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Lecture 16

EDP 256 Lecture Notes - Lecture 16: Ohio Revised Code, Kaitlyn (Wrestler), Universal Design

2 pages34 viewsFall 2016

Educational Psychology
Course Code
EDP 256
Vermillion Judith

of 2
Kaitlyn Harlow
November 30th, 2016
Gifted and Talented Day 1
There is no IDEA definition of gifted since it is not covered under this act. There is NO federal
requirement that students who are gifted are served at all. They are however, required to be
identified so each state makes up their own definitions and procedures for this.
The definition for Ohio is included in the module, Identification: Who is Gifted by Ohio Law and
Rule. You will notice it is part of the Ohio Revised Code.
Ohio recognizes four types of giftedness. Read the information provided on how these students
are identified. Based on this information:
1. Imagine you are a teacher who teaches all subjects to all students, what difference would
you see between a student in your classroom who has been identified as superior cognitive and
a student who has been identified as Specific Academic?
A student with superior cognitive would excel in every subject whereas a specific academic
student would excel in one or two subjects.
2. What types of classroom behaviors do you think you see in a student who is identified in
the Creative Thinking category?
Drawing on their papers, humming or singing quietly
3. You have been asked to set up a program to identify all the students in your district who are
gifted in the performing arts. How would you set up this “assessment”?
Have the students try out for their performing art, ex. Band, dance, chorus, art.
Cognitive: How do these specific characteristics manifest themselves in the classroom?
4. ability to manipulate abstract symbol systems- able to understand language and
mathematics at an earlier age.
5. power of concentration- high degree of concentration and ability to focus on the same
problem for a long period of time.
6. preference for independent work- prefer working alone and figuring things out for
themselves. This trait reflects their enjoyment in constructing an internal schema to solve
problems rather than a tendency towards being antisocial.
Social/Emotional: What is the definition of these characteristics and how might they manifest
themselves in the classroom?
7. Altruism- unselfish concern for the welfare of others; ask people who seem upset if they’re
okay. Or helping students who don’t understand what is going on in class.
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8. Idealism- act of envisioning things in an ideal form; involvement in after school
organizations or extracurriculars.
9. emotional intensity- ability to focus on emotions for a long period of time on a single subject
or idea; can grieve over losing a pet, or family member for a long period of time, more than that
of a typical student.
10. Perfectionism- striving for a self-imposed advanced goal or unrealistic standard; want all of
their work to be perfect with no room for errors.
11. aesthetic sensitivity- keen perception of the characteristics and complexity of the arts with
other domains; can produce musicals and music compositions.
Motivation/Underachievement- Use the Positive Behavior Supports insert on page 500 Tackling
the Challenge of Underachievement to answer these questions:
12. We have talked about the lack of motivation in students before. Which causes of lack of
motivation listed in this article do you believe are more appropriate to students who are gifted
and talented than the causes for the other students we have talked about?
Fear of failure, not enough challenging work, not enough meaningful work, boredom.
13. What is a motivation “trap” and how can it be used to help students get more involved in
their school work? Design high-interest activities that draw students into learning activities
14. Which of the strategies listed seem to be designed to be implemented in a classroom
designed with Universal Design for Learning? List these and then label each with the
component of the process in which they would be implemented(presentation, assessment,
engagement). Ex- Encouraging student inquiry- engagement
Encouraging hands on work and discussion activities (engagement), allowing students a variety
of homework and classwork options(engagement/assessment)
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