The Center Puzzle Piece:
Uncovering and Nurturing Talent for
Optimal Performance
Haysville Public Schools
January, 2010
F. Richard Olenchak, Ph.D., P.C.
Professor, Psychologist, and Director
Urban Talent Research Institute
College of Education
University of Houston
Houston, TX 77204-5023
Voice – 713.743.4984
E-Mail – rolenchak@uh.edu
Greetings!



Write your name in the
middle circle.
In the outer circle, write
names of people, places,
things, events, traits,
experiences, etc. that
DEFINE you (NOT describe
but DEFINE you).
In the frame surrounding
the outer circle, write the
names of the persons in
your life who have shaped
who you are.
I am…
Use the information
from your Circle Map to
write a brief introduction
of yourself to the group (either a short
narrative or simply a few notes).
 Without violating your privacy, try to include
some novel information about you that others –
even those who know you – are unlikely to
know.
 Then, one-by-one, each of us will introduce
ourselves to our small group.

Simulation Directions
 Think of your own self and the strengths
and weaknesses that you have.
 Now think of the following four areas:
1.
2.
3.
4.
Writing/Authoring
Drawing/Sketching
Singing/Rapping
Performing/Acting
Rank yourself from highest to lowest in
each of those four areas.
Simulation Task
Using your BOTTOM-RANKED
area, work with others or by yourself
to use THAT area to:
Show that you have learned four major
concepts in the unit described;
 Then your work will be randomly
shared with the class;
 Be ready to have your peers grade your
work pass or fail.

Simulation Task
Using your TOP-RANKED area, work
with others or by yourself to use THAT
area to:
Show that you have learned four major
concepts in the unit described;
 Then your work will be randomly shared
with the class;
 Be ready to have your peers grade your
work pass or fail.

Debriefing the Simulation
Part A
ROLE OF GROUP -- In which situation did you rely
more on your group as a necessary support? In which
experience did you feel more independent? What
conclusions can you draw?
TIME ON TASK -- In which experience were you
actively involved over time?
QUALITY OF PRODUCT -- Which condition resulted in
the better product and showed more skill or talent?
ELABORATION -- Which experience resulted in a
product that showed the most attention to detail?
Debriefing the Simulation
Part B
KNOWLEDGE -- In which product did it seem like the
participants had more knowledge?
CREATIVITY -- In which case was creativity used to:
* compensate for lack of skill or comfort?
* enhance the quality of the product?
INTELLIGENCES USED -- When were intelligences
at- promise used to compensate for intelligences-at
risk?
STRESS -- Which condition caused more stress for
you? Why? What are the implications of this?
Who is intelligent?
Making the Old Multiple Intelligences
Mean Something
8 Intelligences
Dr. Howard Gardner, Harvard University
1.
2.
3.
4.
5.
6.
7.
8.
Linguistic
Logical/ Mathematical
Spatial
Bodily/ Kinesthetic
Musical
Naturalistic
Interpersonal
Intrapersonal
Research about Multiple
Intelligences
After one school year, students in 5 elementary
and 3 middle school classrooms:
displayed increased independence, responsibility and self
direction;
 made significant behavioral improvement, even among
students identified with behavioral disorders;
 Improved their ability to work cooperatively and to
communicate with others; and
 used a minimum of three to five intelligences in their
classroom work.
Campbell, L.M, Campbell, B., & Dickinson, D. (2004). Teaching and
Learning through Multiple Intelligences (3rd ed.). Boston: Allyn and
Bacon/Pearson.

Research about Multiple
Intelligences
A comprehensive review of existing research
about students in grades K-6 revealed that
students:
significantly improved both engagement and performance
on standardized tests;
 significantly improved day-to-day performance in all four
core content areas – language, math, social studies, and
science; and
 increased self-motivation and confidence, particularly in
tackling tasks of increasingly difficult challenge.
Johnson, M. (2007). An extended literature review: The effect of Multiple
Intelligences on elementary student performance. Unpublished

