Q&A Hero

Q: Ms. Nevid helped her students learn their spelling words by: (a) saying the word; (b) spelling it out loud three times; (c) covering the word; (d) writing it down from memory; and (e) comparing her spelling to the correct spelling. Ms. Nevid taught her students ____. a. a response format b. the keyword method c. a verbal rehearsal strategy d. a mnemonic device

Q: Special needs students may need to be taught how to use ____, including studying for tests, taking objective tests and writing essay answers. a. study guides b. test taking skills c. mnemonics d. chunking

Q: Mr. Rolin taught his geography students to think of the word "HOMES" to help them remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior. Mr. Rolin taught his students ____. a. a mnemonic device b. how to analyze c. a verbal rehearsal strategy d. a response format

Q: While studying the state capitals, Jose imagined a big "N.D." standing on a biscuit. When asked to name the capital of North Dakota during her test, Josie imagined "N.D.", saw that it was on top of a biscuit, and remembered that it is Bismarck. Josie used ____ to help her remember. a. the method of loci b. a schema c. chunking d. the keyword method

Q: A mnemonic device that uses visual imagery to make definitions and factual information more meaningful is ____. a. means-ends analysis b. SCORER c. chunking d. the keyword method

Q: Aquanetta wants to remember her new friend's phone number. Instead of trying to remember all seven digits (5-5-6-1-9-7-7), she divides it into three numbers, ordered small to large, that she can more easily remember: 5-56-1977 (read five, fifty-six, nineteen seventy-seven). Which technique did Aquanetta use? a. a jingle b. the keyword method c. chunking d. a mnemonic

Q: Giving students a practice test ____. a. helps to familiarize the class with the test format b. tends to make students with disabilities more anxious about the upcoming test c. is generally not a good idea unless the test material is quite complicated d. biases the "real" results

Q: When Sadie studies for a test on a chapter of a history textbook, she tries to recall five to seven key ideas to trigger her recall of more significant details. Sadie is using a memory device called ____. a. mnemonics b. the keyword method c. chunking d. schema

Q: You have assigned an English report for the students in your seventh-grade class. The students have been instructed to create a typed paper, double spaced and a minimum of two pages in length. Maria has previously turned in reports with many errors, even though she tells you she is using spell checker. Explain a strategy you can teach Maria to help her in the use of her spell checker.

Q: Ms. Applebee prepared a ____ to help her students know what the important material was for the upcoming test. a. study guide b. competency checklist c. portfolio d. revised grading system

Q: Create a sample "pattern guide" for a compare and contrast paper. Include in your example, a discussion of the purpose of using this strategy.

Q: Your textbook explains two strategies used in the "R" step of the "SCROL" strategy; they are "Highlight It!" and "Mark It!" Select one of these strategies and explain how it could be used by a student with special needs.

Q: "CALL UP" is a researched-based strategy. List the steps of this strategy and provide one example of how students could use this process in your class.

Q: Briefly discuss the four key elements that must be present for successful programming of students who are twice-exceptional.

Q: Three important points for "demonstrating strategy use" have been sited in your textbook. List the three points and provide an example for each point.

Q: The education of girls with gifts and talents cannot be neglected. Giftedness in females must be nurtured. Reis (2006) offered several recommendations for developing the talent pool of both girls and boys. Summarize that information.

Q: Five ways of providing practice on learning strategies are suggested in your textbook. Select three of the five ways to provide practice. Provide a discussion of an example for each guideline selected.

Q: School districts should establish policies that reflect best practices in screening and assessment. What recommendations could be made to ensure that appropriate policies are established?

Q: What are the benefits of summer and Saturday programs for students who are gifted?

Q: Some students may have trouble using a learning strategy independently, even after they have learned how to do it. Explain the following three strategies that can help students perform tasks more independently: self-instruction, self-monitoring and self-questioning.

Q: What are the four different organizational structures for writing papers included in the "POWER" strategy? Select one of the organizational structures and provide a specific example of how to use the steps of "POWER" to write a paper.

Q: You are a teacher who often has children who are gifted and talented in your general education classroom. Discuss the importance of collaboration in this inclusionary model. What types of things might you do to ensure effective collaboration?

Q: Discuss three ways you can encourage your students to advocate for themselves.

Q: The Marland Report specified six categories of giftedness. What were the categories?

Q: Mrs. Halley has noticed that her high school sophomores are having difficulty with their new health and nutrition textbook. How can Ms. Halley use the "POSSE" strategy to help her students with their new textbook? Be sure to give an example for each step.

Q: Why is a "one-size-fits-all" approach an inappropriate way to provide services to students who are gifted and talented? Provide examples.

Q: The "SLANT" strategy includes five steps for increasing student involvement in class lectures. Explain the "T" step of this strategy.

