Joe Renzulli's Keynote at 20th Biennial World Conference (WCGTC) in Louisville, KY - USA

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Intelligences Outside the Normal Curve

Intelligences Outside the Normal Curve

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  • 1. 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        
  • 2. 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
  • 3. 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?
  • 4. A good head and a good heart are always a formidable combination. Nelson Mandela
  • 5. 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      
  • 6. 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  
  • 7. Concep:ons  of  GiJedness   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  Never  Ending   Ques:on  For  Our  Field…   What  is  the  difference   that  makes  a  difference?  
  • 8. •  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  
  • 9. The  Merry  Licle   Playground  
  • 10. 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  
  • 11. 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        
  • 12. Why is Social Capital important? And what is education’s role In the production of Social Capital? Two insightful quotes…
  • 13. 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      
  • 14. Two  equably  able  people…  
  • 15. 0 10 20 30 40 50 60 70 80 90 100 1966 1968 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 DevelopMeaningful Philosophyof 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…  
  • 16. 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    
  • 17. 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
  • 18. 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…
  • 19. 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
  • 20. 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  
  • 21. 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
  • 22. 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
  • 23. No society can sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings. Yet the school, which is the setting carrying primary responsibility for preparing young people for effective participation in adult life, does not, at least in American society, give high priority to providing opportunities in which such learning could take place. Uri Bronfenbrenner
  • 24. It’s a simple, easily forgotten truth that we need one another. I sometimes think that history might easily say about this nation: “It was a great nation full of talented people with enormous energy who forgot that they needed one another.” John Gardner
  • 25. What Is Good (Intelligent) Thinking? Critical Thinking (Mainly Cognitive) Seeing Relationships • Observing • Organizing • Patterning • Sequencing Analyzing • Translating • Interpreting • Extrapolating • Inferring • Detecting Bias Synthesizing • Evaluating • Concluding • Generalizing • Predicting 82%   Creative/Productive Thinking (Mainly Motivational and Practical) Solution Oriented Curiosity/Inquisitiveness Persistent Strategic (Developing a Plan or Strategy Spontaneous Openness (to the new and unusual) Playfulness Independence Impulsiveness 14%   Ethical Thinking (Mainly Affective) Integrity Fairness Humility Sensitivity/Awareness Altruism Truthfulness/Honesty Interdependence Empathy 4%   First  Background  Study  
  • 26. Literature Review…
  • 27. The  Seman:c   Differen:al   Technique  
  • 28. 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.
  • 29. 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.
  • 30. 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
  • 31. 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  
  • 32. 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  
  • 33. 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)  
  • 34. “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      
  • 35. 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  
  • 36. Content  Validity  
  • 37. Student  Instrument  
  • 38. 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  
  • 39. 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  
  • 40. 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  
  • 41. 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  
  • 42. 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  
  • 43. 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.    
  • 44. A  Type  III  Enrichment  Inves:ga:on   That  Reflects  Both  Houndstooth  Traits   and  Execu:ve  Func:on  Skills    
  • 45. Sample Resources From the How-To Data Base at www.renzullilearning.com (Type  II  Enrichment  in  The     Enrichment  Triad  Model)  
  • 46. 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  
  • 47. Third  graders  recite  a  daily  pledge  to  be  intellectually     ac:ve,  humble,  and  kind  to  others    
  • 48. In  conclusion…  
  • 49. "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
  • 50. 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
  • 51. 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…
  • 52. A Quick Summary
  • 53. 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…  
  • 54. Teachers are the unacknowledged legislators of the world. Ashley Montagu < of the gifted
  • 55. 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 всегда mutluluk her zaman ‫ﺔ‬‫ﻳ‬‫و‬‫ﺎ‬‫ﻤ‬‫ﺴ‬‫ﻟ‬‫ا‬ ‫ة‬‫د‬‫ﺎ‬‫ﻌ‬‫ﺴ‬‫ﻟ‬  
  • 56. 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)  
  • 57. 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  
  • 58. 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)!
  • 59. 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)  
  • 60.                        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  
  • 61. 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    
  • 62. 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 Disagree Disagree 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 ingrade: Grade 3 Grade 4 Grade 5 Grade 6 I am a: Girl Boy Color in the face thatmost closely matches how you feel about each sentence. As your teacher to explain any you don’t understand. Strongly Disagree Disagree 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.
  • 63. 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