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Вопрос № 860626 - Английский язык

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Gifted education
1. Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
2. Appropriateness of forms of gifted education is the most hotly debated aspect among educators. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternate methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.
3. While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas. A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.
4. Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.
(Encyclopedia Wikipedia)
Определите, какое утверждение соответствует содержанию текста.
Варианты ответов
  • Intellectually advanced children are not always perfect in other spheres.
  • The gifted children’s behavior of «playing down» their intelligence is ignored by educators.
  • Educators are sure of the appropriateness of forms of gifted education.
  • Gifted children suffer from the lack of «normal childhood».
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Вопрос задал(а): Анонимный пользователь, 13 Ноябрь 2020 в 15:22
На вопрос ответил(а): Анастасия Степанова, 13 Ноябрь 2020 в 15:22

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Вопрос № 860632

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Gifted education
1. Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
2. Appropriateness of forms of gifted education is the most hotly debated aspect among educators. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternate methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.
3. While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas. A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.
4. Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.
(Encyclopedia Wikipedia)
Ответьте на вопрос
How should educators treat gifted students?
Educators should consider gifted children to be talented.  
Educators are worried of gifted students’ lack of «normal» childhood.  
Emotional aspects of education of gifted students are important for their emotional development.
Each individual student needs to be evaluated without the traditional prejudices.

Вопрос № 860629

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Gifted education
1. Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
2. Appropriateness of forms of gifted education is the most hotly debated aspect among educators. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternate methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.
3. While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas. A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.
4. Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.
(Encyclopedia Wikipedia)
Определите, какое утверждение не соответствует содержанию текста.
Sometimes gifted students have to blend with other students not to show their intelligence.
The definition of a gifted student is not common.      
It happens that gifted students are ignored by educators in class.
Some educators believe that gifted education prevents gifted students from being well equipped to take on the challenges of life.

Другие вопросы по предмету Английский язык

Вопрос № 860627

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General objectives of teaching
1. The classification of the general objectives of teaching in terms of school subject matter is not sufficient to explain the ultimate ends of education. These include, essentially, the promotion of a well-integrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights (cognition), the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values (affective learning).
2. Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With this acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker–observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.
3. The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self-conscious and self-critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life.  
4. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, hedonistic, and religious values pervade the school curriculum. Literature, art, the humanities, and religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
(Encyclopedia Britannica)
Определите, какое утверждение не соответствует содержанию текста.
Affective learning is concerned with the development of emotions, attitudes, and values taking place mostly at the time of adolescence.
It’s not enough for the learner just to possess information for providing his cognitive growth.
The penetration of emotional learning can’t be considered to be purposeful.
Cognitive growth is being taken place equally at the level of the infant school as well as at the secondary and higher levels.

Вопрос № 860628

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Cognitive theories
1. Cognitive theories are appropriate to the school situation, for they are concerned with knowing and thinking. They assume that perceiving and doing, shown in manipulation and play, precede the capacity to symbolize, which in turn prepares for comprehensive understanding. Although the sequence of motor-perceptual experience followed by symbolic representation has been advocated for a long time, Jean Piaget offered the first penetrating account of this kind of intellectual growth. His views have exercised great influence on educators.
2. Cognitive theories of learning also assume that the complete act of thought follows a fairly common sequence, as follows: arousal of intellectual interest; preliminary exploration of the problem; formulation of ideas, explanations, or hypotheses; selection of appropriate ideas; and verification of their suitability.
3. Teaching based on cognitive theories of learning recognizes, first, the growth in quality of intellectual activity and capitalizes on this knowledge by organizing instruction to anticipate the next stage in development but does not await it; otherwise there would be no instruction; i.e., instruction should pace development but not outstrip it. Second, it seeks to tune the learning situation to the sequences of the complete act of thought and to arrange, simplify, and organize the subject matter accordingly. Some educators emphasize strongly the arousal phase; in many modern science curricula there is, thus, the idea of inquiry training, which tries to arouse in the child a spontaneous rather than a directed interest. Other educators are concerned more with the middle intellectual phases of the thinking sequence — especially the playing with hypotheses or hunches and the working with organizing ideas and concepts.
4. Once started, the motivation of cognitive learning depends less on notions of reinforcement and more on standards of intellectual achievement generated by the learner himself. Accordingly, the learner may begin to have aspirations and to set himself future standards that are influenced by his past performances and those of his fellows.
(Encyclopedia Britannica)
Определите, какое утверждение не соответствует содержанию текста.
The learner is capable of motivation of cognitive learning generating his criteria of intellectual achievement.
The idea of inquiry training implies the encouragement of the child’s spontaneous interest.
Jean Piaget’s ideas were supported by educators.
According to cognitive theories symbolic representation is followed by motor-perceptual experience.

Вопрос № 860629

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Gifted education
1. Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
2. Appropriateness of forms of gifted education is the most hotly debated aspect among educators. Some people believe that gifted education resources lack availability and flexibility. They feel that in the alternate methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. Others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life.
3. While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas. A person with significant academic talents often finds it difficult to fit in with schoolmates. These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development.
4. Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.
(Encyclopedia Wikipedia)
Определите, какое утверждение не соответствует содержанию текста.
Sometimes gifted students have to blend with other students not to show their intelligence.
The definition of a gifted student is not common.      
It happens that gifted students are ignored by educators in class.
Some educators believe that gifted education prevents gifted students from being well equipped to take on the challenges of life.

Вопрос № 860630

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General objectives of teaching
1. The classification of the general objectives of teaching in terms of school subject matter is not sufficient to explain the ultimate ends of education. These include, essentially, the promotion of a well-integrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights (cognition), the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values (affective learning).
2. Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With this acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker–observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.
3. The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self-conscious and self-critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life.  
4. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, hedonistic, and religious values pervade the school curriculum. Literature, art, the humanities, and religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
(Encyclopedia Britannica)
Ответьте на вопрос
What does the acquisition of information by the learner promote?
It promotes human intellectual activity.
It helps to achieve general objectives of teaching.
It influences the learning of practical active skills, and the development of emotions, attitudes, and values.
It encourages power to generalize, abstract, infer, interpret, explain, apply, and create.
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