master’s degree thesis, Dominican University, San Rafael, CA. (ERIC
Document Reproduction Service No. ED497741)
“Some years ago I read about an eminent scientist who, several years
after winning the Nobel prize, found out his IQ. Somehow his early school
records came into his possession and on them was his IQ score. What struck
him immediately was this: the number was too low to have enabled his
accomplishments. Someone with that IQ could not possibly have made the
groundbreaking discoveries he had made. He freely admitted that had he
known his IQ, he would never have dreamed of embarking on his scientific
career.
My first thought is that the test was wrong. It must have mismeasured his
real IQ. Maybe it did, but maybe it didn't. Maybe it accurately measured his
skills at the time -- at least as far as what any IQ test can assess. The
fallacy is in thinking that by measuring someone's
present skills, you've measured their potential; that by
looking at what they can do now, you can predict what
they're capable of doing in the future.“
Dweck, C. (2000).Self-theories, their role in
motivation, personality, and development.
Philadelphia: Psychology Press.
Can you define
intelligence?
J.K. Rowling
Linguistic Intelligence
• Skilled with words
• “The Word Player”
Linguistic Learner
If you have strong linguistic intelligence
you might learn better by:
• Reading
•Memorizing
•Playing with words
•Making up rhymes, puns
•Using the Internet
LINGUISTIC
ACTIVITIES: Lectures, poetry, discussions,
word games, storytelling, choral reading,
journal writing, speech, debate,
humor/joke-telling, word-a-day
 MATERIALS: Books, books on tape, tape
recorders, typewriters/word processors,
stamp sets, word games
 STRATEGIES: Read about it, write about it,
talk about it, listen to it,; whole language
instruction; teaching through storytelling

Can you define
intelligence?
Albert Einstein
Logical/ Mathematical
Intelligence
• Skilled with numbers &
reasoning
• “The Questioner”
Logical/Mathematical Learner
If you have strong logical-mathematical
intelligence you might learn better by:
• Recording information systematically
•Setting up experiments (“what if?”)
•Playing strategy games (chess)
•Analyzing data
•Asking logical questions
•Using the Internet
LOGICAL-MATHEMATICAL
ACTIVITIES: Brain teasers, problem solving,
science experiments, mental calculation,
number games, critical thinking, outlining,
graphic organizers, code deciphering,
syllogisms, pattern games
 MATERIALS: Calculators, math manipulatives,
science equipment, math games
 STRATEGIES: Quantify it, think critically about
it, conceptualize it; critical thinking instruction;
teaching through Socratic questioning method

Can you define
intelligence?
Frida Kahlo
Spatial
Intelligence
• Skilled with
pictures &
images
• “The Visualizer”
Spatial Learner
If you have strong spatial intelligence you
might learn better by:
• Watching videos
•Using visual, tangible aids
•Studying Pictures
• Doing mazes, puzzles
• Making predictions
• Using the Internet
SPATIAL
ACTIVITIES: Visual presentations, imagination
games, mind-mapping, metaphor, drawing,
visualization, color schemes, designing,
sculpting, painting
 MATERIALS: Graphs, maps, LEGOs, art
materials, optical illusions, photographic
equipment, videographic equipment, photo
library
 STRATEGIES: See it, draw it, visualize it, color
it, mind-map it; integrated arts instruction;
teaching through the arts

Can you define
intelligence?
Yao Ming
Bodily/ Kinesthetic
Intelligence
• Physical skill
• “The Mover”
Bodily/Kinesthetic
Learner
If you have strong bodily-kinesthetic
intelligence you might learn better by:
• Doing role plays
•Constructing physical examples
•Exercising while reading
•Asking logical questions
•Visiting new places, seldom getting lost
•Using the Internet
BODILY-KINESTHETIC
ACTIVITIES: Hands-on learning, drama, dance,
sports that teach, tactile activities, relaxation
methods, role playing, mime, inventing, body
language, martial arts
 MATERIALS: Building tools, clay, sports
equipment, manipulatives, tactile learning
resources
 STRATEGIES: Build it, act it out, touch it, get a
“gut feeling” about it, dance it; active learning;
teaching through dramatic movement

