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Monday, December 5

  1. page How to identify Gifted Girls? edited ... Teacher and parent observations, as well as a greater variety of student projects, will produc…
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    Teacher and parent observations, as well as a greater variety of student projects, will produce a clearer, more detailed view of girls' abilities (Eby & Smutny, 1990).
    “Small-group activities or paired work with students with whom gifted girls feel a freedom to express themselves can be particularly effective in math and science, where, for reasons having nothing to do with competence or talent, female achievement in all socioeconomic populations has lagged significantly behind male performance” (AAUW, 1992).
    ...
    from our book "Characteristics of Gifted Children" (p. 57).the article "Gifted Girls" by J.F. Smutney.
    1. Become familiar with a range of gifted behaviors common in the general population of gifted students. Examples include:
    Academic Behaviors
    ...
    Misbehavior in class that shows ingenuity (despite its disruptiveness) or reveals leadership ability
    Notable contrast between school performance and the abilities, achievements and/or activities reported by parents or community members
    Contexts for Discovering Giftedness in the ClassroomIn order to find the behaviors that indicate giftedness, teachers need to broaden the range of activities in which talent can occur. Tests"Tests and in-class
    ...
    & Smutny, 1990).
    Gathering information from a variety of sources is even more vital for gifted girls from other cultures and from socioeconomic backgrounds which add unique stresses to their school achievement. Torrance (1977), a pioneer in identifying talent in culturally different and lower-income children, maintained that giftedness often occurs in behaviors that are easier to observe than to measure. He created a list to encourage teachers to think along new lines. The list provided useful examples of talent in populations that do not have all the advantages of a white, middle-class environment. Following are some of these indicators as a guide for locating talent in culturally different girls:
    Ability to improvise with commonplace materials and objects
    Articulateness in role playing, sociodrama and story telling
    Enjoyment of and ability in creative movement, dance, dramatics, etc.
    Use of expressive speech
    Enjoyment of and skills in group activities, problem solving
    Responsiveness to the concrete
    Responsiveness to the kinesthetic
    Expressiveness of gestures, body language, etc. and ability to interpret body language
    Humor
    Richness of imagery in informal language
    Originality of ideas in solving problems
    Problem-centeredness or persistence in problem solving.
    Emotional responsiveness (p. 26)
    In the context of formal schooling, peer pressure to underachieve among culturally different students is strong, especially where many of the teachers and administrators are white. In addition, many girls find the competitive structure intimidating and isolating. Gilligan's (1982) research on the moral psychology of women demonstrates how girls adopt an ethic of caring that conflicts with the competitive structures of the classroom. Many culturally different and low-income students experience academic achievement as a betrayal to their social group.
    1990)".
    Useful Resources
    http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm
    (view changes)
    3:53 pm
  2. page How to identify Gifted Girls? edited HomeGifted Girls {how_to_identify_gifted_girls.JPG} ... INTERVIEW with me and 2 high Spott…
    HomeGifted Girls
    {how_to_identify_gifted_girls.JPG}
    ...
    INTERVIEW with me and 2 high
    Spotting Gifted Girls: Perfectionism, sensitivity and intensity are three personality traits associated with giftedness ( http://www.gifteddevelopment.com/What_is_Gifted/learned.htm).
    Ideal age for gifted testing is 5- 8 ½ years.
    ...
    Good class participants. Mature compared to energetic boys. Give answer and ask questions aloud.
    Gifted in all intelligence areas
    Motivated, competativecompetitive and hardworking
    Inquisitive: want to know why
    Perfectionists
    ...
    well as thiertheir appearance- still
    Math & Science giftedness- same as boys
    -“Despite the fact that such differences in mathematical ability appear to be diminishing rapidly with time, and that biological differences are known to account for only a very small proportion of the variance in scores between boys and girls, there is a disproportionate amount of discussion in literature and the popular media of the differences in mathematical ability among females and males. While it is true that far more young men than young women were shown to score at the very highest level of mathematical ability (Benbow & Stanley, 1983), it is not true that these differences in abilities are biologically dictated, as has often been automatically assumed”.
    ...
    Teacher and parent observations, as well as a greater variety of student projects, will produce a clearer, more detailed view of girls' abilities (Eby & Smutny, 1990).
    “Small-group activities or paired work with students with whom gifted girls feel a freedom to express themselves can be particularly effective in math and science, where, for reasons having nothing to do with competence or talent, female achievement in all socioeconomic populations has lagged significantly behind male performance” (AAUW, 1992).
    Characteristics of Gifted GirlsToTo identify gifted
    ...
    classroom, educators really must draw fromshould look using multiple criteria.
    ...
    should be alert formindful of and facilitate behaviors that
    ...
    in gifted girls.girls from our book "Characteristics of Gifted Children" (p. 57).
    1. Become familiar with a range of gifted behaviors common in the general population of gifted students. Examples include:
    Academic Behaviors
    (view changes)
    3:50 pm

Friday, December 2

  1. page How to identify Gifted Girls? edited ... {how_to_identify_gifted_girls.JPG} WATCH INTERVIEW with me and 2 high school gifted girls: …
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    {how_to_identify_gifted_girls.JPG}
    WATCH INTERVIEW with me and 2 high school gifted girls:
    Check out this link
    Gifted Girls Interview

