joe renzulli's keynote @ 20th biennial world conference (wcgtc) louisville, ky - usa
DESCRIPTION
Intelligences Outside the Normal CurveTRANSCRIPT
Intelligences Outside the Normal Curve:
Factors That Contribute To the
Crea:on of Leadership Skills and Social Capital In Young People and Adults
・
Joseph S. Renzulli, Director The Na:onal Research Center On The GiJed And Talented
The University of Connec:cut (USA)
The Development Of Social Capital
Leadership For A Changing World
Genius is talent set on fire by courage.
Henry van Dyke American Author
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important?
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
Not everything that can be counted counts. And not everything that counts can be counted.
Albert Einstein
Giftedness!
1. Who are they? 1a. What causes some people to use their
gifts in socially constructive and action oriented ways?
2. How do we develop it? 2a. How can we promote more socially
constructive giftedness and action orientation on the parts of young people?
A good head and a good heart are
always a formidable
combination. Nelson Mandela
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
The best people possess a feeling for beauty, the courage to take risks, the discipline to tell the truth, the capacity for sacrifice.
Ernest Hemingway American Author
Con:nuum of Learning Theories*
6
Pedagogy
Outcomes
Major Theorists
National Goals
Deductive Didactic & Prescriptive Knowledge Acquisition,
Storage, and Retrieval. Predetermined Content
Basic Skill Acquisition Text Consumption
Behaviorists • Pavlov • Thorndike • Skinner
Increased Academic Achievement Higher Test Scores Technically Proficient Professional and Skilled Workers
Inductive, Investigative & Inquiry Oriented
Knowledge Application, High Engagement, Motivation And Enjoyment. J-I-T Content 21st Century Thinking Skills Creative Productivity
Constructivists • Pestalozzi, Torrance, • Montessori, Gardner, • Piaget & Bruner, Passow, • Dewey, Sternberg
Inventors; Writers, Innovative & Compassionate Leaders; Creative Designers in Sciences, Arts, & Technology; Economic & Social Action Entrepreneurs
*Both ends of this con:nuum are important, and schools should integrate them whenever possible to produce the best balance between the two models of learning.
All you ever needed to know about learning theory (in one slide)!
People Who Make a Difference… This should be the major focus of our
field.
The GiJed Educa:on Gold Standard
Concep
:ons of G
iJed
ness
A Focus on Crea:ve Produc6vity The Three-‐Ring Concep:on
of GiJedness
Fully Func:oning Self-‐Actualized
Individual
The Development of Social Capital
Opera:on Houndstooth
Leadership in a Changing World
Executive Functions
The Big and Ne
ver Ending
Ques:on For O
ur Field…
What is the differ
ence
that makes a differenc
e?
• When 11-year-old Aubyn Burnside heard about how many children in foster care programs are forced to carry their belongings in garbage bags because they cannot afford suitcases, she was shocked and saddened. "I thought they must feel like garbage themselves," she said. So, Aubyn founded Suitcases for Kids, dedicating herself to ensuring that every child in foster care would have a bag of his or her own.
A Few Prac:cal Examples of These Sub-‐Theories…
Suitcases for Kids
hcp://www.suitcasesforkids.org
The Merry Licle Playground
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important • Underlying Assump:ons for This Work
1. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
Underlying Assump:ons For Studying Intelligences Outside The Normal Curve
1. Persons with high poten:al will emerge as leaders, policy makers, and persons of influence in all walks of life including religion, poli:cs, business, government, science, the arts and humani:es, and other domains that define a society and a culture.
2. Educa:onal ins:tu:ons and programs that serve high poten:al youth have a responsibility to provide opportuni:es, resources, and experiences that contribute to the ethical, moral, social, and emo:onal development of young people as well as their cogni/ve development.
“I have found that the higher the IQ, the earlier moral concerns develop and the more profound effect they have on the child.
R. A. Silverman Journal of Personality, 1994
Research shows that when children are young they develop what you call intui:ve theories. It’s like powerful engravings on your brain. Teachers don’t realize how powerful they are, but early theories don’t disappear, they stay on the ground. Howard Gardner
Quoted in Kogan, 2000, p. 66
Why is Social Capital important?
And what is education’s role In the production of Social Capital?
Two insightful quotes…
We are not engaged in producing just good performers in the market place or able technocrats. Our task is the educa:on of good human beings, purposeful and wise, themselves with a vision of what it is to be human and of the kind of society which makes that possible.