Can you define
intelligence?
Madonna
Musical Intelligence
• Skilled with melody &
rhythm
• “The Music Lover”
Musical Learner
If you have strong musical intelligence you might learn
better by:
•Listening to recordings
•Talking to yourself
•Making up songs
•Remembering tunes
•Reading aloud
•Changing tempo
•Using the Internet
MUSICAL
ACTIVITIES: Songs and melodies
that teach, rapping, recalling
material by setting it to music
 MATERIALS: Tape recorder, CD
player, tape and CD collections,
musical instruments
 STRATEGIES: Sing it, hum it, rap it,
listen to it; choral teaching;
instruction through rhythmic voice

Can you define
intelligence?
Steve Irwin
Naturalistic Intelligence
• Skills of making
connection to elements
in nature
• “The Outdoorsman”
Naturalistic Learner
If you have strong naturalistic
intelligence you might learn better by:
•Studying outside
•Learning near plants & pets
•Relating environment to topics
•Smelling, seeing touching, tasting
•Observing natural phenomenon
NATURALIST
ACTIVITIES: Activities taking place
outdoors; projects aimed at categorizing,
classifying, patterning, and appreciating
nature
 MATERIALS: Authentic aspects of nature
(rocks, plants, animals, etc.), books and
tables about ecology, web materials about
ecology
 STRATEGIES: Experiment with it, handle
it, analyze it; teaching through actual
aspects of nature

Can you define
intelligence?
Oprah
Winfrey
Interpersonal Intelligence
• Skills of social
understanding
• “The Socializer”
Interpersonal Learner
If you have strong interpersonal intelligence
you might learn better by:
•Studying in groups
•Sharing data with others
•Interviewing experts
•Relating personal information
•Being a team player
•Doing cooperative projects
INTERPERSONAL
ACTIVITIES: Group projects, peer tutoring,
sharing, community involvement, social
gatherings, simulations
 MATERIALS: Board and computer games,
party supplies, props for role playing
 STRATEGIES: Teach it, collaborate on it,
interact with regard to it; cooperative
learning; teaching through dynamic
interactions with students

Can you define
intelligence?
Martin Luther King
Intrapersonal Intelligence
• Skills of self-knowledge
• “The Individual”
Intrapersonal Learner
If you have strong intrapersonal intelligence
you might learn better by:
• Avoiding distractions
•Establishing personal goals
•Playing solitary games
•Setting own pace
•Working alone
•Reading personal experiences
INTRAPERSONAL
ACTIVITIES: Individual projects, independent
study, options, self-esteem building,
meditation methods, metacognitive
techniques, higher order thinking
 MATERIALS: Self-checking/self-pacing
materials, journals, materials for projects
 STRATEGIES: Connect it to your personal life,
make choices with regard to it; individualized
instruction; teaching by bringing feelings into
presentations

Back to your students
in Haysville…
1.
2.
3.
4.
Think of your
collection of
students.
Consider the
Multiple
Intelligences.
Which
students
seem to fit
into which
MI?
Design a
matrix:
Student Behaviors Most
and
Likely
Interests MI or
MIs
Maria
-Makes
-Spatial
diagrams -Logic/
in notes Math
-Suduko
-Bodily
-Runs
/Kines.
track
-Intra
What I
Can Do
Why bother with all this?
What research tells us from a massive metaanalytic study…
 Success in personal pursuits does not yield
happiness; actually the converse is more
true: that happiness, or contentment,
produces success.
Lyubomirsky, S., & King, L., & Diener, E. (2005). The benefits
of frequent positive affect: Does happiness lead to success?
Psychological Bulletin, 131, 803-855.
Motivation and Students
Motivation is that human interaction which increases self-esteem or
preserves the individual’s self-concept.
-- Joanne Rand Whitmore, Former Dean, College of Education, Kent State
University
Destroyers of Positive Motivation
Anxieties:
created by perceived threats of failure
Conditional Acceptance: based on successful competition with others
Irrelevance:
emerging from lack of meaning in studies and producing
boredom
Alienation:
derived from frequent criticism, “not listening,” and
repeated shaming from adults
Actual lack of success: resulting in an inability to understand victory
Unattainable goals: set by self or by others, particularly adults important to
the student
Lack of trust
confidence placed in the student by adults is
questionable and the student realizes it
“Absolute answers:” caused by an unyielding environment in school and/or at
home
Test scores:
established as the only source for “success” where s/he
has been
Agents of Change to Create
Positive Motivation
establishing an authentic setting where listening and
responding occurs person-to-person
Genuine acceptance: respect for the individual despite human flaws
Involvement:
inclusion of the individual in setting limits, identifying
alternatives, making plans, and carrying our responsibilities
Growth:
allowing the student room to break habitual patterns of
interaction without prejudgment (e.g., negativism,
impatience, perfectionism)
Encouraging self-control:
including self-direction, self-discipline, and selfevaluation
Focus on creating the future: emphasizing opportunities and directions for growth
as more important than where the student is at present or
Dialogue:
Some Direction from
Background Research



