WGU D758 Considerations for Instructional Planning for
Learners: Practice Test 2 (Units 8-13) - Questions with Correct
Answers
100 questions
1. Cluster grouping of gifted students places:
A. All gifted students in separate schools
B. Gifted students alone in each classroom
C. Gifted students with only struggling peers
D. A small group of identified gifted students together in a mixed-ability classroom with a trained
teacher
Correct Answer: D. A small group of identified gifted students together in a mixed-ability
classroom with a trained teacher
Rationale: Clusters allow appropriate differentiation and peer interaction within the regular classroom.
Clusters avoid isolating a single gifted student in each room and avoid separate schools, while giving a
trained teacher a group to differentiate for.
2. A gifted program that only uses teacher nomination may:
A. Miss students whose giftedness is less visible, including ELs, 2e and low-income students
B. Identify all gifted students
C. Be the most equitable method
D. Avoid bias
Correct Answer: A. Miss students whose giftedness is less visible, including ELs, 2e and
low-income students
Rationale: Teacher nominations can reflect implicit biases and focus on compliant students. Nominations
often favor compliant, verbally fluent students, missing those whose giftedness looks different.
3. Advanced Placement (AP) and International Baccalaureate (IB) programs are forms of:
A. Remediation
B. Special education
C. Retention
D. Advanced coursework and acceleration in high school
Correct Answer: D. Advanced coursework and acceleration in high school
Rationale: They provide college-level content and possible college credit. These programs offer
college-level coursework, not remediation or special education.
,4. Perfectionism in gifted students can lead to:
A. Always higher achievement
B. No stress
C. Anxiety, procrastination and avoidance of challenging tasks
D. Better risk-taking
Correct Answer: C. Anxiety, procrastination and avoidance of challenging tasks
Rationale: Healthy striving differs from maladaptive perfectionism. Teachers can model mistakes as
learning and set process goals. Perfectionism does not reliably raise achievement; fear of mistakes can
lead students to avoid challenge altogether.
5. Problem-based learning is suited to gifted learners because it:
A. Uses rote memorization
B. Engages them in complex, open-ended, real-world problems
C. Has one correct answer
D. Avoids research
Correct Answer: B. Engages them in complex, open-ended, real-world problems
Rationale: PBL promotes higher-order thinking, inquiry and self-direction. Rote memorization and
single-answer tasks provide little challenge, while PBL requires research, reasoning and self-direction.
6. Gifted students need instruction that is:
A. Matched to their level with appropriate pacing, depth and complexity
B. The same as all students
C. Less structured
D. Only independent
Correct Answer: A. Matched to their level with appropriate pacing, depth and complexity
Rationale: Like all students, gifted learners need instruction in their zone of proximal development.
Identical instruction or unstructured independence does not meet their needs, just as it would not for any
learner.
,7. Socratic seminars benefit gifted learners by:
A. Replacing reading
B. Reducing challenge
C. Promoting deep discussion, critical thinking and complex reasoning
D. Avoiding collaboration
Correct Answer: C. Promoting deep discussion, critical thinking and complex reasoning
Rationale: Open-ended questions and text-based discussion raise cognitive demand. Seminars increase
challenge through discussion; they do not replace reading or reduce rigor.
8. Interest-based learning centers for advanced learners promote:
A. Compliance only
B. Self-directed exploration and engagement
C. Repetition
D. Lower standards
Correct Answer: B. Self-directed exploration and engagement
Rationale: Interest drives motivation and deeper learning. Interest centers build self-direction; they are
not meant for compliance or repetition.
9. Gifted students with learning disabilities often benefit from:
A. Focus only on deficits
B. Exclusion from gifted programs
C. No accommodations
D. Strength-based instruction that develops talents alongside targeted remediation
Correct Answer: D. Strength-based instruction that develops talents alongside targeted
remediation
Rationale: Strength-based approaches improve self-concept and engagement. A deficit-only focus can
erode self-concept, while developing strengths keeps students engaged.
, 10. Renzulli's Three-Ring Conception of giftedness includes:
A. Above-average ability, task commitment and creativity
B. IQ, grades and behavior
C. Reading, writing and math
D. Motivation, compliance and speed
Correct Answer: A. Above-average ability, task commitment and creativity
Rationale: Renzulli argues that gifted behaviors emerge at the intersection of these three traits and that
they can be developed. IQ, grades and compliance alone miss students whose creativity and commitment
are central to their gifted behaviors.
11. A pre-test shows a student already mastered 85% of a unit. Best practice would be to:
A. Require all unit work anyway
B. Compact the curriculum and provide enrichment or acceleration
C. Assign extra worksheets
D. Ignore the results
Correct Answer: B. Compact the curriculum and provide enrichment or acceleration
Rationale: Requiring repetition of mastered content wastes learning time and can reduce motivation.
Requiring the full unit or extra worksheets ignores the evidence of mastery and wastes the student's
learning time.
12. Gifted students with ADHD may show:
A. Inconsistent performance, with high achievement in interest areas and difficulty with routine tasks
B. Uniform performance
C. Low ability in all areas
D. No attention issues
Correct Answer: A. Inconsistent performance, with high achievement in interest areas and
difficulty with routine tasks
Rationale: Executive function supports and engaging challenge both help. Inconsistent performance can
lead adults to doubt either the giftedness or the ADHD, so both need assessment and support.
