Midterm Exam Advanced 2

Write your full name and I.D number Midterm Exam II 2425005-15-2Academic Year: 2020-2021Lecturers: Dr. Ali Jabareen, Dr. Abigail A. Surkis, Mrs. Abir KettanieExam. Date: 23 2 hoursInstructions:Students are not allowed to use English- English Arabic DictionariesStudents are allowed to use either blue or black pens only! Good Luck!Gifted Minority Students: A Program that worksAs gifted minority students are unable to participate, programs for all gifted students will become richerBy Roland F. HowellsSection I1. In Florida, 2% of the school – age population is estimated to be gifted. However, surveys in the Palm Beach County schools and statewide indicate that the percentage of culturally different, minority group students identified as gifted is below 1%.2. This under- representation is explained, primarily by the reliance on standardized intelligence tests as a means of identifying potentially gifted students. A 1977 study demonstrated clearly the unfairness and inappropriateness of the I.Q tests used to assess the capabilities of black children. Subsequent studies have shown that the tests are not satisfactory predictors of potential among the culturally different.3. Concerns about the serious under- representation of culturally different students in programs for gifted led the schools of Palm Beach County to develop a pilot project. The goals of the project were to establish a system for identifying students with gifted potential and to develop a course of study to meet their educational needs and enhance their potential.4. Assistant Superintendent Joseph Orr, five teachers and I {the project manager} began planning in the summer of 1980. The potentially Gifted Minority Student Project was based on two assumptions: first, giftedness exists in all racial / ethnic groups. Second, the realization of intellectual potential begins with the recognition of that potential. These assumptions helped to guide and motivate the development of a strategy that would have a significant impact on gifted programs in Florida and in other states as well.5. Beginning with the understanding that standardized test scores and typical checklists of gifted characteristics often fail to identify gifted minority students, we set about to devise a different method of identification. As a project manager, I visited the third- grade teachers to discuss their students. To help teachers understand the cognitive and behavioral strengths often found in culturally different students, I gave them a list of questions to consider. For example, does the student exhibit a high level of non- verbal fluency? Display leadership abilities? Learn well using games and hands – on – activities? Show creativity in the visual and dramatic arts? Demonstrate proficiency at solving concrete, practical problems? Show ability to express feelings and emotions? Demonstrate a sense of humor?6. Teachers had the opportunity to discuss with me specific behaviors displayed by their students. The discussions generated a list of more than 500 candidates for the program. The next step was to assess those students' strengths and weaknesses.7. The Structure of the Intellect {SOI} Test of Learning Abilities was chosen as the means of helping to decide which students might benefit the most from a year of enrichment and stimulation in grade 4. The SOI Test is not a traditional intelligence test; rather, it is a broad-spectrum test measuring 26 different abilities. Using test results and teacher recommendations, five groups of 16 students were selected to participate in the first enrichment experience, which began when they entered grade 4 in the fall of 1980 {The program has since grown to nine groups of 16 students}.8. The research indicated- and our initial experience confirmed – that we would confront a series of obstacles as we tried to help the students reach their true potential. Many of the students, especially those from inner- city, rural and migrant families, were struggling with:*limited learning experiences in the home- parents with little formal education and an environment that lacks toys, books, magazines and newspapers.*a lack of self-confidence accompanied by feelings of apathy and helplessness.* low expectations for the future on the part of both parents and children.* language barriers.9. Knowing that we had only 180 school days to overcome these obstacles and to help nurture and develop the students' potential, we began to design the enrichment project. We broke it down into three major components: the enrichment component, the effective or emotive component and the academic component.Section II-THE ENRICHMENT COMPONENT10. To nurture academic talent among the culturally different would prove to be an interesting challenge. Given one school year to maximize students' potential, we decided to institute an intensive thinking skill program, which became the core of the entire enrichment experience. Because of its strong theoretical base, we chose the program outlined in the book Building Thinking Skills. The program progresses from concrete manipulative tasks to abstract verbal ones. This progression seemed especially appropriate because research indicates that many minority children, especially those from homes in which little English is spoken, learn best when paper and pencil work is supplemented with hands on- activities.11. Students who are currently in the program, work on thinking skills for a period of 30-45 minutes each day. They learn to sequence, classify, compare, contrast and do analogies in both figural and verbal forms. The students are challenged with attribute blocks, and a variety of puzzles throughout the classroom. Some days the students work and learn in small cooperative groups. Other day they work individually with the teacher, who guides and directs their thinking. The students learn to think through problems and tasks and to engage in such meta – cognitive activities as discussing their reasoning and thinking.13. Along the way, the students are taught advanced vocabulary. New words are introduced as the students learn to compare and contrast. For example, a student might be given