Student success and self-confidence are reliant on
teachers who promote opportunities for them to
develop and then demonstrate their strengths
rather than spending so much time remediating
their weaknesses (Doubek & Cooper, 2007).
Student self-confidence and motivation are
correlated with expectations from both school and
home (Tavani, 2003).
Human action is reliant on self-confidence; selfconfident people tend to have an elevated sense of
emotional energy and imaginative capacity to shape
the future in ways they would like (Ludema,
Wilmot, & Srivastva, 1997).
Some Direction from
Background Research



Students who are self-confident receive
higher grades than unhopeful ones,
regardless of IQ scores (Scheier & Carver, 1993).
Self-confident students are able to tackle more
difficult goals and tend to have success at
achieving their goals (Olenchak, 2009).
Self-confident students have greater
happiness and less distress as a rule when
compared to their peers (Snyder &
McCullough, 2000).
About Confidence



Confidence is the expected probability that one
can achieve a goal in a particular situation
(Stevens, 2005); Bandura (1997) calls selfconfidence “self-efficacy expectations.”
Confidence is primarily situational and not
absolute (Bandura, 1997).
Confidence is rooted in mastering critical life
skills (Austin & Vancouver, 1997; McClelland,
1988).
Think for a Moment…
With a partner, discuss when and in
what situations each of you feels most
confident. How do you feel?
 With the same partner, discuss when
and in what situations each of you feels
least confident. How do you feel?

Developing Self-Confidence:
Two Schools as Pilots

School 1 – Elementary School in Seattle
400 students enrolled in grades K-5
 31% Asian, 31% Latino, 18% African
American, 14% Anglo, 6% Indigenous
 76% free/reduced lunch
 23% English language learners
 7% Special Education
 1% identified as
Gifted/Talented

Developing Self-Confidence:
Two Schools as Pilots

School 2 – High School in Newark
1400 students enrolled in grades 9-12
 94% African American, 6% Latino
 38% free/reduced lunch
 16% Special Education
 <1% identified as
Gifted/Talented

Schoolwide Interventions
Thinking Maps (Hyerle, 1988)


Circle Map
Bubble Map

Double Bubble Map

Tree Map
Schoolwide Interventions

Brace Map

Flow Map

Multi-Flow Map

Bridge Map
Schoolwide Interventions
Talents Unlimited (Taylor, 1967; Schlichter, 1968)


Productive Thinking
Communication









1.
2.
3.
4.
5.
6.
single words describing something;
single words describing feelings;
simile;
personal experience;
network;
without words
Forecasting
Planning
Decision Making
Schoolwide Interventions:
Talents Unlimited Philosophy
Academic
Productive
Thinking
Planning
Communication
Forecasting
Decision
Making
Implementation




Teachers and their administrators were trained in both
interventions.
Follow-up coaching to support implementation provided:
 In person every 6 weeks first school year
 As needed via e-mail and phone thereafter
Integrity of implementation assessed through teacher journals and
lesson plans, as well as student journals and administrator
observations:
 Some teachers implemented both interventions as much as daily
in both schools (18% Seattle, 7% Newark).
 Some teachers never implemented (1% Seattle, 14% Newark).
Of the teachers implementing both interventions, at least once
weekly (84% Seattle, 47% Newark), seven videos (4 Seattle, 3
Newark) were randomly filmed of classroom applications of
interventions.
Surveys of Student
Confidence




