The Center Puzzle Piece: Uncovering and Nurturing Talent for Optimal Performance Haysville Public Schools January, 2010 F. Richard Olenchak, Ph.D., P.C

The Center Puzzle Piece:

Uncovering and Nurturing Talent for Optimal Performance

Haysville Public Schools January, 2010

F. Richard Olenchak, Ph.D., P.C. Professor, Psychologist, and Director Urban Talent Research InstituteCollege of Education University of Houston Houston, TX 77204-5023Voice – 713.743.4984 E-Mail – [email protected]

Greetings!Greetings!

Write your name in the middle circle.

In the outer circle, write names of people, places, things, events, traits, experiences, etc. that DEFINE you (NOT describe but DEFINE you).

In the frame surrounding the outer circle, write the names of the persons in your life who have shaped who you are.

Write your name in the middle circle.

In the outer circle, write names of people, places, things, events, traits, experiences, etc. that DEFINE you (NOT describe but DEFINE you).

In the frame surrounding the outer circle, write the names of the persons in your life who have shaped who you are.

I am…I am…

Use the information from your Circle Map to write a brief introduction of yourself to the group (either a short narrative or simply a few notes).

Without violating your privacy, try to include some novel information about you that others – even those who know you – are unlikely to know.

Then, one-by-one, each of us will introduce ourselves to our small group.

Use the information from your Circle Map to write a brief introduction of yourself to the group (either a short narrative or simply a few notes).

Without violating your privacy, try to include some novel information about you that others – even those who know you – are unlikely to know.

Then, one-by-one, each of us will introduce ourselves to our small group.

Simulation Directions Simulation Directions

Think of your own self and the strengths and weaknesses that you have.

Now think of the following four areas:1. Writing/Authoring2. Drawing/Sketching3. Singing/Rapping4. Performing/Acting

Rank yourself from highest to lowest in each of those four areas.

Think of your own self and the strengths and weaknesses that you have.

Now think of the following four areas:1. Writing/Authoring2. Drawing/Sketching3. Singing/Rapping4. Performing/Acting

Rank yourself from highest to lowest in each of those four areas.

Simulation TaskSimulation Task

Using your BOTTOM-RANKED area, work with others or by yourself to use THAT area to:Show that you have learned four

major concepts in the unit described;

Then your work will be randomly shared with the class;

Be ready to have your peers grade your work pass or fail.

Using your BOTTOM-RANKED area, work with others or by yourself to use THAT area to:Show that you have learned four

major concepts in the unit described;



Simulation TaskSimulation Task

Using your TOP-RANKED area, workwith others or by yourself to use THATarea to:

Show that you have learned four major concepts in the unit described;



Using your TOP-RANKED area, workwith others or by yourself to use THATarea to:

Show that you have learned four major concepts in the unit described;



Debriefing the Simulation

Part A


Part A ROLE OF GROUP -- In which situation did you rely

more on your group as a necessary support? In which experience did you feel more independent? What conclusions can you draw?

TIME ON TASK -- In which experience were you actively involved over time?

QUALITY OF PRODUCT -- Which condition resulted in the better product and showed more skill or talent?

ELABORATION -- Which experience resulted in a product that showed the most attention to detail?

ROLE OF GROUP -- In which situation did you rely more on your group as a necessary support? In which experience did you feel more independent? What conclusions can you draw?

TIME ON TASK -- In which experience were you actively involved over time?

QUALITY OF PRODUCT -- Which condition resulted in the better product and showed more skill or talent?

ELABORATION -- Which experience resulted in a product that showed the most attention to detail?


Part B


Part BKNOWLEDGE -- In which product did it seem like

the participants had more knowledge?CREATIVITY -- In which case was creativity used

to:* compensate for lack of skill or comfort?* enhance the quality of the product?

INTELLIGENCES USED -- When were intelligences at- promise used to compensate for intelligences-at risk?

STRESS -- Which condition caused more stress for you? Why? What are the implications of this?

KNOWLEDGE -- In which product did it seem like the participants had more knowledge?

CREATIVITY -- In which case was creativity used to:* compensate for lack of skill or comfort?* enhance the quality of the product?

INTELLIGENCES USED -- When were intelligences at- promise used to compensate for intelligences-at risk?

STRESS -- Which condition caused more stress for you? Why? What are the implications of this?

Who is intelligent?Who is intelligent?

8 Intelligences 8 Intelligences Dr. Howard Gardner, Harvard UniversityDr. Howard Gardner, Harvard University

8 Intelligences 8 Intelligences Dr. Howard Gardner, Harvard UniversityDr. Howard Gardner, Harvard University

1. Linguistic 2. Logical/ Mathematical 3. Spatial4. Bodily/ Kinesthetic5. Musical6. Naturalistic7. Interpersonal8. Intrapersonal

1. Linguistic 2. Logical/ Mathematical 3. Spatial4. Bodily/ Kinesthetic5. Musical6. Naturalistic7. Interpersonal8. Intrapersonal

Making the Old Multiple Intelligences Mean Something

Research about Multiple Intelligences


After one school year, students in 5 elementary and 3 middle school classrooms: displayed increased independence, responsibility and

self direction; made significant behavioral improvement, even

among students identified with behavioral disorders; Improved their ability to work cooperatively and to

communicate with others; and used a minimum of three to five intelligences in their

classroom work.

Campbell, L.M, Campbell, B., & Dickinson, D. (2004). Teaching and Learning through Multiple Intelligences (3rd ed.). Boston: Allyn and Bacon/Pearson.

After one school year, students in 5 elementary and 3 middle school classrooms: displayed increased independence, responsibility and

self direction; made significant behavioral improvement, even

among students identified with behavioral disorders; Improved their ability to work cooperatively and to

communicate with others; and used a minimum of three to five intelligences in their

classroom work.

Campbell, L.M, Campbell, B., & Dickinson, D. (2004). Teaching and Learning through Multiple Intelligences (3rd ed.). Boston: Allyn and Bacon/Pearson.



A comprehensive review of existing research about students in grades K-6 revealed that students: significantly improved both engagement and

performance on standardized tests; significantly improved day-to-day performance in all

four core content areas – language, math, social studies, and science; and

increased self-motivation and confidence, particularly in tackling tasks of increasingly difficult challenge.

Johnson, M. (2007). An extended literature review: The effect of Multiple Intelligences on elementary student performance.

Unpublished master’s degree thesis, Dominican University, San Rafael, CA. (ERIC Document Reproduction Service No. ED497741)

A comprehensive review of existing research about students in grades K-6 revealed that students: significantly improved both engagement and

performance on standardized tests; significantly improved day-to-day performance in all

four core content areas – language, math, social studies, and science; and

increased self-motivation and confidence, particularly in tackling tasks of increasingly difficult challenge.

Johnson, M. (2007). An extended literature review: The effect of Multiple Intelligences on elementary student performance.

