Types of assessment data that are used to inform instruction.Importance of involving students in planning, implementing, and evaluating their learning.Planning opportunities for gifted students to access and use technology.Planning instruction for the enhancement of communication skills.Designing instruction that provides opportunities or students to investigate and extend areas of talent and interest.Selecting instructional content and resources appropriate for gifted students.Differentiating the general education curriculum to meet the needs of gifted students.Major models for developing curriculum for gifted students.Basic concepts of curriculum development.Instruction of Gifted Students (33 questions) Adapting a learning environment based on input from students and other stakeholders.Establishing and maintaining rapport with gifted students.Addressing underachievement in gifted students.Instructional activities that are specific to the development of complex cognitive processes.Creating a learning environment that addresses the characteristics and needs of gifted students.The relation of identification models to delivery models.Developing the nonacademic skills of gifted students.Influence of emotional and social development on the learning of gifted students.Continuum of placement and delivery of service options for gifted students.The impact of a safe, equitable, positive, and supportive environment on learning.Learning Environment for Gifted Students (23 questions) Coexisting conditions and exceptionalities that may affect gifted students.Causes for underachievement in gifted students.Common stereotypes associated with gifted students.Variety of factors that may affect the development of gifted students.Range of social and emotional characteristics of gifted students.Cognitive characteristics of gifted students.Characteristics associated with different types of giftedness.Similarities and differences between gifted students and the general student population.The role of stakeholders in supporting the development of giftedness.Indicators of giftedness in all stages of development.The relation of asynchronous development yo giftedness.Advanced developmental milestones of gifted students in all domains.The questions in this category assess your knowledge and skills pertaining to the following: Development and Characteristics of Gifted Students (25 questions) The exam is split into five content categories, which are designed to cover the various competencies and points of knowledge that a gifted education teacher should possess.
The Praxis Gifted Education exam contains 120 selected-response questions, and you will be given a time limit of 2 hours.
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