Q: Discuss the relationship between natural characteristics and the environment in the development of giftedness. What are some things that you, as a parent, may do to help your child reach his or her full potential?

Q: What is the purpose of the "POWER" strategy?

Q: Do you more closely adhere to a linear model of giftedness or a circular model? Provide support for your opinion.

Q: Many students with special needs experience problems with comprehension of textbooks. Explain one way the "Thinking Reader" provides support for the student.

Q: Briefly describe the importance of preassessment in the education of gifted and talented students.

Q: Explain the "RUDPC" strategy. Include in your explanation when this strategy is recommended.

Q: Do you think that children who are gifted should be grouped in an academic setting by ability? What may be some advantages to doing so? What may be some disadvantages?

Q: Explain the student's role in "reciprocal teaching."

Q: What is one thing that parents can do to assist in their gifted and talented child's education?

Q: What is the key technology used in the "SLICK" strategy?

Q: In what ways can technology contribute to the education of individuals who are gifted and talented?

Q: What process is included in the "L" step of the "SCROL" strategy?

Q: What is a benefit of allowing a gifted or talented student to engage in independent study?

Q: What is "CAPS"? Explain what is included in this strategy?

Q: Explain what the first letter in "WARF" stands for in the "WARF" strategy.

Q: Name three possible reasons culturally diverse students are underrepresented in gifted and talented programs.

Q: What are two things school personnel might do to encourage gifted and talented girls?

Q: Explain the strategy for helping students when they encounter technical words.

Q: In what way did entering the "space race" catapult gifted and talented education in the United States?

Q: Jonathan has been identified as needing Tier 3 instruction in reading. Where will this instruction take place and who will be responsible?

Q: Name two forms of differentiation that classroom teachers may use to educate gifted children.

Q: Provide two suggestions for helping students memorize strategy steps that would be used in Tier 2 grouping.

Q: Provide one example of how a specific learning strategy can be assessed.

Q: List two assessment methods that may be used when evaluating a student for giftedness.

Q: Explain which students are eligible for "Tier 3" instruction in the RtI model.

Q: List the three traits of Renzulli's model of giftedness.

Q: List the six steps that are research-based for teaching learning strategies.

Q: One of the advantages of the resource room for delivery of instruction is so that students in the general education classroom know which students qualify as gifted. A) True B) False

Q: Explain the "READS" learning strategy.

Q: Explain the four aspects of self-advocacy training.

Q: Children who are twice-exceptional are sometimes referred to as paradoxical learners. A) True B) False

Q: Students need to perform independently in five key areas. List three of the five areas found in your textbook.

Q: Opportunities are not really opportunities until a person knows about them. A) True B) False

Q: Explain how you would implement "more intensive skill instruction" by using the Tier 2 RtI model.

Q: Equity is doing the same thing for all students on the same time schedule. A) True B) False

Q: Leta S. Hollingworth wrote Gifted Children: Their Nature and Nurture(1926).A) TrueB) False

Q: Adolescence can be an especially difficult time for students who are gifted and talented. A) True B) False

Q: "Multiply the outermost terms' is a step of the "FOIL" strategy.

Q: Mrs. Kline, the special education teacher has taught a strategy to Jeffery to help him with his inability to organize. In regard to this new strategy for Jeffery, describe your role as the general education teacher when he returns to your classroom.

Q: For students, the first step in self-questioning is identifying the behaviors expected.

Q: The "S" in the SLOBS strategy stands for "sequence" your steps.

Q: The etiology of giftedness is both genetic and environmental.A) TrueB) False

Q: The majority of children who are gifted and talented come from upper-class families.A) TrueB) False

Q: Self-monitoring can be applied to any learning strategy.

Q: Curriculum compacting is a differentiation strategy that is often used in the general education classroom.A) TrueB) False

Q: Self-reinforcement is a form of self-instruction and occurs when students guide their performance by asking themselves questions.

Q: In self-instruction, students are taught to talk themselves through a task.

Q: Originally brought about by the launching of the Russian space satellite Ripnak, the movement to educate our nation's brightest students continues today so we can continue to be a viable force in the global economy.A) TrueB) False

Q: After careful instruction, students often have difficulty remembering the purpose of certain strategies or do not understand when to use them.

Q: Gifted girls are unlikely to continue to have higher academic achievement as measured by grade point average.A) TrueB) False

Q: Individuals who perform at the very high end, for any category of giftedness and talent, are often referred to as profoundly gifted and talented.A) TrueB) False

Q: If students with special needs are to become good problem solvers, they must be taught how to problem solve directly.

Q: Differentiated education was a theme throughout the chapter. The reason for this theme is gifted and talented students are the only students who will benefit from this type of education strategy.A) TrueB) False