Unpublished master’s degree thesis, Dominican University, San Rafael, CA. (ERIC Document Reproduction Service No. ED497741)

““Some years ago I read about an eminent scientist who, Some years ago I read about an eminent scientist who, several years after winning the Nobel prize, found out his IQ. several years after winning the Nobel prize, found out his IQ. Somehow his early school records came into his possession and on Somehow his early school records came into his possession and on them was his IQ score. What struck him immediately was this: the them was his IQ score. What struck him immediately was this: the number was too low to have enabled his accomplishments. number was too low to have enabled his accomplishments. Someone with that IQ could not possibly have made the Someone with that IQ could not possibly have made the groundbreaking discoveries he had made. He freely admitted that groundbreaking discoveries he had made. He freely admitted that had he known his IQ, he would never have dreamed of embarking had he known his IQ, he would never have dreamed of embarking on his scientific career. on his scientific career.

My first thought is that the test was wrong. It must have My first thought is that the test was wrong. It must have mismeasured his real IQ. Maybe it did, but maybe it didn't. Maybe mismeasured his real IQ. Maybe it did, but maybe it didn't. Maybe it accurately measured his skills at the time -- at least as far as it accurately measured his skills at the time -- at least as far as what any IQ test can assess. The fallacy is in thinking that by what any IQ test can assess. The fallacy is in thinking that by measuring someone's present measuring someone's present skills, you've measured their potential; that by skills, you've measured their potential; that by looking at what they can do now, you can predict what looking at what they can do now, you can predict what they're capable of doing in the future.“ they're capable of doing in the future.“

Dweck, C. (2000).Self-theories, their role in motivation, personality, and development. Philadelphia: Psychology Press.

““Some years ago I read about an eminent scientist who, Some years ago I read about an eminent scientist who, several years after winning the Nobel prize, found out his IQ. several years after winning the Nobel prize, found out his IQ. Somehow his early school records came into his possession and on Somehow his early school records came into his possession and on them was his IQ score. What struck him immediately was this: the them was his IQ score. What struck him immediately was this: the number was too low to have enabled his accomplishments. number was too low to have enabled his accomplishments. Someone with that IQ could not possibly have made the Someone with that IQ could not possibly have made the groundbreaking discoveries he had made. He freely admitted that groundbreaking discoveries he had made. He freely admitted that had he known his IQ, he would never have dreamed of embarking had he known his IQ, he would never have dreamed of embarking on his scientific career. on his scientific career.

My first thought is that the test was wrong. It must have My first thought is that the test was wrong. It must have mismeasured his real IQ. Maybe it did, but maybe it didn't. Maybe mismeasured his real IQ. Maybe it did, but maybe it didn't. Maybe it accurately measured his skills at the time -- at least as far as it accurately measured his skills at the time -- at least as far as what any IQ test can assess. The fallacy is in thinking that by what any IQ test can assess. The fallacy is in thinking that by measuring someone's present measuring someone's present skills, you've measured their potential; that by skills, you've measured their potential; that by looking at what they can do now, you can predict what looking at what they can do now, you can predict what they're capable of doing in the future.“ they're capable of doing in the future.“

Dweck, C. (2000).Self-theories, their role in motivation, personality, and development. Philadelphia: Psychology Press.

Can you define intelligence?


J.K. Rowling

Linguistic Intelligence• Skilled with words• “The Word Player”

Linguistic LearnerLinguistic LearnerIf you have strong linguistic intelligence you might learn better by:If you have strong linguistic intelligence you might learn better by:

• Reading

•Memorizing

•Playing with words

•Making up rhymes, puns

•Using the Internet

LINGUISTICLINGUISTICACTIVITIES: Lectures, poetry, discussions,

word games, storytelling, choral reading, journal writing, speech, debate, humor/joke-telling, word-a-day

MATERIALS: Books, books on tape, tape recorders, typewriters/word processors, stamp sets, word games

STRATEGIES: Read about it, write about it, talk about it, listen to it,; whole language instruction; teaching through storytelling

ACTIVITIES: Lectures, poetry, discussions, word games, storytelling, choral reading, journal writing, speech, debate, humor/joke-telling, word-a-day

MATERIALS: Books, books on tape, tape recorders, typewriters/word processors, stamp sets, word games

STRATEGIES: Read about it, write about it, talk about it, listen to it,; whole language instruction; teaching through storytelling



Albert EinsteinAlbert Einstein

Logical/ Mathematical Intelligence

• Skilled with numbers & reasoning• “The Questioner”

Logical/Mathematical Learner

Logical/Mathematical Learner

If you have strong logical-mathematical intelligence you might learn better by:

• Recording information systematically

•Setting up experiments (“what if?”)

•Playing strategy games (chess)

•Analyzing data

•Asking logical questions


LOGICAL-MATHEMATICAL

LOGICAL-MATHEMATICAL

ACTIVITIES: Brain teasers, problem solving, science experiments, mental calculation, number games, critical thinking, outlining, graphic organizers, code deciphering, syllogisms, pattern games

MATERIALS: Calculators, math manipulatives, science equipment, math games

STRATEGIES: Quantify it, think critically about it, conceptualize it; critical thinking instruction; teaching through Socratic questioning method

ACTIVITIES: Brain teasers, problem solving, science experiments, mental calculation, number games, critical thinking, outlining, graphic organizers, code deciphering, syllogisms, pattern games

MATERIALS: Calculators, math manipulatives, science equipment, math games

STRATEGIES: Quantify it, think critically about it, conceptualize it; critical thinking instruction; teaching through Socratic questioning method


Can you define intelligence?Frida KahloFrida Kahlo

Spatial Intelligence

• Skilled with pictures & images• “The Visualizer”

Spatial LearnerSpatial Learner

If you have strong spatial intelligence you might learn better by:

• Watching videos

•Using visual, tangible aids

•Studying Pictures• Doing mazes, puzzles

• Making predictions• Using the Internet

SPATIALSPATIALACTIVITIES: Visual presentations, imagination

games, mind-mapping, metaphor, drawing, visualization, color schemes, designing, sculpting, painting

MATERIALS: Graphs, maps, LEGOs, art materials, optical illusions, photographic equipment, videographic equipment, photo library

STRATEGIES: See it, draw it, visualize it, color it, mind-map it; integrated arts instruction; teaching through the arts

ACTIVITIES: Visual presentations, imagination games, mind-mapping, metaphor, drawing, visualization, color schemes, designing, sculpting, painting

MATERIALS: Graphs, maps, LEGOs, art materials, optical illusions, photographic equipment, videographic equipment, photo library

STRATEGIES: See it, draw it, visualize it, color it, mind-map it; integrated arts instruction; teaching through the arts



Yao MingYao Ming

Bodily/ Kinesthetic Intelligence

• Physical skill• “The Mover”

Bodily/Kinesthetic Learner

Bodily/Kinesthetic Learner

If you have strong bodily-kinesthetic intelligence you might learn better by:

• Doing role plays

•Constructing physical examples

•Exercising while reading

•Asking logical questions

•Visiting new places, seldom getting lost


BODILY-KINESTHETICBODILY-KINESTHETIC

ACTIVITIES: Hands-on learning, drama, dance, sports that teach, tactile activities, relaxation methods, role playing, mime, inventing, body language, martial arts

