The PRAXIS II Gifted Education Exam (5358) will assess your readiness to teach young gifted students. You will be given two hours to complete this 120 multiple-choice exam. There will be 17 questions regarding professionalism, 23 questions regarding the learning environment of gifted students, 33 questions regarding the instruction of gifted students, 22 questions regarding assessment, identification, and eligibility of gifted students and, 25 questions regarding the definition, development and characteristics of the gifted child.
This section of the exam will assess your knowledge of the understanding of the community on gifted education, special issues regarding the evaluation of gifted programs, the principles of program evaluation for gifted students, the role of administrators and school personnel in gifted education, the role of parents in gifted education, the characteristics of effective teachers of gifted students, identification of laws, regulations and policies concerning gifted education, identification of professional organizations in the field of gifted education, the relationship between gifted, general and special education, current national practices and trends in gifted education, the history of gifted education, and, the goals and philosophies of gifted education.
Learning Environment for Gifted Students
This section of the exam will assess your knowledge of community resources for gifted students, independent study for gifted students, the collaborative consultation model, cluster grouping of gifted students, special education programs for gifted students, regular and special education classes for gifted students, implementation challenges in gifted education, program placement options for gifted students, out of school programs for gifted students, issues concerning the acceleration of gifted students and, legal issues and procedural safeguards regarding the placement of gifted students.
Instruction of Gifted Students
This section of the exam will assess your knowledge of curriculum models for gifted students, criteria for the selection of curriculum for gifted students, methods to improve the performance of under achievers, knowledge of educational methods that enhance and hinder creativity, usage of instructional technology for gifted students, cognitive process models and gifted education, advising gifted students that are disadvantaged or minorities at he elementary and secondary levels, visual and performing arts education of gifted students, language, social studies, science, mathematics, and reading education of the gifted student, the relationship between content and process skills education, development and implementation of the IEP, and understanding of procedural safeguards and legal issues related to the educational process for gifted students.
Identification and Assessment of Gifted Students
This section of the exam will assess your knowledge of student assessment, development of an appropriate IEP, legal issues and procedural safeguards regarding the assessment, identification, and education of gifted children, the utilization of multi-dimensional methods to identify gifted students, advantages and disadvantages of quantitative and qualitative measures of intelligence, appropriate administration of testing to assess and identify gifted students, and, statistical concepts utilized in the psychological evaluation of gifted children.
Development and Characteristics a Gifted Student
This section of the exam will assess your knowledge of various levels of academic achievement in gifted students, methods to enhance the development of gifted traits, factors surrounding under achieving gifted children, issues that may delay the development of the gifted child, characteristics of gifted students that are disabled, disadvantaged or minorities, genetic and environmental influences on the gifted child, the relationship between the intelligence of the gifted child and their intuitive and aesthetic traits, various types of intellectual gifts, the social and emotional traits of the gifted child, the learning and thinking processes of the gifted child and, the definition of being a gifted individual.
PRAXIS II Gifted Education Practice Questions
1. Gifted children learn differently by:
A. processing data quickly
B. making intuitive leaps
C. finding multiple meanings
D. All of the above
2. Which of the following is not a common characteristic of gifted children?
A. Learning by rote and repetition
B. Understanding the how and why
C. Insatiable curiosity
D. Ability to focus for long periods of time
3. Which of the following is not a preferred option for teaching gifted children?
A. Stimulating their active minds
B. Keeping them with same age peers
C. Taking different levels of schooling
D. Encouraging extracurricular activities
4. Which of the following is a good way to lose the attention of gifted students?
A. Varying voice tone and timber
B. Asking thought-provoking questions
C. Moving at a slow pace
D. Assigning group projects
5. Multiple intelligences include:
D. All of the above
Answer Key For Gifted Education
1. Answer: D
Gifted children are found in all ethnic and socioeconomic groups. They have an exceptionally high level of intellectual curiosity, with a need for precision in thinking and expression, They process data quickly and learn in an integrative, nonlinear manner by making intuitive leaps. At an early age, they show emotional sensitivity, empathy for ideas and people, and concern for moral and existential issues. They have a highly developed code of ethics and an intense need for the world to be logical and fair.
