My philosophy of giftedness has truly evolved since the beginning of this EDCI540 Character and Education of Gifted Students. Initially, the first phase was a general concept of a gifted philosophy, which included screening and assessment. Transitioning, my philosophy incorporated a breadth of theories from Gardner, Renzulli and Gagne’, as well as defined areas of giftedness. Finally, the culmination of the Task Force assignment inspired me to consider the importance of multiple criteria assessments and the depth of ecological validity.
Considering I mixed up 1 Strongly Agree with 5 Strongly Disagree, I admit that I have changed my answers to the Assessment of Knowledge of Gifted Learners. Just after the first question, I realized the mishap and I went back through and fixed them accordingly. From the experience of having gone through the assessment before, during and after EDCI540, I would gladly say that I am aware of the common misconceptions of giftedness and thus more knowledgeable. Considering, I’m neither a parent of a GT student nor a teacher (yet) and I wasn’t identified as a child, having the opportunity to take a pre-assessment and then reassess my answers was invaluable.
Overall, I realize the basis of a Gifted and Talented (GT) program is rooted within the philosophy, so much so that the philosophy makes a statement about the programs model and goals, as well as the students being served. More than any other course, I enjoyed the development of my conception of giftedness, because I’ve realized the value of giftedness and the profound impact that society has on such learners. Every student deserves to be challenged to reach their highest potential and as a pre-service teacher I feel prepared to meet the needs of my future students.