Teacher License – Gifted Complete Review Guide 2026–2027

4. The Stanford-Binet and the Wechsler scales are common individual intelligence tests.
5. The Iowa Acceleration Scale weighs academic, developmental, social, family and school factors before an acceleration decision.
6. Curriculum compacting: a pre-test frees the student from what he has mastered, and the time goes to enrichment or acceleration.
7. Renzulli's Enrichment Triad: general exploratory activities, then training in thinking and research skills, then individual or group investigation of real problems.
8. The Parallel Curriculum has four parallels: core, connections, practice and identity.
9. Modifying the learning environment: choice of resources, learning centres, deferring judgement on ideas, and encouraging independence and openness.
10. Mentorship pairs a student with an expert in his field of interest who guides him through real work.

Common mistakes in this chapter

• ✕ Requiring high scores on every criterion at once: it excludes twice-exceptional students and underachievers; multiple criteria are meant to widen identification.
• ✕ Translating a foreign test and keeping its original norms: better to use non-verbal tools, local norms and several kinds of evidence.
• ✕ Confusing acceleration with enrichment: acceleration changes the pace or grade placement, while enrichment deepens and widens learning without moving the student.
• ✕ Deciding on grade skipping from one IQ score or age alone: a systematic decision uses a multi-factor tool such as the Iowa Acceleration Scale.
• ✕ Treating "more of the same work" as enrichment: real enrichment changes depth and level of thinking, not the amount of work.
• ✕ Mixing up the curriculum dimensions: content is what the student learns, process how he thinks, product what he produces, environment where and how he learns.