Gifted children are fascinated with ideas and words, have an extensive vocabulary, and find multiple meanings in the simplest concept. They have the ability to think in the abstract, see all sides of an issue, and offer logical solutions to complex problems. Their minds work in metaphors and symbols, and they often have difficulty fitting in because they don’t think the way other people do. They are frequently argumentative and have an idiosyncratic interpretation of events.
2. Answer: A
Gifted children are individuals. Some are outgoing, socially well adjusted, and become effective leaders because they are able to earn the trust of their classmates. Others have trouble relating because they view the world differently than most of their peers. They have difficulty making friends and may become isolated and lonely.
Each gifted child utilizes his intellectual curiosity in unique ways. However, they share common behavioral characteristics:
They have an extreme need for constant, engaging mental stimulation. They get bored if information is presented in small segments, or they are expected to learn by rote and repetition.
They need to explore all aspects of a topic. They have to understand the how and why as much (or more) than the what.
They have an insatiable curiosity about everything. They never stop asking questions.
They have the ability to shut out all distractions and focus on a subject for long periods of time.
3. Answer: B
Because gifted children have advanced cognitive abilities and different educational needs, teachers need to develop lessons and activities to stimulate their inquisitive minds and active imaginations. Since most public schools are grouped by age rather than learning ability, bringing gifted students together in a single classroom, no matter what their ages, simplifies the teacher’s job; he doesn’t have to plan different lessons and activities based on intellectual need as he would in a heterogeneous classroom environment. Plus like-minded students naturally stimulate each other.
Accelerating a student to the grade level appropriate to his ability is another option. Testing a student on the subject matter before it is presented and then developing lessons and activities that fill in the gaps and challenge his preconceived ideas is another possibility. Allowing gifted students to take different levels of schooling at the same time and encouraging extracurricular activities is another way to help gifted students thrive.
4. Answer: C
Gifted students have an active imagination, and their brains are always “on.” To prevent boredom and keep their attention, a teacher must avoid lag time by preparing a lesson plan that fills the entire class period. Moving around, varying voice tone and timber, and presenting at a brisk pace all may contribute to keeping students focused on the subject matter. Asking thought-provoking questions and posing interesting scenarios that relate to their world and require critical thinking stimulates discussion and encourages them to reason things out for themselves. Throwing out comments and quick questions that only require a one or two word answer keeps them involved in the presentation.
Breaking the class into small groups, giving each group a specific task, and having each one present their findings to the whole class provides a challenging change of pace, keeps them involved, and helps students learn to work as a team. This is especially important for gifted students because some of them have difficulty relating to and working with others-meaning they need practical experience in this area of their development.
5. Answer: D
Multiple intelligences is a theory developed in 1983 by Dr. Howard Gardner, a Harvard professor of education. He believes everyone learns according to one of eight intelligences. Adopting and utilizing his theory offers a variety of teaching tools to enhance lectures and create activities that spur the imagination and expand learning opportunities.
The eight intelligences are:
VERBAL-LINGUISTIC: word smart
LOGICAL-MATHEMATICAL: number and reasoning smart
SPATIAL: picture smart
BODILY KINESTHETIC: body smart
MUSICAL: music smart
NATURALIST: nature smart
INTERPERSONAL: people smart
Well-prepared teachers with an interactive lesson plan already use Dr. Gardner’s theory. They know, through experience and observation, that students learn in different ways. Teachers lecture (verbal-linguistic intelligence) requiring students to think conceptually and link facts together (logical-mathematical intelligence). They use pictures, charts, and other props (visual-spatial intelligence and, depending upon the material, music-rhythmic intelligence) during the presentation. Many lesson plans include hands-on projects (bodily-kinesthetic intelligence and, depending upon the subject, naturalist intelligence). Asking thought-provoking questions that encourage lively class discussions (interpersonal intelligence and intrapersonal intelligence) are classroom staples.