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Descriptive Statements:
- Demonstrate understanding of the cognitive, academic, and social and emotional characteristics of gifted learners.
- Demonstrate knowledge of the various domains of giftedness (e.g., intellectual, academic, creative, leadership, artistic, kinesthetic).
- Apply knowledge of early indicators of giftedness and the influences of social and emotional development on gifted learners' intrapersonal and interpersonal relationships.
- Apply knowledge of gifted learners, including those who are twice exceptional, underachieving, and/or historically underrepresented in gifted education programs.
- Demonstrate knowledge of contextual factors that affect the development of gifted learners.
Sample Item:
A student who is gifted and excels in both music and science is conflicted when choosing high school courses that will support their intended college major because they equally enjoy both subjects. In which of the following ways could the gifted education teacher best support this student with multipotentiality?
- helping the student create a list of pros and cons for each field to help them decide which path to explore
- informing the student of prerequisites for college programs in each field and supporting them in meeting these by sharing how these courses help meet requirements
- having the student take a personality assessment to see which path is more aligned with their traits
- encouraging the student to choose one area of study to avoid being overwhelmed by the amount of required schoolwork and extracurricular commitments
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Multipotentiality refers to individuals who excel in two or more different domains. A gifted student who excels in more than one area should be encouraged to cultivate experiences and skills to pursue their multiple areas of interest. The gifted education teacher can support the student's multipotentiality by providing information on the types of classes that can support both interests in college. This approach fosters academic excellence, talent development, and maximizing potential.
Descriptive Statements:
- Demonstrate knowledge of how to develop learning environments that foster trust and engagement, encourage learners to express characteristics and behaviors, and communicate high expectations through rigorous and engaging learning activities.
- Apply knowledge of different people groups, including modeling appreciation for learners' backgrounds and languages, and how to model effective strategies for addressing social issues.
- Apply knowledge of the continuum of gifted services; programming options; and resources, technologies, and strategies for enhancing learning experiences in cognitive, academic, and social and emotional areas (e.g., differentiated instructional approaches, enrichment options, use of technology, advanced placement, second-language instruction, mentorships).
- Demonstrate knowledge of evidence-based flexible grouping practices for learners that enable them to interact with individuals who have various gifts, talents, abilities, and strengths.
- Apply knowledge of evidence-based strategies to encourage the active participation of learners within individual and group activities to enhance independence, interdependence, positive peer relationships, and social interactions.
- Apply knowledge of evidence-based strategies for establishing learning environments that foster learners' personal and social responsibilities, self-efficacy, advocacy, and leadership skills.
- Apply knowledge of evidence-based strategies for providing feedback (e.g., behavioral praise, peer review, reflective conversations) that focuses on effort and on viewing mistakes as learning opportunities.
Sample Item:
Which of the following grouping practices provides students with gifts and talents more direct contact with ability-level peers and an opportunity for deeper exploration of curricular content?
- social grouping
- cooperative grouping
- cluster grouping
- heterogeneous grouping
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Cluster grouping is a practice that involves placing a small group of students with gifts or talents within a general education classroom. Instruction is differentiated for this group so that they can work on accelerated materials. Cluster grouping provides students with gifts and talents opportunities for accelerated learning through working on tasks such as problem-solving activities or assignments that develop higher-order thinking skills. Students with gifts and talents who are educated in cluster groups demonstrate greater achievement growth compared to students with gifts and talents who attend heterogenous classrooms.
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