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Intelligences	
  Outside	
  
the	
  Normal	
  Curve:	
  	
  
Factors	
  That	
  
Contribute	
  To	
  the	
  
Crea:on	
  of	
  Leadership	
  
Skills	
  and	
  Social	
  
Capital	
  In	
  Young	
  
People	
  and	
  Adults	
  	
  
・
Joseph	
  S.	
  Renzulli,	
  Director	
  
The	
  Na:onal	
  Research	
  Center	
  On	
  The	
  GiJed	
  And	
  Talented	
  
The	
  University	
  of	
  Connec:cut	
  (USA)	
  
The	
  Development	
  	
  
Of	
  Social	
  Capital	
  
Leadership	
  For	
  A	
  
Changing	
  World	
  
Genius	
  is	
  talent	
  
set	
  on	
  fire	
  by	
  
courage.	
  
Henry	
  van	
  Dyke	
  
American	
  Author	
   	
  	
  
	
  
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  Are	
  Important?	
  
3.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
Not everything that can be
counted counts.
And not everything that
counts can be counted.

 
 
Albert Einstein
Giftedness!
1. 	

Who are they?	

1a.	

What causes some people to use their
gifts in socially constructive and action
oriented ways?	

2. 	

How do we develop it?	

2a.	

How can we promote more socially
constructive giftedness and action
orientation on the parts of young people?
A good head and
a good heart are
always a
formidable
combination.	

	

Nelson Mandela
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  Are	
  Important	
  
3.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
The	
  best	
  people	
  possess	
  a	
  feeling	
  for	
  beauty,	
  the	
  
courage	
  to	
  take	
  risks,	
  the	
  discipline	
  to	
  tell	
  the	
  
truth,	
  the	
  capacity	
  for	
  sacrifice.	
  
	
  
	
   	
   	
   	
   	
  Ernest	
  Hemingway	
  
	
   	
   	
   	
   	
  American	
  Author	
  	
  
	
  
Con:nuum	
  of	
  Learning	
  Theories*	
  
6	
  
Pedagogy	

Outcomes	

Major Theorists	

National Goals	

Deductive	

Didactic & Prescriptive	

	

Knowledge Acquisition,	

Storage, and Retrieval.	

Predetermined Content	

Basic Skill Acquisition	

Text Consumption 	

Behaviorists	

• Pavlov	

• Thorndike	

• Skinner	

Increased Academic Achievement	

Higher Test Scores	

Technically Proficient Professional 	

and Skilled Workers	

Inductive, Investigative &
Inquiry Oriented 	

	

	

	

Knowledge Application, High
Engagement, Motivation	

And Enjoyment. J-I-T Content	

	

21st Century Thinking Skills	

Creative Productivity	

Constructivists	

• Pestalozzi, Torrance,	

• Montessori, Gardner,	

• Piaget & Bruner, Passow,	

• Dewey, Sternberg	

Inventors; Writers, Innovative & 	

Compassionate Leaders; 	

Creative Designers in Sciences, 	

Arts, & Technology; Economic &	

Social Action Entrepreneurs	

*Both	
  ends	
  of	
  this	
  con:nuum	
  are	
  important,	
  and	
  schools	
  should	
  integrate	
  them	
  whenever	
  
possible	
  to	
  produce	
  the	
  best	
  balance	
  between	
  the	
  two	
  models	
  of	
  learning.	
  
	
  All	
  you	
  
ever	
  
needed	
  
to	
  know	
  
about	
  
learning	
  
theory	
  
(in	
  one	
  
slide)!
People Who Make a Difference…
This should be the major focus of our
field.	

The	
  GiJed	
  Educa:on	
  Gold	
  Standard	
  
Concep:ons	
  of	
  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?	
  
•  When 11-year-old Aubyn
Burnside heard about how
many children in foster
care programs are forced
to carry their belongings
in garbage bags because
they cannot afford
suitcases, she was
shocked and saddened. "I
thought they must feel
like garbage themselves,"
she said. So, Aubyn
founded Suitcases for
Kids, dedicating herself to
ensuring that every child
in foster care would have
a bag of his or her own.
A	
  Few	
  Prac:cal	
  Examples	
  of	
  	
  These	
  Sub-­‐Theories…	
  	
  
Suitcases for Kids	
  
hcp://www.suitcasesforkids.org	
  
The	
  Merry	
  Licle	
  
Playground	
  
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  
Are	
  Important	
  
	
   	
  •	
  Underlying	
  Assump:ons	
  for	
  This	
  Work	
  
1.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
Underlying	
  Assump:ons	
  For	
  Studying	
  Intelligences	
  
Outside	
  The	
  Normal	
  Curve	
  
1.	
  	
  Persons	
  with	
  high	
  poten:al	
  will	
  emerge	
  as	
  leaders,	
  policy	
  makers,	
  and	
  
persons	
  of	
  influence	
  in	
  all	
  walks	
  of	
  life	
  including	
  religion,	
  poli:cs,	
  business,	
  
government,	
  science,	
  the	
  arts	
  and	
  humani:es,	
  and	
  other	
  domains	
  that	
  define	
  a	
  
society	
  and	
  a	
  culture.	
  	
  	
  
2.  Educa:onal	
  ins:tu:ons	
  and	
  programs	
  that	
  serve	
  high	
  poten:al	
  youth	
  have	
  a	
  	
  
responsibility	
  to	
  provide	
  opportuni:es,	
  resources,	
  and	
  experiences	
  that	
  contribute	
  	
  
to	
  the	
  ethical,	
  moral,	
  social,	
  and	
  emo:onal	
  development	
  of	
  young	
  people	
  	
  
as	
  well	
  as	
  their	
  cogni/ve	
  development.	
  	
