, Tagum City
Davao del Norte Telefax: (084) 655-9591
In a Nutshell
In this part, you will be required to draw conclusions, perspectives, arguments
and ideas about the gifted and talented learners.
1. Gifted and talented learners should be given appropriate accommodation and

modification based on his/her capabilities.
2. Gifted and talented students regularly have unexpected interests in comparison to

non-identified peers. Being viewed as different may prompt to difficulties in
socializing and a feeling that they don't belong
3. In a gifted program, students discover peers with comparable intellectual interests

and may fit in better than in overall instruction. Therefore, they feel better in
socializing and may think that it's simpler to make companions.
4. Teachers are compelled to raise their degree of instruction when teaching gifted
and talented students. The fact that this is useful for instructors who decide to
train gifted and talented students, yet it likewise benefits non-gifted kids in
heterogeneous classrooms.
5. Children who are gifted and talented struggle to remain engaged with the
traditional classroom since they sense that they know the material their friends
are learning.
6. There is proof to propose that gifted programs help students to make more
noteworthy degrees of progress when contrasted with their peers who remain in
the standard classroom environment.
7. Schools that recognize gifted and talented students will frequently remove them
from the standard classroom to encourage an additionally challenging
environment. Despite the fact that this can help them academically, it doesn't
generally profit them socially.
8. Gifted and talented students learn more rapidly and independently than most
students at their own age. They regularly have very much developed vocabulary,
as well as reading and writing abilities.
9. Gifted and talented students are regularly recognized as having the capacity to
be profoundly proficient by a t eacher before the subsequent evaluation.
10. Generally talented and gifted students place in the classroom with others at a
comparable level so they can push each other to accomplish their best expectations of
work every day.

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Let’s Check

1. Gagne's Differentiated Model of Giftedness and Talent asserts talents are

2. Which of the following learners is by definition difficult to identify as gifted?

5. which of the following is similar to mental mobility/

6. What is true of a learning disposition?

7. A gifted learner who is adept at effective and appropriate argumentation is likely

8. Creatively gifted learners will particularly benefit from which of the

1. In your own perspective. Is giftedness genetically inherited? Or is it nature

Although a few accept giftedness can be accomplished through nurturing, the

A reasonable technique for recognizing underachievers gifted students such an age

1. Gifted and talented learners should be given appropriate accommodation and

2. Gifted and talented students regularly have unexpected interests in comparison to

3. In a gifted program, students discover peers with comparable intellectual interests

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