Using the two intervention systems both in and out of
school (intervals of 3 months over 2 school years)
Their ability to complete academic work successfully
(annual pre/post over 2 school years)
Setting goals in and out of school (annual pre/post over
2 school years)
Achieving goals in and out of school (annual pre/post
over 2 school years)
Results of Surveys


Students felt confident:
 in using both interventions (end rate: 94% Seattle,
68% Newark).
Students felt more confident:
 in ability to complete academic work successfully
(start: 42% Seattle, 38% Newark; end: 81% Seattle,
59% Newark).
 in setting goals in and out of school (start: 28%
Seattle, 38% Newark; end: 84% Seattle, 65%
Newark).
 in achieving goals in and out of school (start: 25%
Seattle, 21% Newark; end: 75% Seattle, 57%
Newark).
Talents Unearthed in Two
Years
Seattle
 District science fair awards up over
200%
 District arts awards up 95%
 Numerous individual cases (of increased
student productivity in all content areas
Newark
 District social studies awards up 50%
 District arts awards up 37%
Academic Results
Percent meeting state standards increased
 Seattle
Reading from 61.4% to 68.8%
 Writing from 24.6% to 58.4%
 Math from 28.2% to 55.1%


Newark
Language Arts from 53.1% to 54.5%
 Math from 31.6% to 34.9%

Conclusions



Interventions that equip students with life skills are
helpful in instilling developmental confidence.
Talents Unlimited and Thinking Maps are complimentary
and can be readily integrated into content instruction in
classrooms.
Students who are consistently asked to practice the two
interventions are likely to
express more confidence
and as a result are likely to
express otherwise hidden
potential.
Circle Map




Used to help define a thing or idea
Used to brainstorm ideas
Used to show prior knowledge about a topic
Center of the circle


use words, numbers, pictures, or any other sign or
symbol to define the object, person, or idea you are
trying to understand
Outside circle

write or draw any information that puts this thing in
context.
Circle Map about My Cat
Circle Map about Things that Live in Water
Circle Map about One-Celled
Organisms
Circle Map about a Little Boy
Circle Map about Equivalent
Fractions
Bubble Map



Used to describe qualities using
adjectives and adjective phrases
As a writing tool, enriches students'
abilities to identify qualities and use
descriptive words
In the center circle


write the word or thing being described
In the outer circle

write the adjectives or adjective phrases
that describe the center circle
Bubble Map about Ice Cream
Bubble Map about Facial Expressions
Bubble Map about a Character
Bubble Map about a Student
Double Bubble Map


Use when comparing and
contrasting two items
Two center circles


Outside bubbles



the two items being compared and contrasted
show qualities or traits that are found in only one
of the items
contrasting qualities
Center bubbles (that connect to both circles)


show similarities between the two items being
compared (traits that both items share in
common)
comparison qualities
Double Bubble Map about Graphic
Organizers and Thinking Maps
Double Bubble Map about Rabbit and Cat
Double Bubble Map about Water and Land
Creatures
Double Bubble Map about Stone Soup and Real
Soup
Double Bubble Map about Bubble & Double
Bubble Maps
Tree Map




For classifying and grouping
Things or ideas are sorted into
categories or groups
Sometimes new categories are
created
On the top line


Set if lines below top line


write sub-categories
Below each sub-category



write the category name
write specific members of the group
some things fit multiple groups
Good for studying for tests
Tree Map about Plants
Tree Map about Animals
Tree Map about Vowels
Tree Map about Musical Instruments
Tree Map about Addition Facts
Brace Map




For understanding the relationship
between a whole physical object and its
parts
Used to analyze the structure of an item
It is like 'dissecting' on paper.
On the line to the left


On the lines within the first brace to the
right


write the major parts of the object
Then follow within the next set of braces


write the name of the whole object
subparts of each major part.
Good for organizing an agenda or showing
the structure of an organization
Brace Map on Technology Skills
Brace Map about The Americas
Brace Map about the Statue of Liberty
Brace Map about the Human Body
Flow Map




Sequence and order a process
Identify the relationships between stages and
substages of an event (or order or numbers,
operations, steps, etc.)
Can be used to explain the order of events
In the first rectangle on the far left