Dr. George Carey Former Archbishop of Canterbury
I now understand that my welfare is only possible if I acknowledge my unity with all the people of the world without excep:on.
Leo Tolstoy
Two equably able people…
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Develop MeaningfulPhilosophy of Life
Become Well-Off Financially
CHANGING PRIORITIES: MONEY COUNTS
SOURCE: College freshman surveyed by Higher Educa:on Research Ins:tute (HERI)
What research tells us about contemporary aotudes and behaviors of young people…
Today's kids view chea:ng as part of the path to success By Victor Dorff Chea:ng was, is and probably always will be a fact of life. Recently, technology has provided new ways to cheat, but advanced electronics can't be blamed for our increasing willingness to tolerate it. Once upon a :me, being an honorable person included the no:on that your word was your bond, and integrity was a crucial element in establishing a good reputa:on. My teaching experience tells me, however, that lying and chea:ng are seen by a lot of kids today as a crucial part of any path to success. The only shame is in geong caught.
07/19/2012
The Six Value Segments of Global Youth: The Ultimate Differentiator
SEGMENT 1: THRILLS AND CHILLS Key definers: Fun, friends, irreverence, and sensation* SEGMENT 2: RESIGNED Key definers: Friends, fun, family, and low expectations SEGMENT 3: WORLD SAVERS Key definers: Environment, humanism, fun, and friends SEGMENT 4: QUIET ACHIEVERS Key definers: Success, anonymity, anti-individualism, and social optimism SEGMENT 5: BOOTSTRAPPERS Key definers: Achievement, individualism, optimism, determinism, and power* SEGMENT 6: UPHOLDERS Key definers: Family, custom, tradition, and respect for individuals
*US the highest
Elissa Moses
What research tells us about trends in young people’s values systems…...
• Ahuvia, A.C. (2002). Individualism/collectivism and cultures of happiness: A theoretical conjecture on the relationship between consumption, culture and subjective well-being at the national level. Journal of Happiness Studies, 3, 23-36.
• Bassett, P.F. (2002, February). Why good schools are countercultural. Education Week 21(21), 35.
• Huer, J. (1991). The wages of sin: America’s dilemma of profit against humanity. New York: Praeger.
• Kasser, T. (2002). The high price of materialism. Cambridge, MA: MIT Press. • Myers, D.G. (1993). Authentic happiness: Using the new positive psychology to realize your
potential for lasting fulfillment. New York: Avon. • Netemeyer, R. G., Burton, S., & Lichtenstein, D.R. (1995). Trait aspects of vanity:
Measurement and relevance to consumer behavior. The Journal of Consumer Research, 21(4), 612-626.
• Shrader, W.K. (1992). Media blight and the dehumanizing of america. New York: Praeger. • Tatzel, M. (2002). “Money worlds” and well-being: An integration of money dispositions,
materialism and price-related behavior. Journal of Economic Psychology, 23, 103-126. • Sandlin, J. A. & McLaren, P. (2009). Critical Pedagogies of Consumption: Living and
Learning in the Shadow of the "Shopocalypse.” New York: Routledge. • Twenge, J. M., Konrath, S., Foster, J. D., Campbell, W. K., & Bushman, B. J. (2008). Egos
infla:ng over :me: A cross-‐temporal meta-‐analysis of the narcissis:c personality inventory. Journal of Personality, 76, 875-‐901.
References for the next slide…
Contemporary Undesirable Trends In Young People’s Values Systems
• Rampant materialism, conspicuous consumption • Self-indulgence, narcissism; limited interest in social,
political, ethical, environmental, and moral issues • Lack of interest in the well-being of others • Cultural tribalism (asserting one’s differences while
depreciating the differences of others) • Maximization of personal gain; career choice based on
making money • Obsession with the theatre of celebrity • Manipulated by the “cultural industry” that focuses on
consumption, media, and marketing to promote identity creation
• Substituting Virtual For Real World Relationships
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
Actions that benefit others -- single individuals or targeted groups, entire communities, the culture or society-at-large, the Earth’s resources…
• Social Capital is produced when people take action in the following areas:
Social Justice, Economic Fairness, Political Activity, Cultural Enhancement, Ecological Preservation, and Ethical, Moral, and Spiritual Leadership
Definition of Social Capital
…as distinct from actions that are only taken only to benefit one’s own financial gain, status, power or authority, or how one is viewed in the eyes of others
Gemeinschaftsgefuhl (adj) (German) Ga-mein-shafts-ga-fuel lack of ego involvement; focusing on problems outside one’s self; social interest; feeling of kinship with others; democratic character structure; unhostile sense of humor; kindness; regard for fellow human beings. Filotomo (Greek) Giving of yourself and expecting nothing in return
No society can sustain itself unless its members havelearned the sensitivities, motivations, and skillsinvolved in assisting and caring for other humanbeings. Yet the school, which is the setting carryingprimary responsibility for preparing young people foreffective participation in adult life, does not, at least inAmerican society, give high priority to providingopportunities in which such learning could take place.
