True Colors Part II
Understanding Yourself and
Others
Presented for
New Career and Technical Education Professionals
February 2006
True Colors
Presented by:
Judy Judy, Executive Administrator
Institute for Transformational Synergism
5528 N. 4690 W. Road
Bourbonnais, Illinois
Phone 815/933-5246
Email: JJudy2@aol.com
True Colors
True Colors is a simple assessment of our preferences.
Four basic colors are used to identify and categorize
common preferences in people. Although we would like to
think that we exhibit all preferences whenever they would
be most appropriate, research has found that we tend to
stick to the preferences outlined in one or two of the color
descriptors. Hence we say that we have a dominant color
or colors, that may be influenced or shaded by others.
True Colors- Part II
Goal:
Using “True Colors” to understand teaching and learning
Understand that students utilize their dominant color(s) in how they learn;
Learn how to increase learning by providing for learning in “all colors,”
which validates and dignifies the diversity.
Learn how to adapt your delivery to reach more students.
Understand our own preferences and why they don’t always work for
others.
True Colors was developed by Don Lowry of Communications Companies International.
(CCI is no longer in business.)
True Colors
Word Associations
for Gold
• traditional, organized,
punctual, likes detail, loyal,
responsible, value home and
family, strong feeling of
right and wrong----no gray!
True Colors
Word Associations
for Blue
• romantic, sensitive,
nurturing, strong need for
relationships, cultivate the
potential in others, honest,
authentic, peaceful
True Colors
Word Associations
for Green
• problem-solvers, analytic,
abstract thinkers, curious,
complex, futuristic, strive
for perfection, in harmony
with the environment,
needs freedom to explore
new solutions
True Colors
Word Associations
for Orange
• high energy, need for
immediate action, handson, seeks competition,
carefree, commands
attention, adventuresome,
spontaneous, fun-loving
True Colors
Gold Teachers prefer....
Blue Teachers prefer...
Green Teachers prefer...
Orange Teachers prefer...
True Colors-Teachers
Color
Gold
Blue
Green
Orange
Institutionoriented
Student
Centered
Subject
Centered
Hands-on
Has Structured
Routine
Uses imagination Logical
in teaching
presentation of
material
Dynamic,
spontaneous
teaching
Firm
Disciplinarian
Involves
students
Reward
intelligence
Rewards
innovation
Matter-of-fact/
Predictable
Comfortable
room - but
messy
Credit given if
justified
Needs big
picture- not
details
Step-by-step
procedures
Nurtures “whole” Uses causechild
effect approach
Non
traditional
style
Student Reaction to Gold Teacher
Gold Student
Blue Student
Green Student
Orange Student
Loves the
structure/rules
Uncomfortable with
all the rules.
Questions why there is
only one right answer.
Would like more
variety.
Enjoys
memorization.
Hate it when other
Feels okay in orderly
students are made to environment.
feel bad.
Hates example when
operation already
understood.
Likes their
straightforward
tests.
The red check marks
make me feel so
dumb.
Dislikes that the logic/
reason for doing
something is not shared.
Finds classroom
boring.. All work and
no games!
Likes that “facts”
are rewarded.
Why can’t we roleplay some of the
stories.
Dislikes that you can’t
deviate from teachers
plan.
Resists all of the
structure--finds
excuses to move
Knows how to
get the “A”.
Work, work, work
and more work.
Would prefer more
applications over “facts”
Would like more
hands-on.
Student Reaction to Blue Teacher
Gold Student
Blue Student
Green Student
Orange Student
Why talk about
FEELINGS??
Love that I can talk
about feelings…
Why there is so many
“groupie” activities?
Wish the presentations
would vary.
Dislike all of the
role-playing
Enjoy being able to
choose how we
complete the lesson.
I prefer individual
projects or discussing
ideas with the teacher.
Special projects are nice
if we didn’t have to tell
how it FEELS.
Never enough
practical
examples
I feel bad that she
has to follow all of
those administrator
rules.
I dislike having to write
everything down.
Like that she is
understanding when my
work is late
Like that I feel
important
I love working in
groups. We do so
many fun projects.
The teacher is kind, but
doesn’t know as much
as I know about..
There is never enough
time to discuss ideas.
Please validated
my work.
I’m glad we don’t
have to memorize.
I wish we would talk
about more subjects.
Why isn’t there
discipline in class?
Student Reaction to Green Teacher
Gold Student
Blue Student
Green Student
Orange Student
Why can’t the
expectations be
clearer?
I am uncomfortable
having to defend my
response.
WOW--a teacher who
I wish our work
knows so much and is
could be more
willing to explain things. original.
It’s hard to get an
“A” if the answer is
explained!
Why should I track my
grades.. Isn’t that the
teacher’s job?
I’m finally rewarded for
my prior knowledge.
Sometimes my
questions are
ignored!