  	
  	
  	
  	
  	
  
“I	
  have	
  found	
  that	
  the	
  higher	
  the	
  IQ,	
  the	
  
earlier	
  moral	
  concerns	
  develop	
  and	
  the	
  more	
  
profound	
  effect	
  they	
  have	
  on	
  the	
  child.	
  
	
  
	
   	
   	
  	
  R.	
  A.	
  Silverman	
   	
   	
   	
  
	
   	
   	
  	
  Journal	
  of	
  Personality,	
  1994	
  
	
  
Research	
  shows	
  that	
  when	
  children	
  are	
  
young	
  they	
  develop	
  what	
  you	
  call	
  intui:ve	
  
theories.	
  	
  It’s	
  like	
  powerful	
  engravings	
  on	
  
your	
  brain.	
  	
  Teachers	
  don’t	
  realize	
  how	
  
powerful	
  they	
  are,	
  but	
  early	
  theories	
  don’t	
  
disappear,	
  they	
  stay	
  on	
  the	
  ground.	
  
	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Howard	
  Gardner	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Quoted	
  in	
  Kogan,	
  2000,	
  p.	
  66	
  	
  	
  
	
  
Why is Social Capital important?
And what is education’s role
In the production of Social Capital?
Two insightful quotes…
We	
  are	
  not	
  engaged	
  in	
  producing	
  just	
  good	
  
performers	
  in	
  the	
  market	
  place	
  or	
  able	
  
technocrats.	
  Our	
  task	
  is	
  the	
  educa:on	
  of	
  good	
  
human	
  beings,	
  purposeful	
  and	
  wise,	
  themselves	
  
with	
  a	
  vision	
  of	
  what	
  it	
  is	
  to	
  be	
  human	
  and	
  of	
  
the	
  kind	
  of	
  society	
  which	
  makes	
  that	
  possible.	
  	
  
	
  
	
   	
   	
   	
  Dr.	
  George	
  Carey	
  
	
   	
   	
   	
  Former	
  Archbishop	
  of	
  Canterbury	
  
I	
  now	
  understand	
  that	
  my	
  welfare	
  is	
  
only	
  possible	
  if	
  I	
  acknowledge	
  my	
  
unity	
  with	
  all	
  the	
  people	
  of	
  the	
  
world	
  without	
  excep:on.	
  
	
  
	
   	
   	
   	
   	
   	
  Leo	
  Tolstoy	
  	
  
	
  
Two	
  equably	
  able	
  people…	
  
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…	
  
Today's	
  kids	
  view	
  chea:ng	
  as	
  part	
  of	
  the	
  path	
  
to	
  success	
  
By	
  Victor	
  Dorff	
  
	
  
Chea:ng	
  was,	
  is	
  and	
  probably	
  always	
  will	
  be	
  a	
  fact	
  of	
  life.	
  
Recently,	
  technology	
  has	
  provided	
  new	
  ways	
  to	
  cheat,	
  but	
  
advanced	
  electronics	
  can't	
  be	
  blamed	
  for	
  our	
  increasing	
  
willingness	
  to	
  tolerate	
  it.	
  
	
  
Once	
  upon	
  a	
  :me,	
  being	
  an	
  honorable	
  person	
  included	
  the	
  
no:on	
  that	
  your	
  word	
  was	
  your	
  bond,	
  and	
  integrity	
  was	
  a	
  
crucial	
  element	
  in	
  establishing	
  a	
  good	
  reputa:on.	
  My	
  teaching	
  
experience	
  tells	
  me,	
  however,	
  that	
  lying	
  and	
  chea:ng	
  are	
  seen	
  
by	
  a	
  lot	
  of	
  kids	
  today	
  as	
  a	
  crucial	
  part	
  of	
  any	
  path	
  to	
  success.	
  
The	
  only	
  shame	
  is	
  in	
  geong	
  caught.	
  
07/19/2012	
  
	
  
The Six Value Segments of Global Youth:
The Ultimate Differentiator
SEGMENT 1: THRILLS AND CHILLS
Key definers: Fun, friends, irreverence, and sensation*
SEGMENT 2: RESIGNED
Key definers: Friends, fun, family, and low expectations
SEGMENT 3: WORLD SAVERS
Key definers: Environment, humanism, fun, and friends
SEGMENT 4: QUIET ACHIEVERS
Key definers: Success, anonymity, anti-individualism, and social optimism
SEGMENT 5: BOOTSTRAPPERS
Key definers: Achievement, individualism, optimism, determinism, and power*
SEGMENT 6: UPHOLDERS
Key definers: Family, custom, tradition, and respect for individuals
*US the highest
Elissa Moses
What research tells us about trends in
young people’s values systems…...
•  Ahuvia, A.C. (2002). Individualism/collectivism and cultures of happiness: A theoretical
conjecture on the relationship between consumption, culture and subjective well-being at
the national level. Journal of Happiness Studies, 3, 23-36.
•  Bassett, P.F. (2002, February). Why good schools are countercultural. Education Week
21(21), 35.
•  Huer, J. (1991). The wages of sin: America’s dilemma of profit against humanity. New
York: Praeger.
•  Kasser, T. (2002). The high price of materialism. Cambridge, MA: MIT Press.
•  Myers, D.G. (1993). Authentic happiness: Using the new positive psychology to realize your
potential for lasting fulfillment. New York: Avon.
•  Netemeyer, R. G., Burton, S., & Lichtenstein, D.R. (1995). Trait aspects of vanity:
Measurement and relevance to consumer behavior. The Journal of Consumer Research,
21(4), 612-626.
•  Shrader, W.K. (1992). Media blight and the dehumanizing of america. New York: Praeger.
•  Tatzel, M. (2002). “Money worlds” and well-being: An integration of money dispositions,
materialism and price-related behavior. Journal of Economic Psychology, 23, 103-126.
•  Sandlin, J. A. & McLaren, P. (2009). Critical Pedagogies of Consumption: Living and
Learning in the Shadow of the "Shopocalypse.” New York: Routledge.
•  Twenge,	
  J.	
  M.,	
  Konrath,	
  S.,	
  Foster,	
  J.	
  D.,	
  Campbell,	
  W.	
  K.,	
  &	
  Bushman,	
  B.	
  J.	
  (2008).	
  Egos	
  