Uri Bronfenbrenner
It’s a simple, easily forgotten truth thatwe need one another. I sometimes thinkthat history might easily say about thisnation:
“It was a great nation full of talentedpeople with enormous energy who forgotthat they needed one another.”
John Gardner
What Is Good (Intelligent) Thinking?
Critical Thinking
(Mainly Cognitive)
Seeing Relationships• Observing• Organizing• Patterning• SequencingAnalyzing• Translating• Interpreting• Extrapolating• Inferring• Detecting BiasSynthesizing• Evaluating• Concluding• Generalizing• Predicting
82% Creative/Productive Thinking
(Mainly Motivational and Practical)
Solution OrientedCuriosity/InquisitivenessPersistentStrategic (Developing a Plan or StrategySpontaneousOpenness (to the new and unusual)PlayfulnessIndependenceImpulsiveness
14% Ethical Thinking
(Mainly Affective)
IntegrityFairnessHumilitySensitivity/AwarenessAltruismTruthfulness/HonestyInterdependenceEmpathy
4%
First Background Study
Literature Review…
The Seman:c Differen:al Technique
Sample items from
Opera/on Houndstooth Co-‐Cogni/ve Factor Scale R.E. Sytsma, J.S. Renzulli, and K.S. Berman
University of Connec/cut 2002
1. I am motivated to improve the quality of life for other people. 2. I support unpopular viewpoints when I believe they are correct.
3. At this point in time, I see myself as successful. 4. I am intrigued by unanswered questions in my area of strongest
interest. 5. I am optimistic about my future.
6. When others tire of working on something, I continue working.
Examples of Items from The Young Person’s Houndstooth Survey
I am always happy. I help others without being asked. I am able to do what is right, even if it’s not the cool thing to do. I am hopeful about the future. I make goals for myself.
Operation Houndstooth: Co-Cognitive Factors Scale (Co-CFS)
© R.E. Sytsma, J.S. Renzulli, & K.B. Berman University of Connecticut, 2002
Factor Name # Stems α-Reliability Optimism 5 .82
Courage 4 .87
Romance with a Topic/Discipline
4 .73
Sensitivity to Human Concerns
5 .83
Mental/Physical Energy 4 .76
Vision/Sense of Destiny 4 .75
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
Execu:ve func:ons are broadly defined here as the ability to engage in novel situa:ons that require planning, decision-‐making, troubleshoo:ng, and ethical leadership that is not dependent on rou:ne or well-‐rehearsed responses to challenging combina:ons of condi:ons. It involves organizing, integra6ng, and managing informa6on, emo6ons, and other mental func6ons that lead to “doing the right thing” in situa6ons that do not have a predetermined or formulaic driven response. These func6ons are especially important to highly capable people because of their access to extensive amounts of knowledge and broad range of experiences within and across disciplines.
Defini:on of Execu:ve Func:ons
Execu:ve Func:on skills are more important for school readiness than are IQ or entry-‐level reading or math. (e.g., Blair, 2002; 2003; Blair & Razza, 2007; Normandeau & Guay, 1998)
Research shows that 5-year- olds today are behind in EFs compared with 5-year-olds of a couple of generations ago. (Smirnova, 1998; Smirnova & Gudareva, 2004)
“What I think is important on the road to success is learning to deal with failure, to manage adversity. That’s a skill that parents can certainly help their children develop—and so can teachers and coaches and mentors.” How Children Succeed: Grit, Curiosity, and the Hidden Power of Character
Paul Tough
Scale for Ra6ng the Execu6ve Func6ons of Young People Joseph S. Renzulli Melissa S. Mitchell
Ac6on Orienta6on
Social Interac6ons
Leadership
Realis6c Self-‐Assessment
Awareness of Needs of Others
Instrument Development
Content Validity
Student Instrument
Ac6on Orienta6on
What mo(vates you to
succeed?