The teacher is
disorganized, but
does seem to know
the subject.
I wish the teacher
would be interested in
me, not just the things
we study.
I love it that I can
verbally tell the steps
instead of having to
write them down.
I wish the
assignments
would be more
practical.
I like that there are
high standards.
Why are there so many
correct answers?
I always know why I
got the grade I did.
At least my ideas
are accepted.
I just wish it were
more organized.
Uncomfortable with all
the rules
I think we learn more
by having to analyze.
Being able to
question is great!
Student Reaction to Orange
Teacher
Gold Student
Blue Student
Hate the lack of
structure/
organization.
All of jumping around Questions why there is
makes me
only one right answer
uncomfortable.
It’s great that we get
to “think out of the
box.”
Why can’t
homework be
collected regularly?
I think I am liked,
I wish we would stick to
but the teacher never the subject, instead of
tells me.
jumping all around.
All of the choices of
projects really
energizes me.
Our lessons seem
to jump all around.
I like being about to
be creative.
I wish we could study it
logically and orderly.
Essay tests explain
our thinking…not just
list the facts.
Why do we always
need to “imagine”?
I’m glad we don’t
have to remember all
of the details.
I don’t think there ever
I like being able to
is an outline for what we think about the
study.
future, not the past.
She does require us I like hearing
to think.
laughter in the class.
Green Student
It’s great the we get to
support our answers.
Orange Student
I have fun in this
class.
True Colors
Discovering The
“True Colors”
Of Your Students
True Colors
“GOLD” Students
“My learning style is structured.”
Gold (responsible) Students: These students function most comfortably in a wellstructured classroom and with clear and detailed instructions; they value organization,
orderliness, responsibility, following rules and regulations, tradition, and fairness.
To teach GOLD Students:
1. Provide direct instruction with structured and clearly defined course
content.
2. Introduce abstract ideas and concepts after the foundations are
presented.
3. Provide step-by-step instruction.
4. Share in the responsibilities and duties of the classroom. Praise their
usefulness.
5. Connect learning to real world situations.
6. Understand their traditional values.
True Colors
“BLUE” Students
“My learning style is interactive.”
Blue (warm) Students: These students enjoy interactive activities with peers
and adults; situations in which they are able to use their verbal talents can also
be a successful teaching tool; they value harmony, cooperation, teamwork,
creativity, warm and genuine human contact, and individuality.
To
1.
2.
3.
4.
5.
6.
teach Blue Students:
Provide an open, interactive atmosphere.
Praise their uniqueness! Understand their sensitivity.
Remove conflict and upsetting events as much as possible.
Allow social interactions.
Encourage their imaginative dramatic, and creative talents.
Provide group learning opportunities.
True Colors
“GREEN” Students
“My learning style is independent.”
Green (curious) Students: These students enjoy solving problems
independently and they respond well to time allotted for individual study at
various learning centers throughout the classroom; they value autonomy,
ingenuity, learning the “why” about everything, insight, and intelligence.
To teach Green Students:
1. Immerse your student in a topic/subject through discovery and inquiry
instructional methods.
2. Explore uncharted concepts and ideas. Avoid repetition.
3. Understand their analytic talent.
4. Provide independent study opportunities.
5. Be logical and theoretical in presentation. Understand their need for depth.
6. Reward prior learning and competence in a subject. Reward their ideas.
True Colors
“ORANGE” Students
“My learning style is competitive.”
Orange (adventurous) Students: These students learn through art activities,
games, performing, and hands-on experiences; they value action,
freedom, sensory stimulation, play, variety, skillfulness, and agility.
To teach Orange Students:
1. Provide students with “real world” hands-on experiences. Understand
their futuristic perspective.
2. Make learning fun and exciting. Limit routine and structure.
3. Have students develop a product which demonstrates their knowledge
and skills.
4. Provide independent study opportunities.
5. Praise their energy and skill.
6. Design learning experiences that are competitive and have immediate
results.
Learning Styles Affect how one gets
their energy and information!
Meyers-Briggs
Type Indicator
Extraversion
Introversion
Sensing
Intuition
Energy comes from
things and people.
Energy comes from
inner world of ideas,
concepts, and
abstractions.
Information obtained
from five senses.
Want details and
facts.
Information found in
patterns and
relationships in the
“big picture.”
Learn by explaining
to others. Often need
to chunk information
for mastery.
Disconnected chunks
-just information.
Knowledge means
interconnecting the
ideas in “big picture”
Need organized,
linear, and structured
lectures.
WMBK method (What
must be known?)
Like “discovery”
learning - finding the
reasons underlying
the theorem.
Joe Friday, from
Dragnet was a
sensing detective.
“Just the facts….”
Learning Styles Affect how one
gets their energy and information!
Meyers-Briggs
Type Indicator
Thinking
Feeling
Judging
Perceptive
Decisions based on
analysis, logic, and
principle.