different coins and asked. How are the coins similar and how are they different? Terms such as minted, diameter and alloy could be discussed, and students would learn about the presidents and the monuments found on the coins. Similarly, verbal analogy problems such as " snake is to reptile as cow is to---" reinforce science concepts while teaching analogical thinking and reasoning.14. The book Organizing Thinking uses graphic organizers to train students to think actively about information. The graphics serve as " mental maps" to depict complex relationships in all subject areas. Graphic organizers encourage the students to see pieces of information as components of systems or as contrasting concepts, rather than as isolated facts. These diagrammatic outlines help students organize their thinking for writing, for oral or visual presentations and for problem solving.15. An important part of the enrichment component is a series of field trips. Students attend plays, concerts and children's opera. They visit science museums, planetariums, and art galleries and have opportunities to interact with artists, musicians and museum docents. Recently, a young musician trained at Juilliard music conservatorium played for them at a local museum. The students were encouraged to ask questions about classical music and the life of a professional musician. The performance ended with the opportunity to look inside a grand piano, to touch the strings and to learn about the workings of the instrument. Most of the project students have never participated in these kinds of enriching, culturally enlightening experiences. Given their curiosity and wonderful ability to retain what they see and hear, the students return to the classroom, ready to discuss and share the experiences. Teachers use these trips as springboards to introduce new vocabulary and build on what the students have learned.Section III- The Affective Component16. The second component of the program is considered to be very important. Some of the students have developed negative attitudes toward school and learning. Many of them display a lack of self-confidence. The project staff feels that developing self- confidence and reversing negative attitudes are as crucial as academic enrichment for helping the students reach their true potential.17. A large sign with five reminders hangs on the classroom to encourage the students through the day:Students see the sign and are reminded that they can achieve. Throughout the day, in every aspect of their learning, the students are advised to use their talents and abilities, to think through problems, to reason and find solutions. The students enjoy singing their own theme song, written by one of the project teachers to the tune of " Sugar time": Thinking in the morning, thinking in the evening, thinking at suppertime."18. Parents play an active and important role in the project. Evening seminars are conducted three times during the school year at each of the nine local school centers. The sessions are designed to introduce parents to the program and to inform them of the ways they may assist and encourage their children. It should be remembered that many parents have few academic expectations for their children because they themselves lack the opportunity, initiative or parental support to obtain a good education. Parents become excited at the thought that their children may qualify for the gifted program. They are told that the students possess the demonstrated potential to excel in school and to go on to earn college degrees. Parents are given lists of toys and games with educational value and the names of high-quality children's magazines. It is suggested that the children be taken to the local library and that parents set a good example by reading.19. While the children are in the program, parents receive a progress report every two weeks on their academic standing, behavior and attitude. Teachers frequently phone families in the evening to discuss problems or to encourage parents. This regular communication between the school and the home helps to establish a trusting atmosphere and a high degree of cooperation.Section IV- The Academic Component20. the third component, the regular academic curriculum, is presented in an accelerated manner. Students who are capable of moving ahead in math or language arts are encouraged to do so. With a class size of 16, the teachers have the time to work individually with students who may be struggling with a particular concept. Through the use of cooperative learning, students are encouraged to share their understanding and to help one another. The concept of teamwork is stressed, and most students respond positively to the challenge.Section V- Results21. At the end of the project year, student gains are assessed. School psychologists test the children for admission to the regular program for the gifted. Annually, 25% of the students qualify with I.Q scores of 130 and above. These scores represent a substantial gain in I.Q for most of the students.22. The Stanford Achievement Test is given annually to all students. Project students demonstrate impressive gains in both reading and math. A comparison of their scores in grades 3 and 4 has consistently shown average gains of 12 to 15 percentile points. A vocabulary test is given to each project student at the beginning of the school year. The same test is given at the end of the year to measure the student's progress. It is important to measure gains in vocabulary, because emphasis is placed on the acquisition of new words throughout the year. Many of the students, especially those from rural areas, are unfamiliar with common objects found in most middle- class environments. The lack of reading material in the home has the effect of further depressing vocabulary scores. However, thanks to the diligence of the project teachers and the hard work of the students, post- test scores on the vocabulary test indicate substantial gains. Eighty percent of the students achieve gains, with an average increase of 10 points.23. The great gains occur in the area of thinking skills. On final tests, students demonstrate significant