Rectangles that follow moving to the right


write the name for the event or sequence
list the steps or events that follow from beginning
to end
Smaller rectangles below the large ones

may be written underneath the large rectangles to
list substages of each major stage
Flow Map of Making a Peanut Butter
Sandwich
Flow Map about Sarah Plain and Tall
Flow Map about a Seed Becoming a Flower
Flow Map Leading to Essay about Food
Chain
Multi-Flow Map


Cause and effect representation
Process of sequencing that looks at:




Helps students analyze a situation by
looking at the cause and effect - the 'why'
and 'consequences' - good or bad
In the center rectangle


list the event that occurred
In the rectangles to the left


what caused an event
the results/effects/impact of the event
list the causes of the event
In the rectangles to the right of the center
rectangle

write the effects/consequences of the event
Multi-Flow Map about Giving a Friend Candy
Multi-Flow Map about Fighting
Multi-Flow Map about a Hurricane
Bridge Map



Seeing analogies
Identifying similarities between relationships
On the far left


On the top and bottom of the left side of the bridge


write in the relating factor (the similar phrase that fits
both sides of an analogy)
write in the 1st pair of things that have this relationship
On the top and bottom of the right side of the
bridge

write in the 2nd pair of things that have the same
relationship
Bride Map about Book Characters
Bridge Map about Leading
Bridge Map about the American Flag
Bridge Map about Colors
Productive Thinking
1.
2.
3.
4.
Think of many ideas
Think of varied ideas
Think of unusual ideas
Add to your ideas to
make them better
Decision Making
1.
2.
3.
4.
5.
Think of many varied things
you can do
Think of the varied questions
you need to ask about these
things you could do
Use your answers to help you
make a decision
State your final decision
Give many, varied reasons for
your decision
Planning
1.
2.
3.
4.
5.
Think of what you are going to
plan so someone will know what
your project is
Think of all the materials and
equipment you will need for your
project
Think of all the steps needed to
complete the project and put the
steps in order
Think of any problems that could keep
you from completing the project
Think of ways to improve your plan
Forecasting
1.
2.
Make many,
varied predictions
about the causes
of a situation
Make many,
varied predictions
about the effects
of a situation
Communication
1.
2.
3.
4.
5.
6.
Give many, varied single words to
describe something
Give many, varied single words to
describe someone’s/some thing’s
feelings
Think of many, varied
comparisons to form a simile
Let others know that you
understand how they feel by
sharing a personal experience
Make a network of ideas using
many, varied complete
thoughts in oral or written language
Show your feelings, thoughts, or
needs without using words
Reframing Rampant
Misdiagnoses of Children





Consider the situations
where the child is
inappropriate
Consider the people in
those situations
Consider how the child
reacts to those situations
and the people in them
Consider the effects of
culture
Consider the child’s
strengths
Recognizing Students at Risk of
Talent Destruction

Perfectionism
Behaviors
holds back
doesn’t really try
verbally manipulative
frustrates quickly
doesn’t turn in work
nervousness
Strategies
reduce pressure
adjust curricula
ungraded tasks
encouragement
value of errors
relaxation skills
Recognizing Students at Risk of
Talent Destruction

Gender-Based
Roles
Behaviors
hesitates
avoids challenges
silliness
underachievement
Strategies
teach goal setting
mentors/models
value of diversity
Decision Making
Recognizing Students at Risk of
Talent Destruction

Hypersensitivity
Behaviors
easily hurt
tends to complain
withdraws
lashes out at others
Strategies
locus of control
self-power
bibliotherapy
Communication
Recognizing Students at Risk of
Talent Destruction

OverlyPerceptive
Behaviors
superior perception
worries
verbalizes fears
overly absorbed in
topics
physical complaints
Strategies
active reflection
discussion
problem solving
social action
relaxation skills
Recognizing Students at Risk of
Talent Destruction

Hyperkinetic
Behaviors
restlessness
absorbs stimuli
bores quickly
Strategies
legitimize moving
locus of control
role playing
Recognizing Students at Risk of
Talent Destruction

Resident
Expert
Syndrome
Behaviors
domineering
egocentric/arrogant
monopolizes
conversation
low tolerance for
diversity
aloof
Strategies
point out problem
behavior results
goal setting
Forecasting
pair appropriately
Recognizing Students at Risk of
Talent Destruction