Item Factor Loading
Persistent .694
Possesses a good work ethic .569
Able to follow through with tasks
.549
Demonstrates strong study skills .534
Self-‐starter .501
Persevering .479
Values diversity .441
Mo6vated .427
Goal oriented .422
Charitable .420
Understands/deals with racism .414
Purposeful .365
Enjoys Challenge .355
Internal reliability α= .772
Construct Validity
Social Interac6ons
How do you successfully interact with others?
Item Factor Loading
Polite .661
Tacaul .577
Able to get along well with others
.530
Respecaul of others .528
Good listener .788
Interested in others .485
Considerate .474
Possesses good manners .436
Suppor6ve .419
Interacts well with others .374
Coopera6ve .331
Internal reliability α= .751
Construct Validity
Item Factor Loading
Responsible .696
Priori6zes .663
Reliable .643
Dependable .632
Allocates 6me well .543
Decision maker .539
Professional .523
Flexible .486
Able to plan ahead .477
Enterprising .406
Crea6ve .398
Compassionate .368
Demonstrates strong leadership skills .365
Prefers long range goals .354
Generates ideas .340
Takes Charge .329
Internal reliability α= .812
Leadership
What characteris(cs do you have to be a successful leader?
Construct Validity
Realis6c Self-‐Assessment
How aware are you of your own abili(es?
Item Factor Loading
Possesses a high level of self-‐esteem
.651
Possessing a strong self-‐concept .630
Able to give a realis6c self-‐appraisal
.629
Realis6c .594
Possessing strong self-‐efficacy .583
Confident .574
Defers gra6fica6on .490
Adaptable .478
Copes well with set backs .464
Conscien6ous .456
Open to new ideas .341
Openminded .330
Socially conscious .329
Internal reliability α= .781
Construct Validity
Awareness of Needs of Others
How mindful are you of the needs of others?
Item Factor Loading
Collaborates well .598
Possesses strong communica6on skills
.517
Ethical .485
Sensi6ve .478
Possesses good e6quefe .454
Aware of role of effort .448
Possesses strong character .447
Approachable .446
Enthusias6c .379
Cri6cal thinker .364
Empathe6c .327
Internal reliability α= .744
Construct Validity
Teaching Strategies to Build Execu:ve Func:on in Students
1. Provide Opportuni:es to Apply Learning Provide students with opportuni6es to apply learning -‐-‐ especially through authen6c, personally meaningful ac6vi6es -‐-‐ and then provide forma6ve assessments and feedback throughout an authen6c project.
2. Introduce Prac:ce Ac:vi:es to Support Developing Execu:ve Func:on Students need to be given opportuni6es to prac6ce using execu6ve func6ons such as how to learn, study, organize, priori6ze, review, and ac6vely par6cipate in class.
3. Have Students Model Higher Execu:ve Func:on Skills In planning prac6ce ac6vi6es, consider how and when students can model execu6ve func6on skills and have students provide feedback to one another.
A Type III Enrichment Inves:ga:on That Reflects Both Houndstooth Traits
and Execu:ve Func:on Skills
Sample Resources From the How-To Data Base at
www.renzullilearning.com
(Type II Enrichment in The Enrichment Triad Model)
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline
Third graders recite a daily pledge to be intellectually ac:ve, humble, and kind to others
In conclusion…
"The things that will destroy us are: politics without principle; pleasure without conscience; wealth without work; knowledge without character; business without morality; science without humanity; and worship without sacrifice."
Mohandas Gandhi
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever does.
