Philosophy of Gifted Education
Journal:
Many of you probably had the opportunity to write a “Philosophy of Education” at some point during your undergraduate work. Now it is time to reflect on the four gifted courses that you have taken and create an original Philosophy of Gifted Education. Think about gifted students and what you think a gifted program should look like. Please title this assignment “My Gifted Philosophy.”
Resources:
Georgia Resource Manual for Gifted Education Services (for reference)
https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Gifted%20Education/2022-2023%20Georgia%20Department%20of%20Education%20Resource%20Manual%20for%20Gifted%20Education%20Services.pdf
Gifted Education, Georgia Department of Education
https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Gifted-Education.aspx
My Gifted Philosophy
Student's Name
Institutional Affiliation
Course Code and Title
Professor's Name
Date
My Gifted Philosophy
Some students were born with extraordinary abilities in academics, sports or other sectors. They are referred to as gifted students. These students demonstrate outstanding aptitude and competence in one or more domains (Georgia Department of Education, 2022). This means gifted students experience different academic, intellectual and social development than normal students. Based on this definition, gifted students experience rapid comprehension, a tendency towards complexity, an intuitive understanding of basics, divergent interest and a tendency for precision.
Gifted students work at a faster pace compared to neurotypical students. Their rapid comprehension abilities give them an advanced ability to learn and process information faster. Due to their extraordinary brain activity, gifted students require constant brain stimulation (Wormeli, 2014). Additionally, gifted students have an affinity towards complexity which makes them ask several questions. They often break down an idea into fragments, questioning each piece. Their affinity to complexity makes it challenging for gifted students to concentrate on unintellectually challenging tasks.
Another significant characteristic is that gifted students have divergent interests from their peers. Their brain capacity makes them have superior imaginations and, thus, may seek older children or adults who share their interests and mingle with them, sharing ideas. This means they seek the company of children or people with flexible thinking to engage in imaginational pursuits (Wormeli, 2014). Additionally, their need for precision makes it difficult to handle multiple-choice questions. Instead, they prefer comprehensive answers based on precise ideologies.
The above characteristics illustrate gifted students' uniqueness and the need for comprehensive and tailored programs in their education. These programs should have differentiated instructions, be challenging and engaging, incorporate social-emotion support and encourage collaboration.
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