infla:ng	
  over	
  :me:	
  A	
  cross-­‐temporal	
  meta-­‐analysis	
  of	
  the	
  narcissis:c	
  personality	
  inventory.	
  
Journal	
  of	
  Personality,	
  76,	
  875-­‐901.	
  	
  
References for the next slide…
Contemporary Undesirable Trends In
Young People’s Values Systems
•  Rampant materialism, conspicuous consumption
•  Self-indulgence, narcissism; limited interest in social,
political, ethical, environmental, and moral issues
•  Lack of interest in the well-being of others
•  Cultural tribalism (asserting one’s differences while
depreciating the differences of others)
•  Maximization of personal gain; career choice based on
making money
•  Obsession with the theatre of celebrity
•  Manipulated by the “cultural industry” that focuses on
consumption, media, and marketing to promote
identity creation
•  Substituting Virtual For Real World Relationships
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  Are	
  Important	
  
3.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
Actions that benefit others -- single individuals or targeted
groups, entire communities, the culture or society-at-large,
the Earth’s resources…
•  Social Capital is produced when people take
action in the following areas:
Social Justice, Economic Fairness, Political
Activity, Cultural Enhancement, Ecological
Preservation, and Ethical, Moral, and Spiritual
Leadership
Definition of Social Capital
…as distinct from actions that are only taken only to
benefit one’s own financial gain, status, power or
authority, or how one is viewed in the eyes of others
Gemeinschaftsgefuhl (adj) (German)
Ga-mein-shafts-ga-fuel
lack of ego involvement; focusing on problems outside
one’s self; social interest; feeling of kinship with others;
democratic character structure; unhostile sense of
humor; kindness; regard for fellow human beings.
Filotomo (Greek)

Giving of yourself and expecting nothing in
return
No society can sustain itself unless its members 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
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
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	
  
Literature Review…
The	
  Seman:c	
  
Differen:al	
  
Technique	
  
Sample	
  items	
  from	
  	
  
Opera/on	
  Houndstooth	
  
Co-­‐Cogni/ve	
  Factor	
  Scale	
  
R.E.	
  Sytsma,	
  J.S.	
  Renzulli,	
  and	
  K.S.	
  Berman	
  	
  
University	
  of	
  Connec/cut	
  2002	
  
1.  I am motivated to improve the quality of life for other people.
2.  I support unpopular viewpoints when I believe they are correct.
3.  At this point in time, I see myself as successful.
4.  I am intrigued by unanswered questions in my area of strongest
interest.
5.  I am optimistic about my future.
6.  When others tire of working on something, I continue working.
Examples of Items from The Young
Person’s Houndstooth Survey
I am always happy.
I help others without being asked.
I am able to do what is right, even if it’s not the cool thing to do.
I am hopeful about the future.
I make goals for myself.
Operation Houndstooth:
Co-Cognitive Factors Scale (Co-CFS)
© R.E. Sytsma, J.S. Renzulli, & K.B. Berman
University of Connecticut, 2002
Factor Name # Stems α-Reliability
Optimism 5 .82
Courage 4 .87
Romance with a Topic/
Discipline
4 .73
Sensitivity to Human
Concerns
5 .83
Mental/Physical Energy 4 .76
Vision/Sense of Destiny 4 .75
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  Are	
  Important	
  
3.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
Execu:ve	
  func:ons	
  are	
  broadly	
  defined	
  here	
  as	
  the	
  ability	
  to	
  
engage	
  in	
  novel	
  situa:ons	
  that	
  require	
  planning,	
  decision-­‐
making,	
  troubleshoo:ng,	
  and	
  ethical	
  leadership	
  that	
  is	
  not	
  
dependent	
  on	
  rou:ne	
  or	
  well-­‐rehearsed	
  responses	
  to	
  
challenging	
  combina:ons	
  of	
  condi:ons.	
  	
  	
  
	
  
It	
  involves	
  organizing,	
  integra6ng,	
  and	
  managing	
  informa6on,	
  
emo6ons,	
  and	
  other	
  mental	
  func6ons	
  that	
  lead	
  to	
  “doing	
  the	
  
right	
  thing”	
  in	
  situa6ons	
  that	
  do	
  not	
  have	
  a	
  predetermined	
  or	
  
formulaic	
  driven	
  response.	
  	
  
	
  
These	
  func6ons	
  are	
  especially	
  important	
  to	
  highly	
  capable	
  
people	
  because	
  of	
  their	
  access	
  to	
  extensive	
  amounts	
  of	
  
knowledge	
  and	
  broad	
  range	
  of	
  experiences	
  within	
  and	
  across	
  
disciplines.	
  	
