Competency 1: Synthesize Knowledge


    For the first competency, I chose a case study from EDPS 54000, Gifted, Creative, and Talented Children, that analyzed a gifted learner, Ingrid, and her different experiences in first grade and second grade. Incorporating several articles from leading experts in the field of gifted education, I offered several solutions to personalize Ingrid’s learning. This represents the first and third parts of the competencies: “Demonstrates ability to read and understand educational literature related to your discipline” and “Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems in your discipline. ”

    In the Proposed Solutions section, I examined how Ingrid meets standards for giftedness through various measures including personality traits and standardized systems such as the WICS (wisdom, intelligence, and creativity synthesized) model of identifying giftedness. Additionally, gifted students don’t simply need more work, they need a curriculum that increases intensity and depth. In the case study, Ingrid is bored with repetition and busy work. Using practical examples, I offered suggestions for more effective pedagogy and a more personalized experience for such an advanced learner through evidence-based practices. By helping Ingrid in this fictitious case study, I’ve been able to think through the different needs different students may have and create resources for my business accordingly. Teachers would be able to download one of my lesson plans and use the singular resource for students in different academic levels.

    For the second part of the competency, “Demonstrates ability to describe fundamental theories of human learning,” I chose a Prezi group project about four theories of learning. My part was focused on constructivist learning, but we all contributed a bit to each part. Throughout the theories we described, I learned the difference between a theory and a trend and was interested to see what trends have emerged from the tried-and-true theories: for example, problem-based learning is rooted in constructivism. As new trends emerge, identifying their history can help us better adapt our own strategies when deciphering how best to use new trends. I had constructivist beliefs before I knew what they were. However, throughout my business, understanding the theory and psychology behind constructivism has helped me create resources that intentionally help students “construct” their learning.


    EDPS 54000: Case Study

    EDCI 52003: Educational Theories and Trends Group Project

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