MATERIALS: Building tools, clay, sports equipment, manipulatives, tactile learning resources

STRATEGIES: Build it, act it out, touch it, get a “gut feeling” about it, dance it; active learning; teaching through dramatic movement

ACTIVITIES: Hands-on learning, drama, dance, sports that teach, tactile activities, relaxation methods, role playing, mime, inventing, body language, martial arts

MATERIALS: Building tools, clay, sports equipment, manipulatives, tactile learning resources

STRATEGIES: Build it, act it out, touch it, get a “gut feeling” about it, dance it; active learning; teaching through dramatic movement



MadonnaMadonna

Musical Intelligence• Skilled with melody & rhythm• “The Music Lover”

Musical LearnerMusical LearnerIf you have strong musical intelligence you might

learnbetter by:

•Listening to recordings

•Talking to yourself

•Making up songs

•Remembering tunes

•Reading aloud

•Changing tempo


MUSICALMUSICAL

ACTIVITIES: Songs and melodies that teach, rapping, recalling material by setting it to music

MATERIALS: Tape recorder, CD player, tape and CD collections, musical instruments

STRATEGIES: Sing it, hum it, rap it, listen to it; choral teaching; instruction through rhythmic voice

ACTIVITIES: Songs and melodies that teach, rapping, recalling material by setting it to music

MATERIALS: Tape recorder, CD player, tape and CD collections, musical instruments

STRATEGIES: Sing it, hum it, rap it, listen to it; choral teaching; instruction through rhythmic voice



Steve IrwinSteve Irwin

Naturalistic Intelligence• Skills of making connection to elements in nature• “The Outdoorsman”

Naturalistic LearnerNaturalistic LearnerIf you have strong naturalistic intelligence you might learn better by:

•Studying outside•Learning near plants & pets•Relating environment to topics•Smelling, seeing touching, tasting•Observing natural phenomenon

NATURALISTNATURALISTACTIVITIES: Activities taking place outdoors;

projects aimed at categorizing, classifying, patterning, and appreciating nature

MATERIALS: Authentic aspects of nature (rocks, plants, animals, etc.), books and tables about ecology, web materials about ecology

STRATEGIES: Experiment with it, handle it, analyze it; teaching through actual aspects of nature

ACTIVITIES: Activities taking place outdoors; projects aimed at categorizing, classifying, patterning, and appreciating nature

MATERIALS: Authentic aspects of nature (rocks, plants, animals, etc.), books and tables about ecology, web materials about ecology

STRATEGIES: Experiment with it, handle it, analyze it; teaching through actual aspects of nature



Oprah WinfreyOprah Winfrey

Interpersonal Intelligence• Skills of social understanding• “The Socializer”

Interpersonal LearnerInterpersonal LearnerIf you have strong interpersonal intelligence you might learn better by:

•Studying in groups

•Sharing data with others

•Interviewing experts

•Relating personal information

•Being a team player

•Doing cooperative projects

INTERPERSONALINTERPERSONAL

ACTIVITIES: Group projects, peer tutoring, sharing, community involvement, social gatherings, simulations

MATERIALS: Board and computer games, party supplies, props for role playing

STRATEGIES: Teach it, collaborate on it, interact with regard to it; cooperative learning; teaching through dynamic interactions with students

ACTIVITIES: Group projects, peer tutoring, sharing, community involvement, social gatherings, simulations

MATERIALS: Board and computer games, party supplies, props for role playing

STRATEGIES: Teach it, collaborate on it, interact with regard to it; cooperative learning; teaching through dynamic interactions with students



Martin Luther King

Intrapersonal Intelligence• Skills of self-knowledge• “The Individual”

Intrapersonal LearnerIntrapersonal Learner

If you have strong intrapersonal intelligence you might learn better by:

• Avoiding distractions

•Establishing personal goals

•Playing solitary games

•Setting own pace

•Working alone

•Reading personal experiences

INTRAPERSONALINTRAPERSONAL

ACTIVITIES: Individual projects, independent study, options, self-esteem building, meditation methods, metacognitive techniques, higher order thinking

MATERIALS: Self-checking/self-pacing materials, journals, materials for projects

STRATEGIES: Connect it to your personal life, make choices with regard to it; individualized instruction; teaching by bringing feelings into presentations

ACTIVITIES: Individual projects, independent study, options, self-esteem building, meditation methods, metacognitive techniques, higher order thinking

MATERIALS: Self-checking/self-pacing materials, journals, materials for projects

STRATEGIES: Connect it to your personal life, make choices with regard to it; individualized instruction; teaching by bringing feelings into presentations

Back to your students in Haysville…

Back to your students in Haysville…

1. Think of your collection of students.

2. Consider the Multiple Intelligences.

3. Which students seem to fit into which MI?

4. Design a matrix:

1. Think of your collection of students.

2. Consider the Multiple Intelligences.

3. Which students seem to fit into which MI?

4. Design a matrix:

Student

Behaviors and

Interests

Most Likely MI or MIs

What I Can Do

Maria -Makes diagrams in notes-Suduko-Runs track

-Spatial-Logic/Math-Bodily/Kines.-Intra

Why bother with all this?Why bother with all this?

What research tells us from a massive meta-analytic study…Success in personal pursuits does not

yield happiness; actually the converse is more true: that happiness, or contentment, produces success.

Lyubomirsky, S., & King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.

What research tells us from a massive meta-analytic study…Success in personal pursuits does not

yield happiness; actually the converse is more true: that happiness, or contentment, produces success.

Lyubomirsky, S., & King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.

Motivation and StudentsMotivation is that human interaction which increases self-

esteem or preserves the individual’s self-concept. -- Joanne Rand Whitmore, Former Dean, College of Education, Kent

State University

Motivation and StudentsMotivation is that human interaction which increases self-

esteem or preserves the individual’s self-concept. -- Joanne Rand Whitmore, Former Dean, College of Education, Kent

State University

Destroyers of Positive MotivationAnxieties: created by perceived threats of failureConditional Acceptance: based on successful competition with othersIrrelevance: emerging from lack of meaning in studies and producing boredomAlienation: derived from frequent criticism, “not listening,” and repeated shaming from adultsActual lack of success: resulting in an inability to understand victoryUnattainable goals: set by self or by others, particularly adults important to the studentLack of trust confidence placed in the student by adults is

questionable and the student realizes it“Absolute answers:” caused by an unyielding environment in school and/or at homeTest scores: established as the only source for “success” where s/he

has been

Destroyers of Positive MotivationAnxieties: created by perceived threats of failureConditional Acceptance: based on successful competition with othersIrrelevance: emerging from lack of meaning in studies and producing boredomAlienation: derived from frequent criticism, “not listening,” and repeated shaming from adultsActual lack of success: resulting in an inability to understand victoryUnattainable goals: set by self or by others, particularly adults important to the studentLack of trust confidence placed in the student by adults is

questionable and the student realizes it“Absolute answers:” caused by an unyielding environment in school and/or at homeTest scores: established as the only source for “success” where s/he

