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The Diverse Faces of Giftedness

We asked ChatGPX, an AI bot, about the Diverse Faces of Giftedness

Academic giftedness can manifest in different ways and may vary among individuals. Below are some of the diverse faces of academic giftedness:


1. Intellectual giftedness: This type of giftedness is characterised by exceptional cognitive abilities, including high IQ, advanced reasoning, critical thinking, and problem-solving skills.


2. Creative giftedness: Individuals with creative giftedness demonstrate exceptional abilities in various forms of creativity, such as music, art, writing, and drama.


3. Leadership giftedness: Some individuals exhibit strong leadership qualities from a young age, including effective communication skills, decision-making, and strategic thinking.


4. Emotional intelligence giftedness: Emotional intelligence giftedness is characterized by individuals who can recognize, understand, and manage their own emotions and those of others, as well as communicate effectively.


5. Spatial giftedness: Spatially gifted individuals have exceptional abilities in visualizing and solving problems related to spatial relationships and dimensions.


6. Kinaesthetic giftedness: Kinaesthetic giftedness is characterised by individuals who excel in physical activities, including sports, dance, and other movements.


7. Multiple intelligences giftedness: Some individuals possess multiple types of intelligence, which means that they excel in more than one area of academia, art, or physical activity.


Overall, academic giftedness is a complex and multifaceted concept that encompasses a variety of talents and strengths. Understanding and recognising the various faces of academic giftedness is essential in supporting and nurturing the potential of gifted individuals.


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07 Aug, 2024
Researchers at Deakin University are interested to hear your views and experiences of school attendance and school attendance challenges. Are you a school staff member in an Australian school program? OR Are you: The parent of a school-aged child? Living in Australia? Fluent in English? Follow this link to complete the survey. Upon completion of the survey you may enter a draw to win a retail gift voucher. Contact glenn.melvin@deakin.edu.au for further information. This study has received Deakin University ethics approval (reference number: HEAG H 94_2023) Deakin University CRICOS Provider Code: 00113B
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By Eddie 18 Jul, 2024
We only attend the campus two or three days a week and also work from home. School has been a wonderful process over the past few years I’ve been doing it. The teachers have been very nice over the whole period. A normal school wouldn’t have worked for me as I’m a very gifted child in some areas but in others areas I’m very low at as I have dyslexia. Let’s start with reading. Dyslexia makes reading very hard for me and I find it very hard to read big words. The teachers help because they let us use talk to text and iPads rather than handwriting. Now let’s go to science. Science I’m very gifted and I often work at year 7 science level. But that’s not the most gifted subject at all. There’s one more that stands out the most and that is maths. I’m doing year 10 maths at the age of 8. The other subjects I am at normal level although I have a deep understanding. I use assistive technology to write this (called my Mum) and she also helped me to aurally learn a script of 69 pages. 
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By Anonymous 15 year old 20 Mar, 2023
A heartfelt call from a gifted 15 year old asking that the gifted and twice exceptional be listened to, be involved in the making of decisions about the education systems in which they are required to learn.
By Dr Sarah Bond 19 Mar, 2023
With the rise of ChatGPT and AI, these students may be at heightened risk of false or exaggerated accusations of “cheating” based on imperfect and nascent AI detection software. Parents and teachers should provide all students with a clear understanding of their state, system and school policies around ChatGPT, AI, detection software and (urgently!) the appropriate and ethical use of these tools, in context. Most of all, we must truly empower our young people to develop their own voices- as messy, creative and unique as they may be.
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