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Is It a Cheetah?

Is It a Cheetah?. Misconceptions About Gifted. Homogeneity Fixed Quality Singular Service Cognitive Needs. General Intellect IQ Score Differentiation Unserviced Success. The Common Definition. Gifted Achievement Intellectual Academic Creative Talented. Homogeneity.

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Is It a Cheetah?

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  1. Is It a Cheetah?

  2. Misconceptions About Gifted Homogeneity Fixed Quality Singular Service Cognitive Needs General Intellect IQ Score Differentiation Unserviced Success

  3. The Common Definition Gifted Achievement Intellectual Academic Creative Talented

  4. Homogeneity 'There is no single homogeneous group of gifted children and adults' - Reis and Renzulli Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences.

  5. General Intellect 'Underlying assumption ... that gifted children have a general intellectual power that allows them to be gifted “across the board”' - Winner Gifted child: Myths and realities

  6. Fixed Quality 'giftedness is developmental, not fixed at birth' - Reis and Renzulli Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences.

  7. 'very few within our field define giftedness as high IQ' 'High potential for intellectual performance is multidimensional' The Singular Score - Borland Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude; Spinal Tap psychometrics in gifted education - Friedman-Nimz Myth 6: Cosmetic use of multiple selection criteria

  8. The Singular Program 'there is a single set of principles or elements that represent an appropriate differentiated curriculum for gifted students' - Kaplan Myth 9: There is a single curriculum for the gifted.

  9. General Ed. Differentiation 'reality is that the way we “do school” does not make it easy for classrooms to be places where individual student needs … ultimately shape the curriculum' - Hertberg-Davis Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately.

  10. Success Without Service 'an array of comparative strengths, vulnerabilities, and similarities' - Peterson Myth 17: Gifted and talented individuals do not have unique social and emotional needs

  11. Cognitive Needs 'Neither high achievers nor gifted underachievers are exempt from troubling circumstances … achievement may be central to achievers' identity' - Peterson Myth 17: Gifted and talented individuals do not have unique social and emotional needs

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