has been

Agents of Change to Create Positive

Motivation

Agents of Change to Create Positive

MotivationDialogue: establishing an authentic setting where listening

and responding occurs person-to-personGenuine acceptance: respect for the individual despite human flawsInvolvement: inclusion of the individual in setting limits,

identifyingalternatives, making plans, and carrying our

responsibilitiesGrowth: allowing the student room to break habitual patterns of interaction without prejudgment (e.g., negativism,

impatience, perfectionism)Encouraging self-control: including self-direction, self-discipline, and

self-evaluation

Focus on creating the future: emphasizing opportunities and directions for growth

as more important than where the student is at present or

Dialogue: establishing an authentic setting where listening and

responding occurs person-to-personGenuine acceptance: respect for the individual despite human flawsInvolvement: inclusion of the individual in setting limits,

identifyingalternatives, making plans, and carrying our

responsibilitiesGrowth: allowing the student room to break habitual patterns of interaction without prejudgment (e.g., negativism,

impatience, perfectionism)Encouraging self-control: including self-direction, self-discipline, and

self-evaluation

Focus on creating the future: emphasizing opportunities and directions for growth

as more important than where the student is at present or

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Some Direction from Background ResearchSome Direction from Background Research

Student success and self-confidence are reliant on teachers who promote opportunities for them to develop and then demonstrate their strengths rather than spending so much time remediating their weaknesses (Doubek & Cooper, 2007).

Student self-confidence and motivation are correlated with expectations from both school and home (Tavani, 2003).

Human action is reliant on self-confidence; self-confident people tend to have an elevated sense of emotional energy and imaginative capacity to shape the future in ways they would like (Ludema, Wilmot, & Srivastva, 1997).

Student success and self-confidence are reliant on teachers who promote opportunities for them to develop and then demonstrate their strengths rather than spending so much time remediating their weaknesses (Doubek & Cooper, 2007).

Student self-confidence and motivation are correlated with expectations from both school and home (Tavani, 2003).

Human action is reliant on self-confidence; self-confident people tend to have an elevated sense of emotional energy and imaginative capacity to shape the future in ways they would like (Ludema, Wilmot, & Srivastva, 1997).

Some Direction from Background ResearchSome Direction from Background Research

Students who are self-confident receive higher grades than unhopeful ones, regardless of IQ scores (Scheier & Carver, 1993).

Self-confident students are able to tackle more difficult goals and tend to have success at achieving their goals (Olenchak, 2009).

Self-confident students have greater happiness and less distress as a rule when compared to their peers (Snyder & McCullough, 2000).

Students who are self-confident receive higher grades than unhopeful ones, regardless of IQ scores (Scheier & Carver, 1993).

Self-confident students are able to tackle more difficult goals and tend to have success at achieving their goals (Olenchak, 2009).

Self-confident students have greater happiness and less distress as a rule when compared to their peers (Snyder & McCullough, 2000).

About ConfidenceAbout Confidence

Confidence is the expected probability that one can achieve a goal in a particular situation (Stevens, 2005); Bandura (1997) calls self-confidence “self-efficacy expectations.”

Confidence is primarily situational and not absolute (Bandura, 1997).

Confidence is rooted in mastering critical life skills (Austin & Vancouver, 1997; McClelland, 1988).

Confidence is the expected probability that one can achieve a goal in a particular situation (Stevens, 2005); Bandura (1997) calls self-confidence “self-efficacy expectations.”

Confidence is primarily situational and not absolute (Bandura, 1997).

Confidence is rooted in mastering critical life skills (Austin & Vancouver, 1997; McClelland, 1988).

Think for a Moment…Think for a Moment…

With a partner, discuss when and in what situations each of you feels most confident. How do you feel?

With the same partner, discuss when and in what situations each of you feels least confident. How do you feel?

With a partner, discuss when and in what situations each of you feels most confident. How do you feel?

With the same partner, discuss when and in what situations each of you feels least confident. How do you feel?

Developing Self-Confidence: Two Schools as Pilots


School 1 – Elementary School in Seattle400 students enrolled in grades K-531% Asian, 31% Latino, 18% African

American, 14% Anglo, 6% Indigenous76% free/reduced lunch23% English language learners7% Special Education1% identified as

Gifted/Talented

School 1 – Elementary School in Seattle400 students enrolled in grades K-531% Asian, 31% Latino, 18% African

American, 14% Anglo, 6% Indigenous76% free/reduced lunch23% English language learners7% Special Education1% identified as

Gifted/Talented



School 2 – High School in Newark1400 students enrolled in grades 9-1294% African American, 6% Latino38% free/reduced lunch16% Special Education<1% identified as

Gifted/Talented

School 2 – High School in Newark1400 students enrolled in grades 9-1294% African American, 6% Latino38% free/reduced lunch16% Special Education<1% identified as

Gifted/Talented

Schoolwide InterventionsSchoolwide InterventionsThinking Maps (Hyerle, 1988)

Circle Map

Bubble Map

Double Bubble Map

Tree Map

Thinking Maps (Hyerle, 1988)Circle Map

Bubble Map

Double Bubble Map

Tree Map

http://www.tangischools.org/schools/kes/circle_map%20pictures.htm

http://www.tangischools.org/schools/kes/bubble_map%20pics.htm

http://www.tangischools.org/schools/kes/double_bubble_map%20pics.htm

http://www.tangischools.org/schools/kes/tree_map%20pics.htm

Schoolwide InterventionsSchoolwide Interventions

Brace Map

Flow Map

Multi-Flow Map

Bridge Map

Brace Map

Flow Map

Multi-Flow Map

Bridge Map

http://www.tangischools.org/schools/kes/brace_map%20pics.htm

http://www.tangischools.org/schools/kes/multi-flow_map%20pics.htm

http://www.irvingisd.net/staffdev/images/thinkingmaps/map8.gif

Schoolwide InterventionsSchoolwide InterventionsTalents Unlimited (Taylor, 1967; Schlichter,

1968) Productive Thinking Communication

1. single words describing something; 2. single words describing feelings; 3. simile; 4. personal experience; 5. network; 6. without words

Forecasting Planning Decision Making

Talents Unlimited (Taylor, 1967; Schlichter, 1968) Productive Thinking Communication

1. single words describing something; 2. single words describing feelings; 3. simile; 4. personal experience; 5. network; 6. without words

Forecasting Planning Decision Making

Academic Productive Planning Communication Forecasting Decision Thinking Making

Schoolwide Interventions: Talents Unlimited Philosophy

ImplementationImplementation

Teachers and their administrators were trained in both interventions.

Follow-up coaching to support implementation provided: In person every 6 weeks first school year As needed via e-mail and phone thereafter

Integrity of implementation assessed through teacher journals and lesson plans, as well as student journals and administrator observations: Some teachers implemented both interventions as

much as daily in both schools (18% Seattle, 7% Newark).

Some teachers never implemented (1% Seattle, 14% Newark).

Of the teachers implementing both interventions, at least once weekly (84% Seattle, 47% Newark), seven videos (4 Seattle, 3 Newark) were randomly filmed of classroom applications of interventions.

Teachers and their administrators were trained in both interventions.