Low
Frustration
Level
Behaviors
chokes-up/tears-up
sense of hopelessness
“I can’t”
angry, destructive
Strategies
good idea folder
mentor
interest emphasis
problem solving
Recognizing Students at Risk of
Talent Destruction

Magnifies
Personal
Differences
Behaviors
Strategies
poor self-concept
negative selfreferences
isolationism
acts out
bibliotherapy
discussion groups
pair appropriately
valued expertise
Recognizing Students at Risk of
Talent Destruction

Genuine
Boredom
Behaviors
listless; “down”
disruptive
clownish
verbalizes negatively
Strategies
Communication
leadership
contracts
compacting
Recognizing Students at Risk of
Talent Destruction

“Super Star”
Syndrome
Behaviors
tired; overextended
unfinished tasks
complains but adds
more
always volunteering
Strategies
Communication
Planning
Decision Making
relaxation skills
Recognizing Students at Risk of
Talent Destruction

Absorbed
in Interests
Behaviors
engrossed
cannot/will not shift
loses items
appears to be far
away
Strategies
written directions
check lists
time management
contracts
Recognizing Students at Risk of
Talent Destruction

Gullibility
Behaviors
trusting; poor
judgment
overly enthusiastic
easily hurt
Strategies
reinforce positives
Forecasting
problem solving
Questions for Integrating
Cognitive and Affective Domains
1.
2.
3.
What are the required learning
objectives for this lesson?
What aspects of this lesson are
or can be related to human
feelings and emotions?
What creative activity can I
have students do that merges
the required learning
objectives with the human
feelings and emotions I have
identified?
SAMPLE 1: REGULAR SECONDARY SCHOOL
SCIENCE LESSON
(summarized from 8th-grade general science curriculum,
Jefferson County Schools, AL)
Topic: 8th-grade Science: Stored Energy Sources
Objectives: 1. To develop understanding of how energy that has been stored (in
the form of coal, oil, or gas) is converted to electrical power; 2. To have students
understand that solar energy is the original source of virtually all energy; 3. To
learn the way in which coal-stored energy is changed into electrical power
Processes: 1. Review the water cycle and relationship to the sun; 2. Review
relationship between the water cycle and hydroelectricity produced by a
hydropower plant; 3. Using questions, establish that gas, coal, and oil have
properties of stored energy that can be tapped to produce electricity; 4. Explain
how and when coal was created; 5. Using the diagrams in the textbook, have
students explain and discuss how coal is used to produce electrical power; 6.
Have students outline the coal-to-electricity process as offered in the text.
Conclusion: Discussions about the two kinds of turbines can be used to
summarize the lesson, using the text as reference. Special attention can be made
to the functions of turbines and how they are related to electrical generators.
SAMPLE AFFECTIVE ACTIVITIES AIMED AT POINT OF
VIEW THAT WERE INTEGRATED WITH THE ABOVE
LESSON
(summary of adaptations made by Advanced Programs Faculty, Jefferson County
Schools, AL)
Questioning: 1. What is the relationship between a coal strike and the
ordinary person’s willingness or unwillingness to save energy? (point of
view); 2 What is the significance of oil, gas, and coal to everyday life
for most people? Support your position. (point of view; assertiveness);
3. What are the pros and cons of most the industrial world relying on
oil and natural gas from only a few relatively non-industrial nations?
How does this situation offer potential for learning from mistakes?
(point of view; fear of failure)
Simulation: 1. Role play the differing parts in a scenario that students
can create in small groups about reliance on coal, gas, and oil energy
sources. Students can represent themselves, other people, nations,
etc. (point of view; assertiveness); 2. Have students in small groups or
individually design a society that relies in energy sources other than
coal, oil, or gas. They should detail the energy sources the society uses
and highlight their value systems pertaining to energy use,
conservation, and development. (point of view; interpersonal
communication); 3. Create a simulated debate about energy sources
using point of view as a key concept. Students can serve in a
courtroom or UN environment. (point of view; peer relationships)
Other Activity: 1. Have students seek out and
collect examples from newspapers and
magazines that illustrate some of our
society’s values about energy. (point of
view); 2. Have students contrast our energy
values with those of either past societies or
current societies other than those of Western