advances in both the figural and verbal skills taught in the enrichment component. Students tackle word analogies and compare and contrast problems with confidence. Their ability to think logically and concisely has been enhanced. They write with clarity and use the thinking skills taught throughout the year.24. Most of the students exhibit increased self- confidence and a greater desire to achieve. Because of their children's achievements, parents frequently report a renewed interest in school, which is sustained into the higher grades. Many parents have changed their expectations for their children and are now encouraging them to do well academically and to pursue a higher education.25. Teachers and administrators from numerous Florida counties have visited project classes and brought back strategies to their local schools. The schools in Dade County {Miami} have put a similar program in place in several hundred schools and have reported excellent results. Because of the universal problem of providing for the educational needs of potentially gifted students from all cultural / ethnic groups, the Potentially Gifted Minority Student Project has been replicated in several other states, including Texas, Arkansas and Oklahoma.26. Perhaps the greatest impact of the project has been that it served as an impetus for the Florida Department of Education to revise its regulations on gifted education. In 1992, the department began to allow Florida school districts to develop plans for the identification and education of students who are under- represented in gifted programs. This group includes minorities, students from low- income households and students from homes where little English is spoken.27. "Thinking in the morning, thinking in the evening" will become the theme song for many more students who were previously denied an important educational opportunity. As gifted students from under- represented populations are identified and given their chance to participate, programs for all gifted students will become richer. We understand from the first sentence that the exact percentage of gifted children in Florida is 2%. Yes No Prove your answer (to the previous question) with one word from paragraph 1. What may be the connection between paragraph 1 2? Main idea and examples Cause and effect Contrast compare Addition of information Complete the table. Complete the following table according to paragraphs 1-4. The problem under representation of minorities in gifted children programs An example A 1977 study demonstrated clearly the unfairness and inappropriateness of the I.Q tests used to assess the capabilities of black children. The solution a pilot project 2 reasons for choosing the solution establish a system for identifying students with gifted potential and to develop a course of study to meet their educational needs and enhance their potential Location Palm Beach County Because teachers were asked questions about their students, they… understood the problem better. more students were identified as gifted. students were chosen for the pilot project. more teachers participated in the pilot project. Complete the following according to paragraphs 8-9. During the pilot project, there were a few obstacles such as lack of self-confidence and low expectations of parents children. This was mainly because the students’ parents were immigrants and lived in cities. There was not much time to develop the students’ potential. So, designing the enrichment project started immediately. There were three components. The academic was one of them. It also included an enrichment component. What does the phrase "these obstacles" paragraph 9 refer to? Write 4 obstacles. Is the following sentence True or False (Paragraph 10)? "The intensive thinking skill program" played a minor role in maximizing students' potential. Yes No Prove your previous answer with words from paragraph 10. According to paragraph 11, students who are currently on the program: work and learn only in small groups work and learn in small groups and individually with their teacher on the same day work and learn only individually with their teacher work and learn in small groups and individually with their teacher on different days Use the following words to complete the mini cloze. Field trips, which teachers use as springboard to teach new vocabulary, are an essential part of the enrichment component. During these culturally enlightening experiences, students demonstrate a wonderful ability to retain what they see and hear and a strong willingness to discuss and share these experiences. According to paragraph 15, reversing negative attitudes and developing self-confidence: hinder students' ability to reach their full potential help students reach some of their potential are much less important than academic enrichment for assisting students reach their true potential none of the above Write True / False according to paragraph 19.Parents of the students in the program are always updated with their children’s academic standing, behavior and attitude. Yes No Justify your previous answer. (paragraph 19). According to paragraph 22, Despite the shortage of reading material at home, many students are unfamiliar with common objects. Because of the diligence of the project teachers, there was no shortage of the reading material in the students’ home. Post- test scores on the vocabulary test indicate substantial gains due to the hard work of the project teachers and the students. Although there was an average increase of 10 points, the project teachers didn’t work hard enough. Students’ thinking skills are enhanced in paragraph 23. Name two justifications for that. The schools in Dade County (Miami) are given as an example of _. Complete the sentence. What is the main idea of the final paragraph? "Thinking in the morning, thinking in the evening". When minority gifted students are identified, programs for all gifted students will become richer. When minority gifted students are identified, they will think all morning and evening. Having a theme song for students who were previously denied an important educational opportunity is very important.