Follow-up coaching to support implementation provided: In person every 6 weeks first school year As needed via e-mail and phone thereafter

Integrity of implementation assessed through teacher journals and lesson plans, as well as student journals and administrator observations: Some teachers implemented both interventions as

much as daily in both schools (18% Seattle, 7% Newark).

Some teachers never implemented (1% Seattle, 14% Newark).

Of the teachers implementing both interventions, at least once weekly (84% Seattle, 47% Newark), seven videos (4 Seattle, 3 Newark) were randomly filmed of classroom applications of interventions.

Surveys of Student Confidence

Surveys of Student Confidence

Using the two intervention systems both in and out of school (intervals of 3 months over 2 school years)

Their ability to complete academic work successfully (annual pre/post over 2 school years)

Setting goals in and out of school (annual pre/post over 2 school years)

Achieving goals in and out of school (annual pre/post over 2 school years)

Using the two intervention systems both in and out of school (intervals of 3 months over 2 school years)

Their ability to complete academic work successfully (annual pre/post over 2 school years)

Setting goals in and out of school (annual pre/post over 2 school years)

Achieving goals in and out of school (annual pre/post over 2 school years)

Results of SurveysResults of Surveys Students felt confident:

in using both interventions (end rate: 94% Seattle, 68% Newark).

Students felt more confident: in ability to complete academic work

successfully (start: 42% Seattle, 38% Newark; end: 81% Seattle, 59% Newark).

in setting goals in and out of school (start: 28% Seattle, 38% Newark; end: 84% Seattle, 65% Newark).

in achieving goals in and out of school (start: 25% Seattle, 21% Newark; end: 75% Seattle, 57% Newark).

Students felt confident: in using both interventions (end rate: 94%

Seattle, 68% Newark). Students felt more confident:

in ability to complete academic work successfully (start: 42% Seattle, 38% Newark; end: 81% Seattle, 59% Newark).

in setting goals in and out of school (start: 28% Seattle, 38% Newark; end: 84% Seattle, 65% Newark).

in achieving goals in and out of school (start: 25% Seattle, 21% Newark; end: 75% Seattle, 57% Newark).

Talents Unearthed in Two Years

Talents Unearthed in Two Years

Seattle District science fair awards up over 200%District arts awards up 95%Numerous individual cases (of increased

student productivity in all content areasNewarkDistrict social studies awards up 50%District arts awards up 37%

Seattle District science fair awards up over 200%District arts awards up 95%Numerous individual cases (of increased

student productivity in all content areasNewarkDistrict social studies awards up 50%District arts awards up 37%

Academic ResultsAcademic Results

Percent meeting state standards increased

SeattleReading from 61.4% to 68.8%Writing from 24.6% to 58.4%Math from 28.2% to 55.1%

NewarkLanguage Arts from 53.1% to 54.5%Math from 31.6% to 34.9%

Percent meeting state standards increased

SeattleReading from 61.4% to 68.8%Writing from 24.6% to 58.4%Math from 28.2% to 55.1%

NewarkLanguage Arts from 53.1% to 54.5%Math from 31.6% to 34.9%

ConclusionsConclusions Interventions that equip students with life skills

are helpful in instilling developmental confidence. Talents Unlimited and Thinking Maps are

complimentary and can be readily integrated into content instruction in classrooms.

Students who are consistently asked to practice the two interventions are likely to express more confidence and as a result are likely to express otherwise hidden potential.

Interventions that equip students with life skills are helpful in instilling developmental confidence.

Talents Unlimited and Thinking Maps are complimentary and can be readily integrated into content instruction in classrooms.

Students who are consistently asked to practice the two interventions are likely to express more confidence and as a result are likely to express otherwise hidden potential.

Circle MapCircle Map

Used to help define a thing or idea Used to brainstorm ideas Used to show prior knowledge about a

topic Center of the circle

use words, numbers, pictures, or any other sign or symbol to define the object, person, or idea you are trying to understand

Outside circle write or draw any information that puts this

thing in context.

Used to help define a thing or idea Used to brainstorm ideas Used to show prior knowledge about a

topic Center of the circle

use words, numbers, pictures, or any other sign or symbol to define the object, person, or idea you are trying to understand

Outside circle write or draw any information that puts this

thing in context.

http://www.tangischools.org/schools/kes/circle_map%20pictures.htm

Circle Map about My CatCircle Map about My Cat

Circle Map about Things that Live in Water

Circle Map about Things that Live in Water

Circle Map about One-Celled Organisms

Circle Map about One-Celled Organisms

Circle Map about a Little Boy

Circle Map about a Little Boy

Circle Map about Equivalent Fractions

Circle Map about Equivalent Fractions

Bubble MapBubble Map

Used to describe qualities using adjectives and adjective phrases

As a writing tool, enriches students' abilities to identify qualities and use descriptive words

In the center circle write the word or thing being

described In the outer circle

write the adjectives or adjective phrases that describe the center circle

Used to describe qualities using adjectives and adjective phrases

As a writing tool, enriches students' abilities to identify qualities and use descriptive words

In the center circle write the word or thing being

described In the outer circle

write the adjectives or adjective phrases that describe the center circle

http://www.tangischools.org/schools/kes/bubble_map%20pics.htm

Bubble Map about Ice Cream

Bubble Map about Ice Cream

Bubble Map about Facial Expressions

Bubble Map about Facial Expressions

Bubble Map about a Character

Bubble Map about a Character

Bubble Map about a Student

Bubble Map about a Student

Double Bubble MapDouble Bubble Map

Use when comparing and contrasting two items

Two center circles the two items being compared and

contrasted Outside bubbles

show qualities or traits that are found in only one of the items

contrasting qualities Center bubbles (that connect to both

circles) show similarities between the two items

being compared (traits that both items share in common)

comparison qualities

Use when comparing and contrasting two items

Two center circles the two items being compared and

contrasted Outside bubbles

show qualities or traits that are found in only one of the items

contrasting qualities Center bubbles (that connect to both

circles) show similarities between the two items

being compared (traits that both items share in common)

comparison qualities

http://www.tangischools.org/schools/kes/double_bubble_map%20pics.htm

Double Bubble Map about Graphic Organizers and Thinking Maps

Double Bubble Map about Graphic Organizers and Thinking Maps

Double Bubble Map about Rabbit and Cat

Double Bubble Map about Rabbit and Cat

Double Bubble Map about Water and Land Creatures

Double Bubble Map about Water and Land Creatures

Double Bubble Map about Stone Soup and Real Soup

Double Bubble Map about Stone Soup and Real Soup

Double Bubble Map about Bubble & Double Bubble Maps

Double Bubble Map about Bubble & Double Bubble Maps

Tree MapTree Map For classifying and grouping Things or ideas are sorted into

categories or groups Sometimes new categories are

created On the top line

write the category name Set if lines below top line

write sub-categories Below each sub-category

write specific members of the group

some things fit multiple groups Good for studying for tests

For classifying and grouping Things or ideas are sorted into

categories or groups Sometimes new categories are

created On the top line

write the category name Set if lines below top line

write sub-categories Below each sub-category

write specific members of the group

some things fit multiple groups Good for studying for tests

http://www.tangischools.org/schools/kes/tree_map%20pics.htm

Tree Map about PlantsTree Map about Plants

Tree Map about AnimalsTree Map about Animals

Tree Map about VowelsTree Map about Vowels

Tree Map about Musical Instruments

Tree Map about Musical Instruments

Tree Map about Addition Facts

Tree Map about Addition Facts

Brace MapBrace Map For understanding the relationship

between a whole physical object and its parts

Used to analyze the structure of an item It is like 'dissecting' on paper. On the line to the left

write the name of the whole object On the lines within the first brace to the

right write the major parts of the object

Then follow within the next set of braces subparts of each major part.