Margaret Mead
An important ques:on that we, as educators of the future leaders of all aspects of the important work of the world, must ask ourselves – the area in which we should be taking the lead in educa:on. In an era of homogenized, shrink-‐wrapped, germ-‐free curriculum, we are depriving our students of opportuni:es to think cri:cally and to inves:gate the things that are some of the most important issues facing today’s world: • Climate change • Environmental destruc:on • Worldwide humanitarian crises • Racial and religious Intolerance • Rampant greed & materialism • Human rights • Self-‐indulgence vs. the common good • Social jus:ce • Gender equity • Inadequate health care • Brainwashing kids through adver:sing • The stranglehold that lobbyists have on government • Unethical behavior on the parts of business and poli:cal leaders • The widening gap between rich and poor people and na:ons • Devasta:on of the Earth’s natural resources • Poli:cal gridlock among state and na:onal elected officials • Child Labor and trafficking of young women and children
Let me end with a challenge for real leadership in our field…
A Quick
Summary
Tradi:onal Focus of GiJed Educa:on
• The ability to iden:fy trustworthy and useful informa:on • The ability to selec:vely manage overabundant informa:on • The ability to organize, classify, and evaluate informa:on • The ability to conduct self-‐assessments of web-‐based informa:on • The ability to use relevant informa:on to advance the quality of one’s work • The ability to communicate informa:on effec:vely
Meta-‐cogni:ve Skills in Technology
Focusing & Filtering
• Op:mism • Mental and Physical Energy • Courage • Vision & A Sense of Des:ny • Romance With a Topic or Discipline • Sensi:vity To Human Concerns
Intelligences Outside The Normal Curve
Contribu:ng To Social Capital & Making A Becer World
The SoJ Intelligences
“Execu:ve Func:ons”
• Personal • Social • Organiza:onal • Emo:onal • Mo:va:onal “Geong your act • Spiritual • Responsible together”
Leadership Based on Wisdom & Responsibility
The Tradi:onal Cogni:ve Basics
Crea:ve Thinking Planning Cri:cal Thinking Forecas:ng Problem Solving Wri:ng Decision Making Literacy Produc:ve Thinking Numeracy
Opportunities For Creative Productivity } Brought to bear upon…
Teachers are the unacknowledged legislators of the world.
Ashley Montagu
< of the gifted
Happiness Always
Thank you for your kind attention, and I wish you...
geluk Altijd felicidade sempre
Szczęście zawsze
快乐,永远快乐 행복을 항상
bonheur toujours lykke alltid
Sreća uvijek
Счастье все
гда mutluluk her zaman
السماويةلسعادة
Intelligences Outside the Normal Curve: Factors That Contribute To the Crea:on of Leadership Skills and
Social Capital In Young People and Adults
SENSITIVITY TO HUMAN CONCERNS
OPTIMISM
ROMANCE WITH A TOPIC OR DISCIPLINE
VISION/SENSE OF DESTINY
PHYSICAL/MENTAL ENERGY
COURAGE
・ Ac6on Orienta6on
Social Interac6ons
Leadership
Realis6c Self-‐Assessment
Awareness of Needs of Others
Joseph S. Renzulli, Director The Na:onal Research Center On The GiJed And Talented
The University of Connec:cut (USA)
Regular Classroom
Enrichment Learning and Teaching TYPE I
GENERAL EXPLORATORY
ACTIVITIES
TYPE II GROUP
TRAINING ACTIVITIES
TYPE III INDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment In General
The Schoolwide Enrichment Model Joseph S. Renzulli & Sally M. Reis
www.gifted.uconn.edu Service Delivery
Components
Strength Assessment Portfolio Curriculum Modification Techniques
School Structures The School
Organiza:onal Model
The Learning Theory
Con:nuum of Learning Theories*
67
Pedagogy
Outcomes
Major Theorists
National Goals
Deductive Didactic & Prescriptive Knowledge Acquisition,
Storage, and Retrieval. Predetermined Content
Basic Skill Acquisition Text Consumption
Behaviorists • Pavlov • Thorndike • Skinner
Increased Academic Achievement Higher Test Scores Technically Proficient Professional and Skilled Workers
Inductive, Investigative & Inquiry Oriented
Knowledge Application, High Engagement, Motivation And Enjoyment. J-I-T Content 21st Century Thinking Skills Creative Productivity
Constructivists • Pestalozzi, Torrance, • Montessori, Gardner, • Piaget & Bruner, • Dewey, Sternberg
Inventors Creative Designers in Sciences, Arts, & Technology Innovative Leaders Entrepreneurs Writers People Who Make a Difference
*Both ends of this con:nuum are important, and schools should integrate them whenever possible to produce the best balance between the two models of learning.
All you ever needed to know about learning theory (in one slide)!