  	
  
Defini:on	
  of	
  Execu:ve	
  Func:ons	
  
Execu:ve	
  Func:on	
  skills	
  are	
  
more	
  important	
  for	
  school	
  
readiness	
  than	
  are	
  IQ	
  or	
  entry-­‐
level	
  reading	
  or	
  math.	
  
	
  
(e.g.,	
  Blair,	
  2002;	
  2003;	
  Blair	
  &	
  Razza,	
  2007;	
  Normandeau	
  &	
  
Guay,	
  1998)	
  
	
  
Research shows that 5-year-
olds today are behind in EFs
compared with 5-year-olds of
a couple of generations ago.
(Smirnova, 1998; Smirnova & Gudareva, 2004) 	
  
“What	
  I	
  think	
  is	
  important	
  on	
  the	
  road	
  to	
  success	
  is	
  
learning	
  to	
  deal	
  with	
  failure,	
  to	
  manage	
  adversity.	
  
That’s	
  a	
  skill	
  that	
  parents	
  can	
  certainly	
  help	
  their	
  
children	
  develop—and	
  so	
  can	
  teachers	
  and	
  coaches	
  
and	
  mentors.”	
  
	
  
How	
  Children	
  Succeed:	
  Grit,	
  Curiosity,	
  	
  
and	
  the	
  Hidden	
  Power	
  of	
  Character	
  	
  
	
   	
   	
   	
   	
   	
   	
   	
   	
  	
  Paul	
  Tough	
  	
  
	
  
Scale	
  for	
  Ra6ng	
  the	
  Execu6ve	
  
Func6ons	
  of	
  Young	
  People	
  
Joseph	
  S.	
  Renzulli	
  
Melissa	
  S.	
  Mitchell	
  
Ac6on	
  Orienta6on	
  
Social	
  Interac6ons	
  
Leadership	
  
Realis6c	
  Self-­‐Assessment	
  
Awareness	
  of	
  Needs	
  of	
  Others	
  
Instrument	
  Development	
  
Content	
  Validity	
  
Student	
  Instrument	
  
Ac6on	
  
Orienta6on	
  
	
  	
  
What	
  mo(vates	
  you	
  to	
  
succeed?	
  
Item	
   Factor	
  
Loading	
  
Persistent	
   .694	
  
Possesses	
  a	
  good	
  work	
  ethic	
   .569	
  
Able	
  to	
  follow	
  through	
  with	
  
tasks	
  
.549	
  
Demonstrates	
  strong	
  study	
  skills	
   .534	
  
Self-­‐starter	
   .501	
  
Persevering	
   .479	
  
Values	
  diversity	
   .441	
  
Mo6vated	
   .427	
  
Goal	
  oriented	
   .422	
  
Charitable	
   .420	
  
Understands/deals	
  with	
  racism	
   .414	
  
Purposeful	
   .365	
  
Enjoys	
  Challenge	
   .355	
  
Internal	
  reliability	
  	
  
α=	
  .772	
  
Construct	
  Validity	
  
Social	
  
Interac6ons	
  
	
  	
  
How	
  do	
  you	
  successfully	
  
interact	
  with	
  others?	
  
Item	
   Factor	
  
Loading	
  
Polite	
   .661	
  
Tacaul	
   .577	
  
Able	
  to	
  get	
  along	
  well	
  with	
  
others	
  
.530	
  
Respecaul	
  of	
  others	
   .528	
  
Good	
  listener	
   .788	
  
Interested	
  in	
  others	
   .485	
  
Considerate	
   .474	
  
Possesses	
  good	
  manners	
   .436	
  
Suppor6ve	
   .419	
  
Interacts	
  well	
  with	
  others	
   .374	
  
Coopera6ve	
   .331	
  
Internal	
  reliability	
  	
  
α=	
  .751	
  
Construct	
  Validity	
  
Item	
   Factor	
  
Loading	
  
Responsible	
   .696	
  
Priori6zes	
   .663	
  
Reliable	
   .643	
  
Dependable	
   .632	
  
Allocates	
  6me	
  well	
   .543	
  
Decision	
  maker	
   .539	
  
Professional	
   .523	
  
Flexible	
   .486	
  
Able	
  to	
  plan	
  ahead	
   .477	
  
Enterprising	
   .406	
  
Crea6ve	
   .398	
  
Compassionate	
   .368	
  
Demonstrates	
  strong	
  leadership	
  skills	
   .365	
  
Prefers	
  long	
  range	
  goals	
   .354	
  
Generates	
  ideas	
   .340	
  
Takes	
  Charge	
   .329	
  
Internal	
  reliability	
  	
  
α=	
  .812	
  
Leadership	
  
	
  	
  
What	
  characteris(cs	
  do	
  
you	
  have	
  to	
  be	
  a	
  
successful	
  leader?	
  
Construct	
  Validity	
  
Realis6c	
  	
  
Self-­‐Assessment	
  
	
  	
  
How	
  aware	
  are	
  you	
  of	
  
your	
  own	
  abili(es?	
  