Good for organizing an agenda or showing the structure of an organization

For understanding the relationship between a whole physical object and its parts

Used to analyze the structure of an item It is like 'dissecting' on paper. On the line to the left

write the name of the whole object On the lines within the first brace to the

right write the major parts of the object

Then follow within the next set of braces subparts of each major part.

Good for organizing an agenda or showing the structure of an organization

http://www.tangischools.org/schools/kes/brace_map%20pics.htm

Brace Map on Technology Skills

Brace Map on Technology Skills

Brace Map about The Americas

Brace Map about The Americas

Brace Map about the Statue of Liberty

Brace Map about the Statue of Liberty

Brace Map about the Human Body

Brace Map about the Human Body

Flow MapFlow Map Sequence and order a process Identify the relationships between stages

and substages of an event (or order or numbers, operations, steps, etc.)

Can be used to explain the order of events In the first rectangle on the far left

write the name for the event or sequence Rectangles that follow moving to the right

list the steps or events that follow from beginning to end

Smaller rectangles below the large ones may be written underneath the large

rectangles to list substages of each major stage

Sequence and order a process Identify the relationships between stages

and substages of an event (or order or numbers, operations, steps, etc.)

Can be used to explain the order of events In the first rectangle on the far left

write the name for the event or sequence Rectangles that follow moving to the right

list the steps or events that follow from beginning to end

Smaller rectangles below the large ones may be written underneath the large

rectangles to list substages of each major stage

Flow Map of Making a Peanut Butter Sandwich

Flow Map of Making a Peanut Butter Sandwich

Flow Map about Sarah Plain and Tall

Flow Map about Sarah Plain and Tall

Flow Map about a Seed Becoming a Flower

Flow Map about a Seed Becoming a Flower

Flow Map Leading to Essay about Food Chain

Flow Map Leading to Essay about Food Chain

Multi-Flow MapMulti-Flow Map Cause and effect representation Process of sequencing that looks at:

what caused an event the results/effects/impact of the event

Helps students analyze a situation by looking at the cause and effect - the 'why' and 'consequences' - good or bad

In the center rectangle list the event that occurred

In the rectangles to the left list the causes of the event

In the rectangles to the right of the center rectangle write the effects/consequences of the

event

Cause and effect representation Process of sequencing that looks at:

what caused an event the results/effects/impact of the event

Helps students analyze a situation by looking at the cause and effect - the 'why' and 'consequences' - good or bad

In the center rectangle list the event that occurred

In the rectangles to the left list the causes of the event

In the rectangles to the right of the center rectangle write the effects/consequences of the

event

http://www.tangischools.org/schools/kes/multi-flow_map%20pics.htm

Multi-Flow Map about Giving a Friend Candy

Multi-Flow Map about Giving a Friend Candy

Multi-Flow Map about Fighting

Multi-Flow Map about Fighting

Multi-Flow Map about a Hurricane

Multi-Flow Map about a Hurricane

Bridge MapBridge Map Seeing analogies Identifying similarities between relationships On the far left

write in the relating factor (the similar phrase that fits both sides of an analogy)

On the top and bottom of the left side of the bridge write in the 1st pair of things that have this

relationship On the top and bottom of the right side of

the bridge write in the 2nd pair of things that have the same

relationship

Seeing analogies Identifying similarities between relationships On the far left

write in the relating factor (the similar phrase that fits both sides of an analogy)

On the top and bottom of the left side of the bridge write in the 1st pair of things that have this

relationship On the top and bottom of the right side of

the bridge write in the 2nd pair of things that have the same

relationship

http://www.irvingisd.net/staffdev/images/thinkingmaps/map8.gif

Bride Map about Book Characters

Bride Map about Book Characters

Bridge Map about Leading Bridge Map about Leading

Bridge Map about the American Flag

Bridge Map about the American Flag

Bridge Map about ColorsBridge Map about Colors

Productive ThinkingProductive Thinking

1. Think of many ideas2. Think of varied ideas3. Think of unusual ideas4. Add to your ideas to

make them better

1. Think of many ideas2. Think of varied ideas3. Think of unusual ideas4. Add to your ideas to

make them better

Decision MakingDecision Making

1. Think of many varied things you can do

2. Think of the varied questions you need to ask about these things you could do

3. Use your answers to help you make a decision

4. State your final decision5. Give many, varied reasons

for your decision

1. Think of many varied things you can do

2. Think of the varied questions you need to ask about these things you could do

3. Use your answers to help you make a decision

4. State your final decision5. Give many, varied reasons

for your decision

http://www.s.smit.btinternet.co.uk/index_scenic_photos.htm

PlanningPlanning1. Think of what you are going to

plan so someone will know what your project is

2. Think of all the materials and equipment you will need for your project

3. Think of all the steps needed to complete the project and put the steps in order

4. Think of any problems that could keep you from completing the project

5. Think of ways to improve your plan

1. Think of what you are going to plan so someone will know what your project is

2. Think of all the materials and equipment you will need for your project

3. Think of all the steps needed to complete the project and put the steps in order

4. Think of any problems that could keep you from completing the project

5. Think of ways to improve your plan

ForecastingForecasting

1. Make many, varied predictions about the causes of a situation

2. Make many, varied predictions about the effects of a situation

1. Make many, varied predictions about the causes of a situation

2. Make many, varied predictions about the effects of a situation

CommunicationCommunication1. Give many, varied single words

to describe something2. Give many, varied single words

to describe someone’s/some thing’s feelings

3. Think of many, varied comparisons to form a simile

4. Let others know that you understand how they feel by sharing a personal experience

5. Make a network of ideas using many, varied complete thoughts in oral or written language

6. Show your feelings, thoughts, or needs without using words

1. Give many, varied single words to describe something

2. Give many, varied single words to describe someone’s/some thing’s feelings

3. Think of many, varied comparisons to form a simile

4. Let others know that you understand how they feel by sharing a personal experience

5. Make a network of ideas using many, varied complete thoughts in oral or written language

6. Show your feelings, thoughts, or needs without using words

Reframing Rampant Misdiagnoses of Children

Reframing Rampant Misdiagnoses of Children

Consider the situations where the child is inappropriate

Consider the people in those situations

Consider how the child reacts to those situations and the people in them

Consider the effects of culture

Consider the child’s strengths

Consider the situations where the child is inappropriate

Consider the people in those situations

Consider how the child reacts to those situations and the people in them

Consider the effects of culture

Consider the child’s strengths

Recognizing Students at Risk of Talent Destruction


Perfectionism Perfectionism Behaviors Strategies

holds back doesn’t really tryverbally manipulativefrustrates quicklydoesn’t turn in worknervousness

reduce pressureadjust curricula ungraded tasks encouragement value of errorsrelaxation skills