origin. Have them defend their positions and
explain how societies learn from errors.
(point of view; assertiveness; fear of failure)
SAMPLE 2: REGULAR SECONDARY SCHOOL
WORLD HISTORY LESSON
(summarized from 9th-grade general social studies curriculum,
Alachua County Schools, FL)
Topic: 9th-grade World History: Age of New World Discovery
Objectives: 1. To refine previous understanding of the European base
for development of the Americas; 2. To learn about various
European explorers, focusing specifically on those with impact on
what is now Florida
Processes: 1. Discuss explorations of the Americas using the text and
previous lessons as a foundation; 2. Review the contributions of
various explorers to the sum total of the early development of the
Americas (who did what and how it contributed to overall knowledge
about the New World); 3. Explain how the early discoveries in North
America frequently encompassed what is now Florida; 4. Discuss the
victories and failures of Ponce de León, Pánfilo de Narvárez,
Hernando de Soto, and Pedro Menéndez de Avilés; 5. Using the text
as a reference, have students link world development of the era with
early development of Florida.
Conclusion: Guide students toward summarization by discussing the
early importance of Florida geographically. Focus on the role that
Spanish exploration played in European interests in the Americas.
SAMPLE STRATEGY FOR DEVELOPING
AFFECTIVE ACTIVITIES TO BE INTEGRATED
WITH THE ABOVE LESSON
(Olenchak, 2000, rev. 2007)
Step 1 - Analysis of Opportunities: In addition to
being motivated by the desire to explore new
lands, Ponce de León and other explorers were
willing to undergo extreme hardship and many risks
to attain personal glory and wealth. (motivation,
risktaking, internal and external locus of
control/rewards)
Step 2 - Locate Resources to Enhance Affective
Opportunities: Kolbe, K. & Tate, D. (1987). It was
worth it. In K. Kolbe & D. Tate, Risktaking.
Phoenix, AZ: Resources for the Gifted.
Step 3 - Modification for Integration:
Ponce de León explored the New World in search of wealth, personal
glory, and the secret of eternal youth. He and his exploration team
experienced extreme hardships. Pretend that you are Ponce de León
before his death at age 61. Record a tape of him answering the following
interview questions: a. Were you aware of the risks involved before you
set sail on your explorations? b. What were the risks you imagined
beforehand? How did they compare with the actual risks you
encountered? c. How did you become mentally and physically prepared
to achieve your goals? d. What was your attitude toward the risks before
and after your explorations? e. How did others react to the goals you
had set for yourself? How did their attitudes make you feel? How did you
handle others?
Now, recall some event in your own life which represents having to set a
goal and trying to achieve it. Think about how you motivated yourself by
responding to the same types of questions you posed to Ponce de León
during your interview with him: a. What was the goal you identified for
yourself? b. What risks did you imagine you would face in attempting to
reach your goals? How did they compare with those you actually
encountered? c. Were you aware of these risks before you embarked
on attaining your goal? d. How did you prepare yourself for the mental
and physical challenges associated with your goal? e. How did you feel
about the risks before and after? f. What were the reactions of others to
your goal? How did you handle their attitudes?
If children live with hostility,
they learn to fight.
If children live with ridicule,
they learn to be shy.
If children live with tolerance,
they learn to be patient.
If children live with encouragement,
they learn confidence.
If children live with praise,
they learn to appreciate.
If children live with fairness,
they learn justice.
If children live with security,
they learn faith.
If children live with approval,
they learn to like themselves.
If children live with acceptance, and
friendship,
they learn to find love in the world.
-- Dorothy Law Nolte, Ph. D.
Now it’s up to you…
Urban Talent Research
Institute
Exit Ticket
1. Select one of the strategies we have reviewed.
2. Write a short lesson plan description about how you
will integrate that strategy into a lesson you will
teach NEXT week.
3. The description can be presented as:
•
•
•
•
Bullets
A Thinking Map
The Planning Talent
A Paragraph
4. Write your name and school at the top of your plan.
5. Leave your written plan with the person collecting
them before you leave the room.