Item	
   Factor	
  
Loading	
  
Possesses	
  a	
  high	
  level	
  of	
  self-­‐
esteem	
  
.651	
  
Possessing	
  a	
  strong	
  self-­‐concept	
   .630	
  
Able	
  to	
  give	
  a	
  realis6c	
  self-­‐
appraisal	
  
.629	
  
Realis6c	
   .594	
  
Possessing	
  strong	
  self-­‐efficacy	
   .583	
  
Confident	
   .574	
  
Defers	
  gra6fica6on	
   .490	
  
Adaptable	
   .478	
  
Copes	
  well	
  with	
  set	
  backs	
   .464	
  
Conscien6ous	
   .456	
  
Open	
  to	
  new	
  ideas	
   .341	
  
Openminded	
   .330	
  
Socially	
  conscious	
   .329	
  
Internal	
  reliability	
  	
  
α=	
  .781	
  
Construct	
  Validity	
  
Awareness	
  of	
  
Needs	
  of	
  Others	
  
	
  	
  
How	
  mindful	
  are	
  you	
  of	
  
the	
  needs	
  of	
  others?	
  
Item	
   Factor	
  
Loading	
  
Collaborates	
  well	
   .598	
  
Possesses	
  strong	
  communica6on	
  
skills	
  
.517	
  
Ethical	
   .485	
  
Sensi6ve	
   .478	
  
Possesses	
  good	
  e6quefe	
   .454	
  
Aware	
  of	
  role	
  of	
  effort	
   .448	
  
Possesses	
  strong	
  character	
   .447	
  
Approachable	
   .446	
  
Enthusias6c	
   .379	
  
Cri6cal	
  thinker	
   .364	
  
Empathe6c	
   .327	
  
Internal	
  reliability	
  	
  
α=	
  .744	
  
Construct	
  Validity	
  
Teaching	
  Strategies	
  to	
  Build	
  Execu:ve	
  Func:on	
  in	
  Students	
  
1.  Provide	
  Opportuni:es	
  to	
  Apply	
  Learning	
  
Provide	
  students	
  with	
  opportuni6es	
  to	
  apply	
  learning	
  -­‐-­‐	
  especially	
  through	
  
authen6c,	
  personally	
  meaningful	
  ac6vi6es	
  -­‐-­‐	
  and	
  then	
  provide	
  forma6ve	
  
assessments	
  and	
  feedback	
  throughout	
  an	
  authen6c	
  project.	
  
2.	
  	
  Introduce	
  Prac:ce	
  Ac:vi:es	
  to	
  Support	
  Developing	
  Execu:ve	
  Func:on	
  
Students	
  need	
  to	
  be	
  given	
  opportuni6es	
  to	
  prac6ce	
  using	
  execu6ve	
  func6ons	
  
such	
  as	
  how	
  to	
  learn,	
  study,	
  organize,	
  priori6ze,	
  review,	
  and	
  ac6vely	
  
par6cipate	
  in	
  class.	
  
3.	
  	
  Have	
  Students	
  Model	
  Higher	
  Execu:ve	
  Func:on	
  Skills	
  
In	
  planning	
  prac6ce	
  ac6vi6es,	
  consider	
  how	
  and	
  when	
  students	
  can	
  model	
  
execu6ve	
  func6on	
  skills	
  and	
  have	
  students	
  provide	
  feedback	
  to	
  one	
  another.	
  
	
  
A	
  Type	
  III	
  Enrichment	
  Inves:ga:on	
  
That	
  Reflects	
  Both	
  Houndstooth	
  Traits	
  
and	
  Execu:ve	
  Func:on	
  Skills	
  	
  
Sample Resources
From the How-To Data Base at
www.renzullilearning.com
(Type	
  II	
  Enrichment	
  in	
  The	
  	
  
Enrichment	
  Triad	
  Model)	
  
1.  	
  General	
  Theory	
  For	
  Talent	
  Development	
  
2.  	
  Why	
  Intelligences	
  Outside	
  The	
  Normal	
  Curve	
  Are	
  Important	
  
3.  	
  Opera:on	
  Houndstooth	
  Theory	
  &	
  Research	
  
4.  	
  Execu:ve	
  	
  Func:on	
  Theory	
  &	
  Research	
  
5.  	
  Co-­‐Cogni:ve	
  Factor	
  Interven:on	
  Theory	
  
Outline	
  
Third	
  graders	
  recite	
  a	
  daily	
  pledge	
  to	
  be	
  intellectually	
  	
  
ac:ve,	
  humble,	
  and	
  kind	
  to	
  others	
  	
  
In	
  conclusion…	
  
"The things that will
destroy us are: politics
without principle; pleasure
without conscience; wealth
without work; knowledge
without character; business
without morality; science
without humanity; and
worship without sacrifice."	

	

Mohandas Gandhi
Never doubt that a small group of
thoughtful, committed citizens can
change the world; indeed, it’s the
only thing that ever does.
Margaret Mead
An	
  important	
  ques:on	
  that	
  we,	
  as	
  educators	
  of	
  the	
  future	
  leaders	
  of	
  all	
  aspects	
  of	
  the	
  
important	
  work	
  of	
  the	
  world,	
  must	
  ask	
  ourselves	
  –	
  the	
  area	
  in	
  which	
  we	
  should	
  be	
  
taking	
  the	
  lead	
  in	
  educa:on.	
  