Gender-Based Roles

Gender-Based Roles

Behaviors Strategies

hesitates avoids challenges silliness underachievement

teach goal setting mentors/models value of diversityDecision Making



Hyper- sensitivity

Hyper- sensitivity


easily hurt tends to complainwithdrawslashes out at others

locus of control self-power bibliotherapy Communication



Overly- Perceptive

Overly- Perceptive


superior perception worries verbalizes fearsoverly absorbed in topics physical complaints

active reflection discussion problem solving social action

relaxation skills



Hyperkinetic Hyperkinetic Behaviors Strategies

restlessness absorbs stimuli bores quickly

legitimize moving locus of control role playing



ResidentExpert Syndrome

ResidentExpert Syndrome


domineering egocentric/arrogant monopolizes conversation low tolerance for diversity aloof

point out problem behavior results goal setting Forecasting pair appropriately



Low FrustrationLevel

Low FrustrationLevel


chokes-up/tears-up sense of hopelessness“I can’t” angry, destructive

good idea folder mentor interest emphasis problem solving



MagnifiesPersonalDifferences

MagnifiesPersonalDifferences


poor self-concept negative self-references isolationism acts out

bibliotherapy discussion groups pair appropriately valued expertise



Genuine Boredom

Genuine Boredom


listless; “down”disruptive clownish verbalizes negatively

Communication leadership contracts compacting



“Super Star”Syndrome

“Super Star”Syndrome


tired; overextended unfinished tasks complains but adds more always volunteering

Communication Planning Decision Making relaxation skills



Absorbedin Interests

Absorbedin Interests


engrossed cannot/will not shift loses items appears to be far away

written directions check lists time management contracts



Gullibility Gullibility Behaviors Strategies

trusting; poor judgment overly enthusiastic easily hurt

reinforce positives Forecasting problem solving

Questions for Integrating Cognitive and Affective

Domains

Questions for Integrating Cognitive and Affective

Domains1. What are the required

learning objectives for this lesson?

2. What aspects of this lesson are or can be related to human feelings and emotions?

3. What creative activity can I have students do that merges the required learning objectives with the human feelings and emotions I have identified?

1. What are the required learning objectives for this lesson?

2. What aspects of this lesson are or can be related to human feelings and emotions?

3. What creative activity can I have students do that merges the required learning objectives with the human feelings and emotions I have identified?

SAMPLE 1: REGULAR SECONDARY SCHOOL SCIENCE LESSON

(summarized from 8th-grade general science curriculum, Jefferson County Schools, AL)

SAMPLE 1: REGULAR SECONDARY SCHOOL SCIENCE LESSON

(summarized from 8th-grade general science curriculum, Jefferson County Schools, AL)

Topic: 8th-grade Science: Stored Energy SourcesObjectives: 1. To develop understanding of how energy that has been stored (in the form of coal, oil, or gas) is converted to electrical power; 2. To have students understand that solar energy is the original source of virtually all energy; 3. To learn the way in which coal-stored energy is changed into electrical powerProcesses: 1. Review the water cycle and relationship to the sun; 2. Review relationship between the water cycle and hydroelectricity produced by a hydropower plant; 3. Using questions, establish that gas, coal, and oil have properties of stored energy that can be tapped to produce electricity; 4. Explain how and when coal was created; 5. Using the diagrams in the textbook, have students explain and discuss how coal is used to produce electrical power; 6. Have students outline the coal-to-electricity process as offered in the text.Conclusion: Discussions about the two kinds of turbines can be used to summarize the lesson, using the text as reference. Special attention can be made to the functions of turbines and how they are related to electrical generators.

SAMPLE AFFECTIVE ACTIVITIES AIMED AT POINT OF VIEW THAT WERE INTEGRATED WITH

THE ABOVE LESSON(summary of adaptations made by Advanced Programs Faculty,

Jefferson County Schools, AL)

SAMPLE AFFECTIVE ACTIVITIES AIMED AT POINT OF VIEW THAT WERE INTEGRATED WITH

THE ABOVE LESSON(summary of adaptations made by Advanced Programs Faculty,

Jefferson County Schools, AL)

Questioning: 1. What is the relationship between a coal strike and the ordinary person’s willingness or unwillingness to save energy? (point of view); 2 What is the significance of oil, gas, and coal to everyday life for most people? Support your position. (point of view; assertiveness); 3. What are the pros and cons of most the industrial world relying on oil and natural gas from only a few relatively non-industrial nations? How does this situation offer potential for learning from mistakes? (point of view; fear of failure)

Simulation: 1. Role play the differing parts in a scenario that students can create in small groups about reliance on coal, gas, and oil energy sources. Students can represent themselves, other people, nations, etc. (point of view; assertiveness); 2. Have students in small groups or individually design a society that relies in energy sources other than coal, oil, or gas. They should detail the energy sources the society uses and highlight their value systems pertaining to energy use, conservation, and development. (point of view; interpersonal communication); 3. Create a simulated debate about energy sources using point of view as a key concept. Students can serve in a courtroom or UN environment. (point of view; peer relationships)

Questioning: 1. What is the relationship between a coal strike and the ordinary person’s willingness or unwillingness to save energy? (point of view); 2 What is the significance of oil, gas, and coal to everyday life for most people? Support your position. (point of view; assertiveness); 3. What are the pros and cons of most the industrial world relying on oil and natural gas from only a few relatively non-industrial nations? How does this situation offer potential for learning from mistakes? (point of view; fear of failure)

Simulation: 1. Role play the differing parts in a scenario that students can create in small groups about reliance on coal, gas, and oil energy sources. Students can represent themselves, other people, nations, etc. (point of view; assertiveness); 2. Have students in small groups or individually design a society that relies in energy sources other than coal, oil, or gas. They should detail the energy sources the society uses and highlight their value systems pertaining to energy use, conservation, and development. (point of view; interpersonal communication); 3. Create a simulated debate about energy sources using point of view as a key concept. Students can serve in a courtroom or UN environment. (point of view; peer relationships)

Other Activity: 1. Have students seek out and collect examples from newspapers and magazines that illustrate some of our society’s values about energy. (point of view); 2. Have students contrast our energy values with those of either past societies or current societies other than those of Western origin. Have them defend their positions and explain how societies learn from errors. (point of view; assertiveness; fear of failure)

Other Activity: 1. Have students seek out and collect examples from newspapers and magazines that illustrate some of our society’s values about energy. (point of view); 2. Have students contrast our energy values with those of either past societies or current societies other than those of Western origin. Have them defend their positions and explain how societies learn from errors. (point of view; assertiveness; fear of failure)

SAMPLE 2: REGULAR SECONDARY SCHOOL WORLD HISTORY LESSON

(summarized from 9th-grade general social studies curriculum, Alachua County Schools, FL)

SAMPLE 2: REGULAR SECONDARY SCHOOL WORLD HISTORY LESSON

(summarized from 9th-grade general social studies curriculum, Alachua County Schools, FL)

Topic: 9th-grade World History: Age of New World DiscoveryObjectives: 1. To refine previous understanding of the European

base for development of the Americas; 2. To learn about various European explorers, focusing specifically on those with impact on what is now Florida

Processes: 1. Discuss explorations of the Americas using the text and previous lessons as a foundation; 2. Review the contributions of various explorers to the sum total of the early development of the Americas (who did what and how it contributed to overall knowledge about the New World); 3. Explain how the early discoveries in North America frequently encompassed what is now Florida; 4. Discuss the victories and failures of Ponce de León, Pánfilo de Narvárez, Hernando de Soto, and Pedro Menéndez de Avilés; 5. Using the text as a reference, have students link world development of the era with early development of Florida.