Special Classes, Resource Room/ Pull-‐Out, Enrichment Clusters, AITDs,
Independent Study
Regular Classroom Infusion • Extension of An Individual Lesson • A Unit You Are Planning
Extra and Co-‐Curricular Ac:vi:es And Other Special Events
In Your School
Relating The Enrichment Triad Model To Various Organizational Structures
The Pedagogy of Enrichment Learning and Teaching (EL&T)
The Enrichment Triad Model
{ All Students
{ Candidates For
Follow-‐Up
A Pedagogical Model (What We Do With Students)
Various Organiza:onal Models (How We Group Students and
Move Them Around)
How Knowledge Is Organized
Philosophy The Humanities
Law, Ethics, & Religion
Social Sciences Languages
Natural Sciences & Mathematics
Technology (Applied Sciences)
The Arts
Literature & Rhetoric
Facts & Statistics Beliefs, Attitudes, & Values
Classifications, Relations & Categories
Theories, Structures
Patterns, Trends & Sequences
Systems, Implications & Transformations
Principles, Concepts & Generalizations
Investigative Methods
Trivia, Folklore, & Insiders Information
“Giants,” Champions, & Landmark Events
A Theory of Knowledge
KNOWLEDGE
Curriculum Content
PEDAGOGY
Instruc:onal Strategies
Student Products
EXPRESSION STYLES
Classroom Organiza:on
MANAGEMENT
Technology
Technology
The Role of
The Teacher
Learning/Teaching Styles: Lecture, Discussion, Peer Tutoring, Simulations Socratic Inquiry, CAI, Dramatization, Problem Based Learning, Guided & Unguided Independent Study
Expression Styles: Oral, Visual, Graphic, Manipulative, Artistic, Written, Multi-‐Media, Service, Combinations of the Above
Content ModiNications • More Material • More Drill & Practice • Easier Material • Greater Depth & Complexity • Student or Teacher Selected Enrichment Opportunities Related To A Topic or Unit of Study
On-‐line Courses Blogs, Wikis, Podcasts RSS Feeders, Screencasts
Flickr, Twitter Social Networking Sites Renzulli Learning System
Classroom Organization: Forum, Cinema, Laboratory, Café, Conference, Boardroom, Lecture Hall, Circle, Hot Seat, Study Carrels, Science/Media Labs, Computer Lab, Interest Centers, “Coffee House” Grouping by: Interests, Skill Levels, Ability, Within & Across-‐Grade Cluster Grouping, Common Tasks/Projects, Complimentary Talents, Cooperative Learning
(JSR: 1996)
Five Dimensions of Differen:a:on
Young Person’s Houndstooth Survey
Strongly Disagree Disagree Agree Strongly
Agree 24. I am always happy. 25. I have a lot of energy. 26. If I help someone out, I expect them to help me later. 27. If someone is being mean, I tell them so. 28. I often think about what I want to be when I grow up. 29. I know the world will be a better place in the future. 30. I have the energy to finish projects that interest me. 31. I feel awful when someone gets hurt, even if it wasn’t my fault. 32. I am able to do what is right, even if it is not the cool thing to do. 33. I make goals for myself. 34. I have many good things to look forward to. 35. I am always thinking up new ideas. 36. I keep working on something I enjoy, even after other people get bored. For these questions you will be asked to think about something that you enjoy doing. Try to think of one thing that you really enjoy.
Write it here: . For the rest of this survey, the thing that you wrote above will be called your “Interest Area.”
Strongly D isagree D isagree Agree Strongly
Agree
37. I love to learn about my interest area. 38. I like to spend a lot of time working on my interest area. 39. I am happy when I get to do something in my interest area. 40. I would enjoy taking a lesson or class in my interest area.
I am in grade: Grade 3 Grade 4 Grade 5 Grade 6
I am a: Gir l Boy Color in the face that most closely matches how you feel about each sentence. As your teacher to explain any you don’t understand.
Strongly D isagree D isagree Agree Strongly
Agree
1. I help others without being asked. 2. I stand up for what I believe is right. 3. I know what I want to be when I grow up. 4. I look for the good in every situation. 5. I am eager to learn new things. 6. I look at things from other peoples’ points of view. 7. If a friend asked me to do something that was wrong, I would say no. 8. I know that I will do something important when I grow up. 9. I am hopeful about the future. 10. I am a curious person. 11. I think about other people’s feelings. 12. If an adult asked me to do something that was wrong, I would say no. 13. I can change my life to make it better. 14. If I have a bad day, I know tomorrow will be better. 15. I ask a lot of questions. 16. I think of how my actions affect other people. 17. I say what I think, even around people who may feel differently. 18. I can make the world a better place. 19. I often feel there is nothing to be hopeful about. 20. I am a hard worker. 21. When I help others, I don’t expect anything in return. 22. I am brave. 23. I know that I will be successful in the future.
1. General Theory For Talent Development
2. Why Intelligences Outside The Normal Curve Are Important
3. Opera:on Houndstooth Theory & Research
4. Execu:ve Func:on Theory & Research
5. Co-‐Cogni:ve Factor Interven:on Theory
Outline