In	
   an	
   era	
   of	
   homogenized,	
   shrink-­‐wrapped,	
   germ-­‐free	
   curriculum,	
   we	
   are	
  
depriving	
  our	
  students	
  of	
  opportuni:es	
  to	
  think	
  cri:cally	
  and	
  to	
  inves:gate	
  the	
  
things	
  that	
  are	
  some	
  of	
  the	
  most	
  important	
  issues	
  facing	
  today’s	
  world:	
  	
  
	
  
•	
  Climate	
  change	
  
•	
  Environmental	
  destruc:on 	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  Worldwide	
  humanitarian	
  crises	
  	
  	
  	
  
•	
  Racial	
  and	
  religious	
  Intolerance	
  	
  	
  •	
  Rampant	
  greed	
  &	
  materialism	
  	
  
•	
  Human	
  rights 	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  Self-­‐indulgence	
  vs.	
  the	
  common	
  good	
  
•	
  Social	
  jus:ce 	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  Gender	
  equity 	
   	
   	
  	
  
•	
  Inadequate	
  health	
  care 	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  Brainwashing	
  kids	
  through	
  adver:sing	
   	
  	
  
•	
  The	
  stranglehold	
  that	
  lobbyists	
  have	
  on	
  government	
  	
  
•	
  Unethical	
  behavior	
  on	
  the	
  parts	
  of	
  business	
  and	
  poli:cal	
  leaders	
  
•	
  The	
  widening	
  gap	
  between	
  rich	
  and	
  poor	
  people	
  and	
  na:ons	
  
•	
  Devasta:on	
  of	
  the	
  Earth’s	
  natural	
  resources	
  
•	
  Poli:cal	
  gridlock	
  among	
  state	
  and	
  na:onal	
  elected	
  officials	
  
•	
  Child	
  Labor	
  and	
  trafficking	
  of	
  young	
  women	
  and	
  children	
  	
  
	
  
Let me end with a challenge for real leadership in our field…
A
Quick
Summary
Tradi:onal	
  Focus	
  of	
  GiJed	
  Educa:on	
  
•	
  	
  The	
  ability	
  to	
  iden:fy	
  trustworthy	
  and	
  useful	
  informa:on	
  
•	
  	
  The	
  ability	
  to	
  selec:vely	
  manage	
  overabundant	
  informa:on	
  
•	
  	
  The	
  ability	
  to	
  organize,	
  classify,	
  and	
  evaluate	
  informa:on	
  
•	
  	
  The	
  ability	
  to	
  conduct	
  self-­‐assessments	
  of	
  web-­‐based	
  informa:on	
  	
  	
  
•	
  	
  The	
  ability	
  to	
  use	
  relevant	
  informa:on	
  to	
  advance	
  the	
  quality	
  of	
  one’s	
  work	
  
•	
  	
  The	
  ability	
  to	
  communicate	
  informa:on	
  effec:vely	
  
Meta-­‐cogni:ve	
  Skills	
  	
  
in	
  Technology	
  
Focusing	
  &	
  Filtering	
  
	
  	
  
•	
  	
  Op:mism	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  	
  Mental	
  and	
  Physical	
  Energy	
  	
  	
  
•	
  	
  Courage	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  	
  Vision	
  &	
  A	
  Sense	
  of	
  Des:ny	
  
•	
  	
  Romance	
  With	
  a	
  Topic	
  or	
  Discipline	
  	
  	
  	
  	
  	
  	
  	
  •	
  	
  Sensi:vity	
  To	
  Human	
  Concerns	
  	
  	
  	
  
Intelligences	
  Outside	
  
The	
  Normal	
  Curve	
  
Contribu:ng	
  To	
  Social	
  Capital	
  &	
  Making	
  A	
  Becer	
  World	
  
The	
  SoJ	
  
Intelligences	
  
“Execu:ve	
  Func:ons”	
  
	
  	
  
	
  
	
  	
  
	
  •	
  Personal 	
   	
  •	
  Social	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  	
  Organiza:onal	
  	
  
	
  •	
  Emo:onal 	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  •	
  Mo:va:onal 	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  “Geong	
  your	
  act	
  
	
  •	
  Spiritual 	
   	
  •	
  Responsible	
   	
   	
   	
  together”	
  
	
  Leadership	
  Based	
  on	
  Wisdom	
  &	
  Responsibility	
  	
  
The	
  
Tradi:onal	
  
Cogni:ve	
  
Basics	
  
	
  
Crea:ve	
  Thinking	
  	
  	
  	
  	
  	
  	
  	
  	
  Planning	
  
Cri:cal	
  Thinking 	
  	
  	
  	
  	
  	
  	
  	
  	
  Forecas:ng	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
Problem	
  Solving 	
  	
  	
  	
  	
  	
  	
  	
  	
  Wri:ng	
  
Decision	
  Making 	
  	
  	
  	
  	
  	
  	
  	
  	
  Literacy	
  
Produc:ve	
  Thinking	
  	
  	
  	
  	
  Numeracy	
  
Opportunities For
Creative Productivity}	
  
Brought	
  to	
  bear	
  upon…	
  
Teachers are the
unacknowledged
legislators
of the world.
Ashley Montagu
<
of the gifted
Happiness Always	

Thank you for your kind attention, and I wish you...	

geluk Altijd	

 felicidade sempre	

Szczęście zawsze	

快乐,永远快乐	

행복을 항상	

bonheur toujours	

lykke alltid	

Sreća uvijek	

Счастье всегда	

mutluluk her zaman	

	
‫ﺔ‬‫ﻳ‬‫و‬‫ﺎ‬‫ﻤ‬‫ﺴ‬‫ﻟ‬‫ا‬ ‫ة‬‫د‬‫ﺎ‬‫ﻌ‬‫ﺴ‬‫ﻟ‬
	
  
Intelligences	
  Outside	
  the	
  Normal	
  Curve:	
  	
  Factors	
  That	
  
Contribute	
  To	
  the	
  Crea:on	
  of	
  Leadership	
  Skills	
  and	
  
Social	
  Capital	
  In	
  Young	
  People	
  and	
  Adults	
  
	
  	
