The teacher of a sixth grade class is concerned about the poor academic performance of a 12-year-old student named Nancy. The teacher looks through Nancy's school records and discovers that Nancy got an IQ score of 80 when she took an intelligence test in preschool. Considering the textbook's discussion of IQ scores, the teacher should conclude that:
a. Nancy's IQ is mostly an inherited characteristic, so there is little the teacher can do to improve her learning potential.
b. Nancy's IQ is mostly due to environmental conditions; given proper stimulation, instruction, and curricular materials, it can probably be raised as much as 30 points over the next school year.
c. Nancy's IQ score in preschool is not necessarily a good reflection of her capability in sixth grade.
d. Nancy may still be at Piaget's preoperational stage of cognitive development.
Question 2
As a teacher, you may find that some of your students have exceptional abilities and talents in the subject matter you are teaching.
a. Describe three behaviors that may lead you to believe that one or more of your students is potentially eligible for special services for the gifted.
b. Identify three different strategies you might use to provide educational experiences suitable for students who are gifted. For each strategy, describe what you might do in specific, concrete terms.
What will be an ideal response?
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