Chapt+6-11+Questions+for+RTM+Giftedness+in+Poverty

Chapter 6 Do you agree with the following statement that appears on page 152? “Disregarding standardized testing measures, the student from poverty and the non-poverty student have the same number of points. This brings equity to an identification process that historically has treated students equally but inequitably.” Explain the reason standardized tests are not reliable in the assessment of economically disadvantaged students. Or If you were asked to explain the components and rationale for Preponderance of Evidence Environmental Opportunities Profile (pg 136) to members of your professional leaning communities, which component of the assessment would you identify as vital to the identification of gifted students from poverty? Please explain your reasoning. Chapter 7 Chapter 7 offers many suggestions for accommodations to the gifted program for children from poverty. Consider the implications of the use of such accommodations and share what are some of the ways you can act as a bridge for these students. Or Using the list on pages 174-175 rate, how many of the strategies are included in your curriculum and instruction. What new strategies could you add to your repertoire in the fall? Chapter 8 What information did you find most informative from this chapter? Why? Or Using the lists on pages 184-185, rate the abstractness and complexity of your content. Chapter 9 Using the data listed in the chart Understanding the Diversity of the Gifted, select at least three statements and identify well-known individuals that exemplify the statement. Example: “The ADD/ADHD gifted has the car…” This reminds me of a Donald Trump. He is highly successful and his methods for success cause others to pause and wonder how is he able to accomplish all that he does. He is gifted with the take a lickin and keeps on tickin gene. He just doesn’t stop. Or Disciplining children of poverty is a source of consequences for both students and teachers. Using the information on pages 228-229, which techniques are you using? Which one or two would you considering adding in the fall. Chapter 10 If you could suggest that your school change one practice as it relates to students from poverty, what change would you suggest? Or from Chapter 11 How has reading this book affected your view of students from poverty?