Learners: Practice Test 2 (Units 8-13) - Questions with Correct
Answers
100 questions
1. Cluster grouping of gifted students places:
A. All gifted students in separate schools
B. Gifted students alone in each classroom
C. Gifted students with only struggling peers
D. A small group of identified gifted students together in a mixed-ability classroom with a trained
teacher
Correct Answer: D. A small group of identified gifted students together in a mixed-ability
classroom with a trained teacher
Rationale: Clusters allow appropriate differentiation and peer interaction within the regular classroom.
Clusters avoid isolating a single gifted student in each room and avoid separate schools, while giving a
trained teacher a group to differentiate for.
2. A gifted program that only uses teacher nomination may:
A. Miss students whose giftedness is less visible, including ELs, 2e and low-income students
B. Identify all gifted students
C. Be the most equitable method
D. Avoid bias
Correct Answer: A. Miss students whose giftedness is less visible, including ELs, 2e and
low-income students
Rationale: Teacher nominations can reflect implicit biases and focus on compliant students. Nominations
often favor compliant, verbally fluent students, missing those whose giftedness looks different.
3. Advanced Placement (AP) and International Baccalaureate (IB) programs are forms of:
A. Remediation
B. Special education
C. Retention
D. Advanced coursework and acceleration in high school
Correct Answer: D. Advanced coursework and acceleration in high school
Rationale: They provide college-level content and possible college credit. These programs offer
college-level coursework, not remediation or special education.
,4. Perfectionism in gifted students can lead to:
A. Always higher achievement
B. No stress
C. Anxiety, procrastination and avoidance of challenging tasks
D. Better risk-taking
Correct Answer: C. Anxiety, procrastination and avoidance of challenging tasks
Rationale: Healthy striving differs from maladaptive perfectionism. Teachers can model mistakes as
learning and set process goals. Perfectionism does not reliably raise achievement; fear of mistakes can
lead students to avoid challenge altogether.
5. Problem-based learning is suited to gifted learners because it:
A. Uses rote memorization
B. Engages them in complex, open-ended, real-world problems
C. Has one correct answer
D. Avoids research
Correct Answer: B. Engages them in complex, open-ended, real-world problems
Rationale: PBL promotes higher-order thinking, inquiry and self-direction. Rote memorization and
single-answer tasks provide little challenge, while PBL requires research, reasoning and self-direction.
6. Gifted students need instruction that is:
A. Matched to their level with appropriate pacing, depth and complexity
B. The same as all students
C. Less structured
D. Only independent
Correct Answer: A. Matched to their level with appropriate pacing, depth and complexity
Rationale: Like all students, gifted learners need instruction in their zone of proximal development.
Identical instruction or unstructured independence does not meet their needs, just as it would not for any
learner.
,7. Socratic seminars benefit gifted learners by:
A. Replacing reading
B. Reducing challenge
C. Promoting deep discussion, critical thinking and complex reasoning
D. Avoiding collaboration
Correct Answer: C. Promoting deep discussion, critical thinking and complex reasoning
Rationale: Open-ended questions and text-based discussion raise cognitive demand. Seminars increase
challenge through discussion; they do not replace reading or reduce rigor.
8. Interest-based learning centers for advanced learners promote:
A. Compliance only
B. Self-directed exploration and engagement
C. Repetition
D. Lower standards
Correct Answer: B. Self-directed exploration and engagement
Rationale: Interest drives motivation and deeper learning. Interest centers build self-direction; they are
not meant for compliance or repetition.
9. Gifted students with learning disabilities often benefit from:
A. Focus only on deficits
B. Exclusion from gifted programs
C. No accommodations
D. Strength-based instruction that develops talents alongside targeted remediation
Correct Answer: D. Strength-based instruction that develops talents alongside targeted
remediation
Rationale: Strength-based approaches improve self-concept and engagement. A deficit-only focus can
erode self-concept, while developing strengths keeps students engaged.
, 10. Renzulli's Three-Ring Conception of giftedness includes:
A. Above-average ability, task commitment and creativity
B. IQ, grades and behavior
C. Reading, writing and math
D. Motivation, compliance and speed
Correct Answer: A. Above-average ability, task commitment and creativity
Rationale: Renzulli argues that gifted behaviors emerge at the intersection of these three traits and that
they can be developed. IQ, grades and compliance alone miss students whose creativity and commitment
are central to their gifted behaviors.
11. A pre-test shows a student already mastered 85% of a unit. Best practice would be to:
A. Require all unit work anyway
B. Compact the curriculum and provide enrichment or acceleration
C. Assign extra worksheets
D. Ignore the results
Correct Answer: B. Compact the curriculum and provide enrichment or acceleration
Rationale: Requiring repetition of mastered content wastes learning time and can reduce motivation.
Requiring the full unit or extra worksheets ignores the evidence of mastery and wastes the student's
learning time.
12. Gifted students with ADHD may show:
A. Inconsistent performance, with high achievement in interest areas and difficulty with routine tasks
B. Uniform performance
C. Low ability in all areas
D. No attention issues
Correct Answer: A. Inconsistent performance, with high achievement in interest areas and
difficulty with routine tasks
Rationale: Executive function supports and engaging challenge both help. Inconsistent performance can
lead adults to doubt either the giftedness or the ADHD, so both need assessment and support.
