2.  Drawing on
Knowledge and
Applying it to New
Situations.
 Finding Humor.
 Creating, Imaging, a
nd Innovating
 Listening with
Understanding and
Empathy.
 Remaining Open to
Continuous Learning.

3.  The ability for students to apply
knowledge that they have learned in the
classroom to real life situations.
 Students should be given opportunities
to practice drawing from past
knowledge and applying it to new
situations.

4.  Example of characteristic:
Students were taught various elements of figurative
language and how it provides a heighten description
in writing. Students had to be able to properly use
examples of figurative language in individual writings.
 Support:
Project-based learning (students required to identify
figurative language elements in lyrics).

5.  Provides the ability for improving
students’ creativity and helps foster high-
stakes thinking skills.

6.  Example of characteristic:
Students were taught the many uses of political
cartoons in World History class. They were shown
different examples and had to identify the audience
and purpose of each. Students then had to create in
groups original pieces of political cartoons based on
their knowledge of what caused World War I.
 Support:
Finding of incongruity among content and
developing a imaginative frame of mind during
problem solving.

7.  Students must be taught to believe in
their own abilities.
 Students should understand that learning
takes practice and more practice.
 Students should also be able to accept
constructive feedback from not only
their teachers but also fellow students
and themselves.

8.  Example of characteristic:
Juniors in American Literature class had to make
character sketches in groups based on the
characters in The Great Gatsby. This allowed students
to put on paper what their own mental reference was
based on the descriptions of the characters in the
novel.
 Support:
Teachers that allow students to use creative means to
explain their understanding of content are better
able to gauge misrepresentations of material better
because creativity fosters a more in-depth cognitive
response to content analysis.

9.  Students must be able to listen to others.
 Students should learn how to empathize
with other peoples views.
 Students should be able to understand
other people’s point of views and not
react hostile to opposite viewpoints.

10.  Example of characteristic:
Students in my World History class debated whether or
not the persons responsible for the Boston Marathon
bombings should be given the death penalty. While
the majority of the class did believe that they should,
a few believed that it is not our right as humans to
decide other people’s right to live. Students had to
show a great amount of understanding for other’s
contrasting views on a very debated topic.
 Support:
Having class debates in a respectful manner by
listening to other’s viewpoints and possibly
incorporating new ideas abut issues as well.

11.  Students should be encouraged to learn
information from various sources.
 Students should seek out opportunities
that would allow them to use new
strategies in order to understand content
better.

12.  Example of characteristic:
Students are paired based on contrasting scores of a
quiz identifying iambic pentameter. Students that
struggled with material and are frustrated will
hopefully learn a different way of being able to
analyze iambic pentameter through peer teaching.
 Source:
Peer teaching provides an alternative way to learning
content and shows students other strategies for
learning.

13.  Kellough, R.D., & Kellough, N.G. (2011). Secondary
school teaching: A guide to methods and
resources (4th ed.). Retrieved from The University
of Phoenix eBook Collection.