SuperComp Study Guide Summer 2020

COMPREHENSIVE EXAM (SUPERCOMP) STUDY GUIDE SUMMER 2020

EPSY 6770: Curriculum (Multiple Menu Model)(13 points)

  • Differentiation of products, process, and content
  • Unit’s principles, concepts, and methodologies
  • Functional concepts of disciplines
  • What to look for in How to Books
  • Types of methodological skills
  • Components of the Knowledge Menu, Instructional Menu, and Instructional Objectives and Student Activities Menu of the Multiple Menu Model
  • Contributions of
    • William James
    • Carol Ann Tomlinson
    • Jann Leppien
    • Sandra Kaplan
    • Joe Renzulli
    • Sally Reis

-or

EPSY 5740: Strategies for Differentiation the Grade Level Curriculum (13 points)

  • Differentiation of content, process, product to respond to readiness, interest, and learning profile differences
  • Meaningful and respectful tasks
  • Linkages of assessment and differentiation
  • Flexible grouping
  • Sample differentiation strategies
  • Features of differentiation for gifted and advanced learners
  • Learning styles and learning preferences
  • Compacting
  • Tiered assignments
  • Contributions of
    • Carol Ann Tomlinson
    • Sandra Kaplan
    • Rick Wormeli
    • Joyce VanTassel-Baska

    EPSY 5750: Creativity (15 points)

    • SCAMPER
    • Creative Problem Solving (CPS)
    • Psychoanalytic/Behaviorist theory of creativity
    • Perceptional, emotional, and cultural blocks to creativity
    • Creative thinking strategies
    • Use of analogies for problem solving
    • Brainstorming and alternative types of brainstorming
    • Synectics
    • Creativity assessments
    • Graham Wallas’ stages
    • Creative teaching vs. teaching for creativity
    • Creativity competitions
    • Strategies that encourage and develop creativity
    • Creative researchers and contributions
    • Guilford’s fluency, flexibility, originality, and elaboration
    • Dean Keith Simonton, Gary Davis, Alex Osborn, Donald MacKinnon, Robert Sternberg
    • Western versus Eastern cultural perspectives on creativity
    • Creativity as it relates to writers, left-handed people, birth order, and threshold effect
    • Torrance studies on creativity at different ages
    • Four “C” model of creativity (big, little, mini, pro)
    • Personality characteristics and creativity
    • 4Ps — Person, Process, Product and Press

    EPSY 5601: Educational Research and Methods (15 points)

    • Gifted Education Journal Editors
      • Gifted Child Quarterly
      • Gifted Child Today
      • Roeper Review
      • Parenting for High Potential
      • Journal for the Education of the Gifted
      • Journal of Advanced Academics
    • Professional gifted organizations and purpose
      • NAGC
      • TAG
      • SENG
      • AEGUS
      • ECHA
    • Research Techniques and Issues
    • Sampling techniques
    • Types of instrument validity and reliability (including expected reliabilities) and the relationship between validity and reliability
    • Independent and Dependent variables
    • Correlation
    • Means and Standard Deviation
    • t test
    • Qualitative and Quantitative Research
    • Normal curve
    • Scales
    • Experiment/Quasi-experiment Research
    • Informed Consent

    EPSY 5710: Intro to Gifted (25 points)

    • Parent and Gifted Child Interactions
    • Multipotentiality and Asynchronous
    • Underachievement
    • Perfectionism
    • Identifying Artistically Talented, Preschool/Primary, and Minority/Culturally Diverse Students
    • Parent, Peer and Other Nomination Issues and Systems
    • Sputnik Effect
    • Cluster Grouping
    • Bloom’s Work on Talent Development
    • Elementary and Secondary Models
    • Acceleration
    • Talent Search (SMPY/CTY)
    • Purpose of Gifted Programming
    • Mentorship vs. Internship
    • Contributions of
      • Susan Assouline
      • Alexinia Baldwin
      • George Betts
      • Alfred Binet
      • Carolyn Callahan
      • Nic Colangelo
      • Kazimierz Dąbrowski
      • John Feldhusen
      • Donna Ford
      • Mary Frasier
      • James Gallagher
      • Francis Galton
      • Howard Gardner
      • Marcia Gentry
      • J. P. Guilford
      • Tom Hébert
      • Leta Hollingworth
      • Sandra Kaplan
      • James Kulik
      • Sidney Marland
      • Paula Olszewski-Kubilius
      • Harry Passow
      • Sylvia Rimm
      • Karen Rogers
      • Del Siegle
      • Charles Spearman
      • Julian Stanley
      • Robert Sternberg
      • Lewis Terman
      • Louis Thurstone
      • E. Paul Torrance
      • Don Treffinger

    EPSY 5720: SEM (20 points)

    • Theorists Used in SEM Development
    • Understanding of Creative Productivity and the Three Ring Conception
    • General Population Enrichment Services
    • Evaluating an Schoolwide Enrichment Model
    • Use of Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)
    • Identification of and Services to Talent Pool Students
    • Uses of the Learning Styles Inventory (LSI)
    • Delivering and Debriefing Type Is
    • Scope and Sequence and Types of Type IIs
    • General vs. Methodological Type II Training
    • Characteristics of Type II Training Materials
    • Lightbulb Follow Up and Intake Interviews
    • Roles of Students and Teachers in Type IIIs
    • Using the Student Product Assessment Form (SPAF)
    • Enrichment Clusters
    • Uses of the Total Talent Portfolio (TTP)
    • Objectives of and Implementing Compacting
    • Characteristics of an Effective SEM Program
    • Which Students Receive Which SEM Services

    EPSY 5194: Seminar (12 points)

    Quotes

    • James Borland
    • Linda Brody and Julian Stanley
    • Carolyn Callahan and Erin Miller
    • Tracy Cross and Larry Coleman
    • John Feldhusen
    • Francoys Gagné
    • Ed Gordon and Beatrice Bridglall
    • Ida Jeltova and Elena Grigorenko
    • Sally Reis
    • Joe Renzulli
    • Nancy Robinson
    • Dean Keith Simonton
    • Robert Sternberg
    • Rena Subotnik and Linda Jarvin
    • Joyce VanTassel-Baska

    Triad Trainer

    • Importance of the first five minutes of a presentation
    • Use of visuals, hammers, and system charts in presentations
    • The role of seeing and hearing in learning and remembering
    • Establishing speaker credibility
    • Content, Organization, and Delivery factors in presentations