  
	
  
SENSITIVITY TO HUMAN
CONCERNS
OPTIMISM

ROMANCE WITH A TOPIC
OR DISCIPLINE
VISION/SENSE OF
DESTINY
PHYSICAL/MENTAL
ENERGY
COURAGE
・
Ac6on	
  Orienta6on	
  
Social	
  Interac6ons	
  
Leadership	
  
Realis6c	
  	
  
Self-­‐Assessment	
  
Awareness	
  of	
  Needs	
  	
  
of	
  Others	
  
Joseph	
  S.	
  Renzulli,	
  Director	
  
The	
  Na:onal	
  Research	
  Center	
  On	
  The	
  GiJed	
  And	
  Talented	
  
The	
  University	
  of	
  Connec:cut	
  (USA)	
  
Regular
Classroom
Enrichment Learning and Teaching
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
GROUP
TRAINING
ACTIVITIES
TYPE III
INDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment
In General
The Schoolwide Enrichment Model
Joseph S. Renzulli & Sally M. Reis
www.gifted.uconn.edu
Service Delivery
Components
Strength Assessment Portfolio
Curriculum Modification Techniques
School Structures
The	
  School	
  	
  	
  
Organiza:onal	
  
Model	
  
The	
  	
  
Learning	
  
Theory	
  
Con:nuum	
  of	
  Learning	
  Theories*	
  
67	
  
Pedagogy	

Outcomes	

Major Theorists	

National Goals	

Deductive	

Didactic & Prescriptive	

	

Knowledge Acquisition,	

Storage, and Retrieval.	

Predetermined Content	

Basic Skill Acquisition	

Text Consumption 	

Behaviorists	

• Pavlov	

• Thorndike	

• Skinner	

Increased Academic Achievement	

Higher Test Scores	

Technically Proficient Professional 	

and Skilled Workers	

Inductive, Investigative &
Inquiry Oriented 	

	

	

	

Knowledge Application, High
Engagement, Motivation	

And Enjoyment. J-I-T Content	

	

21st Century Thinking Skills	

Creative Productivity	

Constructivists	

• Pestalozzi, Torrance,	

• Montessori, Gardner,	

• Piaget & Bruner,	

• Dewey, Sternberg	

Inventors	

Creative Designers in Sciences, 	

Arts, & Technology	

Innovative Leaders	

Entrepreneurs Writers	

People Who Make a Difference	

*Both	
  ends	
  of	
  this	
  con:nuum	
  are	
  important,	
  and	
  schools	
  should	
  integrate	
  them	
  whenever	
  
possible	
  to	
  produce	
  the	
  best	
  balance	
  between	
  the	
  two	
  models	
  of	
  learning.	
  
	
  All	
  you	
  
ever	
  
needed	
  
to	
  know	
  
about	
  
learning	
  
theory	
  
(in	
  one	
  
slide)!
Special	
  Classes,	
  Resource	
  Room/	
  Pull-­‐
Out,	
  Enrichment	
  Clusters,	
  AITDs,	
  
Independent	
  Study	
  	
  
Regular	
  Classroom	
  Infusion	
  
•	
  	
  Extension	
  of	
  An	
  Individual	
  Lesson	
  	
  
•	
  	
  A	
  Unit	
  You	
  Are	
  Planning	
  
Extra	
  and	
  Co-­‐Curricular	
  Ac:vi:es	
  
And	
  Other	
  Special	
  Events	
  
In	
  Your	
  School	
  
	
  
Relating The Enrichment Triad Model To
Various Organizational Structures
The	
  Pedagogy	
  of	
  Enrichment	
  
Learning	
  and	
  Teaching	
  (EL&T)	
  
The	
  Enrichment	
  Triad	
  Model	
  
	
  	
  	
  	
  	
  	
  	
  	
  {	
  All	
  	
  
Students	
  
{	
  Candidates	
  	
  
For	
  
Follow-­‐Up	
  
A	
  Pedagogical	
  Model	
  
(What	
  We	
  Do	
  With	
  Students)	
  
Various	
  Organiza:onal	
  Models	
  
(How	
  We	
  Group	
  Students	
  and	
  	
  
Move	
  Them	
  Around)	
  
 	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  How	
  Knowledge	
  Is	
  Organized	
  
Philosophy The Humanities	

Law, Ethics, & Religion	

Social Sciences	

 Languages	

Natural Sciences & Mathematics	

Technology	

(Applied Sciences)	

The Arts	

Literature & Rhetoric	

Facts & Statistics	

 Beliefs, Attitudes,	

& Values	

Classifications, Relations
& Categories	

Theories, Structures	

	

Patterns, Trends &
Sequences	

Systems, Implications
& Transformations	

Principles, Concepts	

& Generalizations	

Investigative Methods	

Trivia, Folklore, &
Insiders Information	

“Giants,” Champions,
& Landmark Events	

A	
  Theory	
  of	
  Knowledge	
  
KNOWLEDGE	
  	
  	
  	
  	
  
	
  
Curriculum	
  	
  	
  	
  	
  
Content	
  	
  	
  	
  	
  
	
  	
  	
  PEDAGOGY	
  
	
  
	
  	
  	
  	
  Instruc:onal	
  	
  
	
  	
  	
  Strategies	
  
	
  	
  	
  Student	
  	
  
	
  	
  	
  Products	
  
	
  
EXPRESSION	
  STYLES	
  
Classroom	
  	
  	
  	
  	
  	