Conclusion: Guide students toward summarization by discussing the early importance of Florida geographically. Focus on the role that Spanish exploration played in European interests in the Americas.

Topic: 9th-grade World History: Age of New World DiscoveryObjectives: 1. To refine previous understanding of the European

base for development of the Americas; 2. To learn about various European explorers, focusing specifically on those with impact on what is now Florida

Processes: 1. Discuss explorations of the Americas using the text and previous lessons as a foundation; 2. Review the contributions of various explorers to the sum total of the early development of the Americas (who did what and how it contributed to overall knowledge about the New World); 3. Explain how the early discoveries in North America frequently encompassed what is now Florida; 4. Discuss the victories and failures of Ponce de León, Pánfilo de Narvárez, Hernando de Soto, and Pedro Menéndez de Avilés; 5. Using the text as a reference, have students link world development of the era with early development of Florida.

Conclusion: Guide students toward summarization by discussing the early importance of Florida geographically. Focus on the role that Spanish exploration played in European interests in the Americas.

SAMPLE STRATEGY FOR DEVELOPING AFFECTIVE ACTIVITIES TO BE INTEGRATED

WITH THE ABOVE LESSON(Olenchak, 2000, rev. 2007)

SAMPLE STRATEGY FOR DEVELOPING AFFECTIVE ACTIVITIES TO BE INTEGRATED

WITH THE ABOVE LESSON(Olenchak, 2000, rev. 2007)

Step 1 - Analysis of Opportunities: In addition to being motivated by the desire to explore new lands, Ponce de León and other explorers were willing to undergo extreme hardship and many risks to attain personal glory and wealth. (motivation, risktaking, internal and external locus of control/rewards)

Step 2 - Locate Resources to Enhance Affective Opportunities: Kolbe, K. & Tate, D. (1987). It was worth it. In K. Kolbe & D. Tate, Risktaking. Phoenix, AZ: Resources for the Gifted.

Step 1 - Analysis of Opportunities: In addition to being motivated by the desire to explore new lands, Ponce de León and other explorers were willing to undergo extreme hardship and many risks to attain personal glory and wealth. (motivation, risktaking, internal and external locus of control/rewards)

Step 2 - Locate Resources to Enhance Affective Opportunities: Kolbe, K. & Tate, D. (1987). It was worth it. In K. Kolbe & D. Tate, Risktaking. Phoenix, AZ: Resources for the Gifted.

Step 3 - Modification for Integration: Ponce de León explored the New World in search of wealth, personal glory, and the secret of eternal youth. He and his exploration team experienced extreme hardships. Pretend that you are Ponce de León before his death at age 61. Record a tape of him answering the following interview questions: a. Were you aware of the risks involved before you set sail on your explorations? b. What were the risks you imagined beforehand? How did they compare with the actual risks you encountered? c. How did you become mentally and physically prepared to achieve your goals? d. What was your attitude toward the risks before and after your explorations? e. How did others react to the goals you had set for yourself? How did their attitudes make you feel? How did you handle others? Now, recall some event in your own life which represents having to set a goal and trying to achieve it. Think about how you motivated yourself by responding to the same types of questions you posed to Ponce de León during your interview with him: a. What was the goal you identified for yourself? b. What risks did you imagine you would face in attempting to reach your goals? How did they compare with those you actually encountered? c. Were you aware of these risks before you embarked on attaining your goal? d. How did you prepare yourself for the mental and physical challenges associated with your goal? e. How did you feel about the risks before and after? f. What were the reactions of others to your goal? How did you handle their attitudes?

Step 3 - Modification for Integration: Ponce de León explored the New World in search of wealth, personal glory, and the secret of eternal youth. He and his exploration team experienced extreme hardships. Pretend that you are Ponce de León before his death at age 61. Record a tape of him answering the following interview questions: a. Were you aware of the risks involved before you set sail on your explorations? b. What were the risks you imagined beforehand? How did they compare with the actual risks you encountered? c. How did you become mentally and physically prepared to achieve your goals? d. What was your attitude toward the risks before and after your explorations? e. How did others react to the goals you had set for yourself? How did their attitudes make you feel? How did you handle others? Now, recall some event in your own life which represents having to set a goal and trying to achieve it. Think about how you motivated yourself by responding to the same types of questions you posed to Ponce de León during your interview with him: a. What was the goal you identified for yourself? b. What risks did you imagine you would face in attempting to reach your goals? How did they compare with those you actually encountered? c. Were you aware of these risks before you embarked on attaining your goal? d. How did you prepare yourself for the mental and physical challenges associated with your goal? e. How did you feel about the risks before and after? f. What were the reactions of others to your goal? How did you handle their attitudes?

If children live with hostility,they learn to fight.

If children live with ridicule,they learn to be shy.

If children live with tolerance,they learn to be patient.

If children live with encouragement,they learn confidence.

If children live with praise,they learn to appreciate.

If children live with fairness,they learn justice.

If children live with security,they learn faith.

If children live with approval,they learn to like themselves.

If children live with acceptance, and friendship,they learn to find love in the world.

-- Dorothy Law Nolte, Ph.

D.

If children live with hostility,they learn to fight.

If children live with ridicule,they learn to be shy.

If children live with tolerance,they learn to be patient.

If children live with encouragement,they learn confidence.

If children live with praise,they learn to appreciate.

If children live with fairness,they learn justice.

If children live with security,they learn faith.

If children live with approval,they learn to like themselves.

If children live with acceptance, and friendship,they learn to find love in the world.

-- Dorothy Law Nolte, Ph.

D.

Now it’s up to you…Now it’s up to you…

Urban Talent Research Institute

Exit Ticket1. Select one of the strategies we have

reviewed.2. Write a short lesson plan description about

how you will integrate that strategy into a lesson you will teach NEXT week.

3. The description can be presented as:• Bullets• A Thinking Map• The Planning Talent• A Paragraph

4. Write your name and school at the top of your plan.

5. Leave your written plan with the person collecting them before you leave the room.

Documents

The Center Puzzle Piece: Uncovering and Nurturing Talent for Optimal Performance Haysville Public Schools January, 2010 F. Richard Olenchak, Ph.D., P.C