Hoarding!

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

To begin, genius comes about through passion, creativity, and natural talent and cannot be “born”. First, intellect is the obvious foundation for any genius, however, it involves more than natural intelligence. To illustrate, an individual may have great talent in a certain subject but lack of practice, imagination and passion will prevent him from being a genius. On the other hand, one may not have an astounding natural ability nevertheless he practices, has a passion for this subject and an open imagination; this individual may turn out to be a genius. Thus, intellect is an aspect of a genius not the only component.

Most scientists agree that genes have some influence over general intelligence and special aptitudes in such activities as athletics, mathematics, music, and science. But genes are not the only factor involved in producing these characteristics.

There are many different ways that people can be intelligent. Over the past few weeks I have been reading fiction and non-fictions on how people can have different types of intelligence. In fact here are the seven different ways people can be intelligent; musical, existential, bodily-kinesthetic, intrapersonal, naturalist, and/or spatial. Intelligence isn’t defined by a single ability, but it’s about the many types of related abilities. People can have more than one type of intelligence, but some are stronger than others. People can be intelligent by having logical-mathematical, interpersonal, and linguistic skills.

Smart people can categorize their strengths and weakness giving them the opportunity to leverage those strengths and weaknesses. Successful and intelligent people have the ability to evaluate, and analyze their abilities. This is different compared to Spearman's g factor because it elaborates how intelligent people can be successful and excel in life (Nevid, 2015).

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

While the definition (“the ability to learn or understand or to deal with new or trying situations”) seems self-explanatory, what this translates to in showing someone with above-average intelligence is definitely a matter of opinion. The first definitions of giftedness all focus on intelligence as a quantifiable characteristic. Take a test and be given a number – this is the way that we can make sure to be fair to all students. And this definition is used for quite a long time, being California’s definition of giftedness maintaining IQ as the only characteristics that matters in determining intelligence until the late 1970s. Later definitions begin to include achievement as a qualifier of giftedness and, in turn, intelligence. The definitions

This often occurs due to testing being warped and using a single mode of assessment, such as focusing only on IQ scores, Rather than using a single mode of assessment, testing should include both intelligence and achievement data in order to fully determine if a student is both gifted and achieving, gifted and underachieving, or gifted but weak when it comes to academic or social skills. This would help significantly when it comes to determining placement decisions for students as well as help those gifted underachievers become achievers by teaching them study and language skills that they may currently be lacking. Recruitment for gifted education programs need to develop a more well-rounded philosophy, significant changes in the deciding

The term twice-exceptional refers to an individual who is gifted in one area and yet suffers from a emotional, physical, sensory, learning, or developmental disability (Assouline, Foley, & Huber, 2006). The term gifted student refers to a student who has an exceptional capability (2006). Over the years there have been numerous myths about gift learners. One such myth is that these students are lazy or underachievers (2006). Another myth is that a student can be gifted and also have a learning disability (2006). This kind of thinking has led to numerous amounts of students being misclassified and not receiving the services and interventions they need (2006).

Their intellectual abilities can be having a strong vocabulary. They can understand a big word like comprehension. "Researchers now recognize that one test can't accurately measure the wide range of intellectual abilities". Sometimes I try to say big words but had no idea what they meant.

I came to this conclusion based on answers that dealt with processing speed and memory recall. School psychologists look for children that exhibit these types of abilities when determining giftedness – “having an IQ over 130” (King, 2014, p. 273). According to an article on Study.com (2013), psychologist Raymond Cattell, states that there are two distinct forms of intelligence: Crystalized (information that you learn in school) and fluid (information that is learned through real-world experiences). There are many factors to consider when determining where and how intelligence originates. Studies on twins suggest a strong genetic pool while others indicate the powerful impact of the environment (Molyneux,

Innovation is turning an idea into a solution that adds value from a customer’s perspective. This means that a gifted persons ability to tell the difference between the goals,assignment and & mission is crucial to innovation because they can focus on each aspect of innovation (Hoeller). They can also make fabulous leaders because they can identify habits,traditions, and social pressure (“Hoeller”). However the people with these habits and traditions might hate the gifted leader. Furthermore creative thinking is second nature for the gifted especially for innovation where you need creative ideas. Another contribution they make is being versatile they can switch their jobs if they need to and not just have one or two skills (Hoeller). The gifted may also have high passion and commitment to a project or work (Hoeller). Lastly gifted people make their own solutions to a problem and a higher authority’s opinions doesn’t matter to them. That is what a gifted contributes to innovation in the

To define what gifted is sometimes is difficult. Children who achieve show high-performance potential in the areas of intellectual, creative, artistic and leadership and academics. Gifted students may show one or two of these traits, and even if student’s show these features, it does not mean that they are gifted. Terry Friedrichs is one of the leaders in gifted education. One of his interests is gifted students with Asperger Syndrome.

terms of a discrepancy between a child’s school performance and some ability index such as an IQ score.” (Delisle & Galbraith, 2002). “Gifted children who do not succeed in school are often successful in outside activities such as sports, social events, after-school jobs, talent or hobby interests.” (Delisle & Galbraith, 2002). So we wonder what causes the underachievement.

Before the 1950s, most educators and school systems tended to follow Louis Terman’s example and based most decisions about gifted individuals on IQ and scholastic achievement scores. Standardized group intelligence tests, such as California Test of Mental Maturity, were often used to determine IQ. In these tests, educators were looking for exceptional ability in verbal or performance IQ, or a combination of the two. For the final identification, individual IQ tests such as the Wechsler scales and the Stanford Binet were used. Most school systems around this time considered an IQ of 130 or above to fall in the "gifted" range. This information comes from a book by Frederick B. Tuttle, Laurence A. Becker, and Joan A. Sousa (48).