I preface this by clarifying that I am relating ideas about "academic giftedness" and to a lesser extent "creative genius" as opposed to "physical giftedness" which is a whole 'nuther ballgame (and for which success is very much down to the luck of the draw).
I have done a lot of unpacking about "genius" and "giftedness" as they were labels I had
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I think "gifted" usually means "inconveniently intelligent for a particular context", the inconveniences happen to both the cursèd (ie gifted) person and to those in their envronment. I doubt anyone is inconvenientally gifted in every environment because Stephen Hawking's all good in his niche. I think that's why the poor gifted Vulcans stand out as being bright but having poor interpersonal skills; people with really good interpersonal skills can be far far brighter in the quick, logical, and problem-solving ways and it's not inconvenient, because they can debug their friend's, family, and workplaces, and we don't label them because we're too busy enjoying their company.
Susan Harper
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I have done some research and I can see myself doing more when my children get more independent.
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In the teacher training that I have done (particularly a teacher aide course I did it focused a lot on extending gifted children within the bounds of the normal work. Blooms Taxonomy for example can allow teachers to target questions to a child's level of ability so that a whole class can be working at different levels on the same material.... and there are a lot of these strategies around, but the teachers have to have the training and ability to pull it off ( ... )
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