    Spotting Gifted Girls: Perfectionism, sensitivity and intensity are three personality traits associated with giftedness ( http://www.gifteddevelopment.com/What_is_Gifted/learned.htm).
    Ideal age for gifted testing is 5- 8 ½ years.
    (view changes)
    12:01 pm
  2. page Gifted Females edited ... Thomas McElhney How to identify Gifted Girls? Heather Brown Brown- Watch VIDEO HERE!! Wh…
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    Thomas McElhney
    How to identify Gifted Girls?
    Heather BrownBrown- Watch VIDEO HERE!!
    What are strategies for working with Gifted Girls both at home and at school?
    Tania Pachuta
    (view changes)
    11:55 am
  3. page How to identify Gifted Girls? edited ... Precious- Wide-Eyed, Buoyant, and energetic Creative- Imagination with books and art projects…
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    Precious- Wide-Eyed, Buoyant, and energetic
    Creative- Imagination with books and art projects
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    (Kerr p. 5). Musical5).Musical giftedness is
    ...
    does not
    depend
    depend upon life
    ...
    whose parents
    noticed
    noticed their strong
    ...
    age are
    critical
    critical to the
    ...
    identified nor
    nurtured
    nurtured at an
    “In elementary school girls direct their mental energies into developing social relationships” (Kerr)
    Junior High: Girls are valued for their appearance and social status more than for their intelligence.
    ...
    Perfectionists
    Confident in their intelligence as well as thier appearance- still struggle with wanting people to like them and fit in socially
    Math & Science giftedness- same as boys
    -“Despite the fact that such differences in mathematical ability appear to be diminishing rapidly with time, and that biological differences are known to account for only a very small proportion of the variance in scores between boys and girls, there is a disproportionate amount of discussion in literature and the popular media of the differences in mathematical ability among females and males. While it is true that far more young men than young women were shown to score at the very highest level of mathematical ability (Benbow & Stanley, 1983), it is not true that these differences in abilities are biologically dictated, as has often been automatically assumed”.
    - “According to Jacobs and Eccles (1985), media reports of sex differences in mathematics influenced parental attitudes toward girls' mathematical ability, with mothers seeing their daughters' abilities lower than they had before the report, yet with fathers seeing their abilities as somewhat higher than before media reports of sex differences in mathematics. For whatever reason, gifted girls continue to have less confidence in their mathematical abilities than gifted boys do, and to see less relevance of mathematics to their own lives. The result is that a much smaller proportion of mathematically gifted girls actually pursue careers in math-related fields than do mathematically gifted boys” (Kerr pg.3).
    -"Spatial Visual Giftedness: Barron assumed in 1972 that regardless of their intensity as art students women would eventually be sapped of creative energies by having children and would not continue as artists past motherhood. This archaic belief still exists among many leaders in the arts!" (Kerr 1999).
    Classroom Strategies to Let giftedness SHINE! “Girls cannot express talents for teachers to identify if the conditions for their expression do not exist. Even a few activities, integrated now and then into the regular curriculum, can encourage them to take risks” (Smutney, 1999).
    Everything below is copied and pasted from the Smutney 1999 article at http://www.davidsongifted.org/db/Articles_id_10171.aspx
    Classroom Strategies to Let giftedness SHINE! “Girls cannot express talents for teachers to identify if the conditions for their expression do not exist. Even a few activities, integrated now and then into the regular curriculum, can encourage them to take risks” (Smutney, 1999).
    “In order to find the behaviors that indicate giftedness, teachers need to broaden the range of activities in which talent can occur. Tests and in-class assignments do not always reveal talent in many gifted girls. They may appear to be average students until some unique challenge inspires them”.
    Teacher and parent observations, as well as a greater variety of student projects, will produce a clearer, more detailed view of girls' abilities (Eby & Smutny, 1990).
    (view changes)
    7:11 am
  4. page How to identify Gifted Girls? edited Home Gifted HomeGifted Girls {how_to_identify_gifted_girls.JPG} WATCH INTERVIEW with me and…
    Home
    Gifted
    HomeGifted Girls
    {how_to_identify_gifted_girls.JPG}
    WATCH INTERVIEW with me and 2 high school gifted girls:
    (view changes)
    6:39 am
  5. page How to identify Gifted Girls? edited HomeGifted Home Gifted Girls {how_to_identify_gifted_girls.JPG} WATCH INTERVIEW with me and…
    HomeGiftedHome
    Gifted
    Girls
    {how_to_identify_gifted_girls.JPG}
    WATCH INTERVIEW with me and 2 high school gifted girls:
    ...
    Smutny, J. F. (1999, Winter). Understading Our Gifted: Gifted Girls. Open Space Communications, 11(2), 9-13. Retrieved from http://www.davidsongifted.org/db/Articles_id_10171.aspx
    Wang, W. L. (2001, May). Genter Differences in Gifted Children's Spatial, Verbal, and Quantitative Reasoning Abilities in Taiwan . Department of Special Education Chang Yuan Christian Univeristy, 1-12.

    (view changes)
    6:38 am

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