Which of the following tasks or processes primarily involves ...

[saliriagwu]

Which of the following tasks or processes primarily involves bodily-kinesthetic intelligence?
 
  a. Carlos writes song lyrics and music for his band.
  b. Paige demonstrated the steps for pitching a softball with precision.
  c. Monroe usually finishes his geometry assignments before anyone else in class.
  d. Cayla drew the map for her group's project.

Question 2

For the first time in his 14 years of teaching, Mr. Morrow has a gifted student in his American history class. Her name is Ryland, and her IQ score is around 140 . She reads voraciously and delves headstrong into any topic that interests her. She seems to remember everything she reads, sees, or hears. She was accelerated in elementary school, skipping fourth grade. She has never taken an American history class, but she knows a lot of history. Mr. Morrow recognizes his need to learn what to do to challenge Ryland sufficiently and prevent her from becoming bored. He wants her to enjoy learning in his class. He realizes she will know a lot that he doesn't know, but he is determined not to feel threatened by her abilities.
 
  What strategies and ideas do you recommend to Mr. Morrow that will benefit Ryland the most?
 
  What will be an ideal response?

[shoemake]

Answer to Question 1

b

Answer to Question 2

Suggested Response: Teachers of gifted students need to encourage abstract thinking and creativity.
 Mr. Morrow needs to look at the units of study in his course and develop ideas for encouraging abstract thinking. He might develop specific questions that require analogies between different events in history or between historical events and current events. Abstract thinking may relate to historical figures and leaders in all aspects of American history from inventors, to entrepreneurs, political leaders and artists.
 In each unit, Mr. Morrow needs to think of ways for Ryland to use creativity. Ideas may include special projects, extended readings, and research. Activities should provide opportunities for Ryland to explore and use independent initiative.
 Mr. Morrow should avoid or limit requirements for Ryland to participate in mixed-ability cooperative group work.
 Mr. Morrow needs to look for resources beyond the school such as special programs at museums, universities, or other organizations. Special programs related to American history may allow Ryland to interact with other gifted students and experts around the country or around the world.
 Mr. Morrow needs to go beyond teaching as usual and be creative and imaginative. He needs to make contacts that help him create the educational experience that will challenge Ryland and stretch her to use her giftedness.
Text Reference: Students Who Are Gifted and Talented