Pennsylvania -6th
>
> 1. How do you recognize and identify the outstanding
> talents and potentials in students?
>
I identify and recognize it by their performance in class and
by interaction with them.
> 2. How do you recognize and identify children and youth
> having high potential in multiple areas?
I don't - I teach Soc. St. Language Arts.
>
> 3. How do you define gifted and talented?
The ability to rapidly integrate concepts and create new ones.
>
> 4. What characteristics do you associate with gifted and
> talented children and youth?

They're easily bored with regular curriculum - they often have
a great sense of humor and a good sense of the absurd. They're
easy to talk with and they're able to understand things at the
higher level.
>
> 5. How do you compare historical and contemporary
> identification of gifted and talented from the perspectives
> of both theory and research?

I'm not gifted enough to understand that question.
>
> 6. What do you think are the best ways to develop
> outstanding talents and potentials in students?

Positive response to their efforts and contributions - teach on
the edge and shower praise on them for joining you there.
>
> 7. How do you select challenging instructional strategies
> and materials for your students?

The Internet is an amazing source of material - I surf it
frequently for new material. I read the papers - life itself is
rich with material. My strategy is to make each lesson a
journey of discovery.
>
> 8. How do you choose to implement appropriately challenging
> instructional strategies, materials, and technologies to
> meet the unique learning needs of your gifted students?

I invest thought and effort into it (you know some of these
questions are very gobblety-gooky)
>
> 9. How do you identify teaching models best noted for
> meeting the unique educational needs of bright learners?

In my school, I'm the model.

> What strategies do you incorporate for differentiating
> content, process, product, and learning environment?

What? This question almost asks that you make up an answer - if
I can't tell the different between the content of my lesson and
my learning environment....
>
> 10. How do you use major programs and prototypes developed
> to provide differentiated instruction for gifted students?

I don't. I use my own material. Nobody knows my students like I
do. I find most packaged curriculum to be far too expensive and
far too dry to be of interest to GATE students.
>
> 11. How do you synthesize the major learning realms
> (thinking skills, communication skills, and research
> skills) to optimize development of gifted students across
> the various curriculum realms?

My class is discussion based. It works.
>
> 12. How do you plan, implement, and evaluate the teaching
> of gifted students?

>
> 13. What multiple strategies do you use for assessing
> gifted student learning and program effectiveness?
I give tests.
>
> 14. How do you provide qualitatively differentiated
> curriculum for the gifted/talented/creative learner?

This question is the same as several above.
>
> 15. How do you synchronize the curriculum of gifted
> education with the general education curriculum?

I don't.
>
> 16. Respond to this quote from Felix E. Schelling,
> "Pedagogically Speaking", 1929. Do you believe that we have
> made great strides in the education of the gifted? Why or
> Why not?: "True education makes for inequality; the
> inequality of individuality, the inequality of success; the
> glorious inequality of talent, of genius; for inequality,
> not mediocrity, individual superiority, not standardization
> is the measure of the progress of the world."

Interesting quote. No we haven't made great strides in
anybody's education much less the gifted. Education has lost
its way partly bogged down by jargon poignantly evidenced by
the questions you were assigned - many are pure jargon and no
substance.
As to true education making for inequality - I see his point.

>
> 17. Note the impact you feel that the following concepts
> have on giftedness:
Perfectionist,
None.
underachievement,
None.
> stress,
is endemic in the country including children.

gender related issues,
None.
motivation,
none
visual/spatial
> learners,
are not found among the gifted in greater numbers

gifted with ADD/ADHD,
ADD/ADHD is a challenge. for any child gifted or not.

profoundly gifted,
Are you asking what impact profound giftedness has on
giftedness???????????
gifted
> students with learning disabilities,
It's a not unusual combination.

gifted students with
> Asperser's syndrome, gifted students who are culturally and
> ethnically diverse, linguistically different, and
> economically challenged, High Intellectual-Low Creativity,
> Low-Intellectual-High Creativity

I'm sincerely sorry but if this was an assignment you were
given, don't take another course with this professor. You're
being overloaded with verbage - and none of these questions are
really revelatory of information. Student teach - teaching is
something that's learned on the job.

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