Jenny Johnson

3/30/16
Philosophy of Gifted Education
My definition of a gifted student is based off the recent philosophies of Renzulli and
Gardner. I believe that gifted students have above average intelligence, great task commitment
and creativity (as stated in Renzullis Schoolwide Enrichment Model). However, I also believe
that above average intelligence is not limited to academics. It can be demonstrated in many
forms as supported in Gardners theory of multiple intelligences. Above average intelligence
could include exceptional ability in areas such as spatial intelligence, linguistic intelligence, or
kinesthetic intelligence. I believe gifted education needs to provide students with a variety of
challenging, self-directed, meaningful learning opportunities in an environment among their
intellectual peers that fosters the unique and sometimes challenging needs of gifted individuals.
The role of the talented and gifted teacher is to embrace, celebrate, and encourage the
unique needs of each student. In order to meet the academic and social-emotional needs of
talented and gifted students, including those from diverse cultures and backgrounds, the teacher
must recognize the learning differences and cognitive abilities and design appropriate lessons
that enhance creativity, depth, and complexity in relation to classroom standards. In an effective
teachers classroom, students are engaged in meaningful learning experiences that involve
advanced communication skills, research skills, creative thinking skills, problem solving skills
and higher order thinking skills. The teacher will guide the gifted student in ways that maximize the
childs unique learning characteristics, interests, personal needs, and capabilities.

The goals for the students in my class are to be encouraged, engaged, and challenged to
reach their full intellectual potential. In addition to the common core standards, students should
develop research methods, generate new ideas and products, develop higher order and critical
thinking skills, and advanced communication skills. In order to help each student achieve these
goals, regardless of their special population (socio-economic status, sex, learning ability, etc.), I

will use the research-based methods and strategies. If students are provided with the proper tools,
they will be able to develop a self-awareness of their unique abilities and interests that lead to a
feeling of value within society.
In order to encourage higher level thinking, creativity, and provide a challenging
curriculum, a variety of teaching strategies must be used by the teacher. Some of these strategies
include, but are not limited to: compare and contrast, creative problem solving, metaphorical
expression, graduated difficulty, circle of knowledge, mystery, and decision making. These
research-based methods allow students to become introduced to, develop, and eventually achieve
proficiency in the talented and gifted performance standards. These open-ended learning
activities encourage creativity and independent learning through purposeful investigation of
academically accelerated or enriched materials. They may include multi-media, multi-level, or
interdisciplinary approaches to learning that can appeal to a variety of learning styles and special
populations. Effective teaching strategies also allow access to a wide variety of community
resources to provide a meaningful, real-world learning experience. Through these methods the
teacher provides opportunities for gifted students to discover and explore new interests.