  
Organiza:on	
  	
  	
  	
  	
  
	
  
	
  MANAGEMENT	
  	
  	
  	
  	
  
Technology	
  
Technology	
  
The	
  Role	
  of	
  	
  
The	
  Teacher	
  
Learning/Teaching	
  Styles:	
  
Lecture,	
  Discussion,	
  Peer	
  
Tutoring,	
  Simulations	
  
Socratic	
  Inquiry,	
  CAI,	
  
Dramatization,	
  Problem	
  
Based	
  Learning,	
  Guided	
  &	
  
Unguided	
  Independent	
  Study	
  	
  
Expression	
  Styles:	
  
	
  Oral,	
  Visual,	
  Graphic,	
  
Manipulative,	
  Artistic,	
  
Written,	
  Multi-­‐Media,	
  
Service,	
  Combinations	
  
of	
  the	
  Above	
  
	
  	
  
	
  	
  	
  
Content	
  ModiNications	
  
•	
  	
  More	
  Material	
  
•	
  	
  More	
  Drill	
  &	
  Practice	
  
•	
  	
  Easier	
  Material	
  	
  	
  
•	
  Greater	
  Depth	
  &	
  	
  Complexity	
  	
  
•	
  	
  Student	
  or	
  Teacher	
  Selected	
  
Enrichment	
  Opportunities	
  Related	
  
To	
  	
  A	
  Topic	
  or	
  Unit	
  of	
  Study	
  	
  
On-­‐line	
  Courses	
  
Blogs,	
  Wikis,	
  Podcasts	
  
RSS	
  Feeders,	
  Screencasts	
  
	
  
Flickr,	
  Twitter	
  
Social	
  Networking	
  Sites	
  
Renzulli	
  Learning	
  System	
  
	
  
Classroom	
  Organization:	
  
Forum,	
  Cinema,	
  	
  
Laboratory,	
  Café,	
  Conference,	
  
Boardroom,	
  Lecture	
  Hall,	
  	
  
Circle,	
  Hot	
  Seat,	
  	
  Study	
  
Carrels,	
  Science/Media	
  Labs,	
  	
  
Computer	
  Lab,	
  Interest	
  
Centers,	
  “Coffee	
  House”	
  	
  
	
  
Grouping	
  by:	
  	
  
Interests,	
  Skill	
  Levels,	
  Ability,	
  
Within	
  &	
  Across-­‐Grade	
  
Cluster	
  Grouping,	
  Common	
  
Tasks/Projects,	
  
Complimentary	
  Talents,	
  
Cooperative	
  Learning	
  
	
  
	
  
	
  
	
  
	
  
	
  
(JSR: 1996)
	
  	
  Five	
  Dimensions	
  of	
  Differen:a:on	
  
	
  
Young Person’s Houndstooth Survey
Strongly
Disagree
Disagree Agree
Strongly
Agree
24. I am always happy.
25. I have a lot of energy.
26. If I help someone out, I expect them to help me
later.
27. If someone is being mean, I tell them so.
28. I often think about what I want to be when I grow
up.
29. I know the world will be a better place in the
future.
30. I have the energy to finish projects that interest me.
31. I feel awful when someone gets hurt, even if it
wasn’t my fault.
32. I am able to do what is right, even if it is not the
cool thing to do.
33. I make goals for myself.
34. I have many good things to look forward to.
35. I am always thinking up new ideas.
36. I keep working on something I enjoy, even after
other people get bored.
For these questions you will be asked to think about something that you enjoy
doing. Try to think of one thing that you really enjoy.
Write it here: . For the rest of this
survey, the thing that you wrote above will be called your “Interest Area.”
Strongly
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.
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	
  

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

  • 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.
  • 11. 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  
  • 12. 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        
  • 13. Why is Social Capital important? And what is education’s role In the production of Social Capital? Two insightful quotes…
  • 14. 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      
  • 15.
  • 16. Two  equably  able  people…  
  • 17. 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…  
  • 18. 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    
  • 19. 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
  • 20.
  • 21. 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…
  • 22. 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
  • 23. 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  
  • 24. 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
  • 25. 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
  • 26. 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
  • 27. 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
  • 28. 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  
  • 30. The  Seman:c   Differen:al   Technique  
  • 31. 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.
  • 32. 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.
  • 33. 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
  • 34.
  • 35.
  • 36.
  • 37. 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  
  • 38. 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  
  • 39. 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)  
  • 40. “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      
  • 41. 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  
  • 44. 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  
  • 45. 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  
  • 46. 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  
  • 47. 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  
  • 48. 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  
  • 49. 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.    
  • 50. A  Type  III  Enrichment  Inves:ga:on   That  Reflects  Both  Houndstooth  Traits   and  Execu:ve  Func:on  Skills    
  • 51. Sample Resources From the How-To Data Base at www.renzullilearning.com (Type  II  Enrichment  in  The     Enrichment  Triad  Model)  
  • 52. 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  
  • 53. Third  graders  recite  a  daily  pledge  to  be  intellectually     ac:ve,  humble,  and  kind  to  others    
  • 55. "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
  • 56. 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
  • 57. 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…
  • 59. 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…  
  • 60. Teachers are the unacknowledged legislators of the world. Ashley Montagu < of the gifted
  • 61.
  • 62. 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  
  • 63.
  • 64. 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)  
  • 65.
  • 66. 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  
  • 67. 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)!
  • 68. 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)  
  • 69.                        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  
  • 70. 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    
  • 71.
  • 72. 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.
  • 73. 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