Decisions made by
focusing on human
values.
Decisive, oranized,
and self-regimented
with a focus on
completing the task.
Curious, adaptable,
and spontaneous,
they start many tasks
at once.
Like clear course and
topic objectives.
(Bloom’s taxonomy
works well for these
learners.)
Value harmony. Good
a persuasion and
facilitating
differences among
group members.
They plan their work
and work their plan.
Note taking and test
taking help these
learners.
Constantly wanting
more information, it
is important to have
several deadline
within a project.
Mr. Spock, science
office of starship
Enterprise.
Dr. McCoy…
demonstrated
preference for
feeling.
Sometimes are tooquick and need to
“second-look” before
acting.
Use audio tape with
sub-assignments for
continuous feedback.
True Colors
The six functions of the classroom setting:
security and shelter
task completion
social contact
personal expression
pleasure
intellectual growth
How does one’s preference affect how these
needs are obtained?
True Colors
“Golds” feel stressed when:
• work assignments are inefficient
• there is a lack of order
• those they work with are unreliable
• there is no cooperation
• they don’t know what’s expected
• time won’t allow them to get it done RIGHT
• others don’t respect time, rules, and procedures
True Colors
Create an effective classroom for
“Golds” by:
•
•
•
•
•
•
•
assigning work which requires detailed planning
defining tasks in clear and concrete terms
being punctual and reliable
providing a well-structured, stable work environment
taking the work ethic seriously
praising heir neatness, organizational capabilities and efficiency
recognizing their need to be straightforward, dependable,
responsible, and business-minded
• giving tangible recognition for their work
True Colors
Set up a positive climate for Gold
Students by:
Start class on time
Post/hand out assignment by unit (or month)
Provide immediate feedback whenever possible
Be consistent - don’t change directions in mid
stream
Be dependable, loyal
Respect their need for security
True Colors
Blues” feel stressed when:
•
•
•
•
•
•
they don’t feel loved, nurtured, acknowledged
they are in disharmony with others
they are being yelled at
they are with cool, reserved people
they are asked to paperwork with lots of details
the people around them are insensitive
True Colors
Create an effective classroom for
“Blues” by:
•
•
•
•
creating a warm and personal environment
interacting openly and honestly
avoiding conflict and hostility
showing your support, caring, and appreciation by offering
a touch, a hug, or a hand-shake
• allowing them freedom to express feelings and time to
heal emotional wounds
• praising heir imaginative and creative approach
• providing them with one-to-one feedback
True Colors
Set up a positive climate for Blue
Students by:
Spend quality time one-on-one with them
Communicate in a positive, construction manner
Listen to them with your entire attention
Be supportive and encouraging
Share your thoughts and feelings
Praise their imagination and creativity
.
True Colors
“Greens” feel stressed when:
• the system is disorganized and/or rigid
• there are unreasonable emotional outbursts
• their prior thinking is not recognized (I did it for a reason!)
• schedules make no sense
• others and/or self is perceived incompetent
• rules/people get in the way of executing strategies
True Colors
Create an effective classroom
for “Greens” by:
• assigning projects which require analytical thinking and
problem-solving
• discussing the “big picture” with them
• inspiring them with futuristic ideas and potentialities
• allowing them freedom to improve the system
• praising them inventiveness and ingenuity
• understanding their need to avoid redundancy and
repetitive tasks
True Colors
Set up a positive climate for Green
students by:
Be aware of their curiosity about life
Give things that challenge their problem-solving abilities
Respect their need for independence
Allow them to obtain ownership of what is being done
Respect their inventions and ideas
.
True Colors
“Oranges ” feel stressed when:
• deadlines/time constraints
• too many facts, repetition
• lack of humor and fun in work
• others around them are boring and incompetent
• they have to wait for answer or solution
• there is only ‘one’ way
True Colors
Create an effective classroom
for “Oranges” by:
• assigning projects which are action-packed
• using their natural abilities as a negotiator
• allowing them freedom to do the job in their own style and in
non-traditional ways
• keeping a good sense of humor and avoiding boredom
• praising their gifts of originality and flair
• allowing freedom of movement and understanding their
preference for action over words
• Valuing their playfulness, generosity , and need for spontaneity
True Colors
Set up a positive climate for Orange
Students by:
Provide active learning opportunities
Be spontaneous and fun using humor appropriately
Compete in a positive manner
Be adventuresome and optimistic
Be energetic and have students involved
.
True Colors
Establish effective rules and classroom procedures.
* Golds require structure
* Blues feel the need for “community” and a way to
support others
* Greens need to know the rational behind the rules
* Oranges need to understand the consequences
True Colors
Understand the relationship between discipline
and learning styles.
If students understand the different color preferences, they
can accept that there may be different consequences for
different students. The goal of discipline is to help the
students understand the:
• need for a positive learning environment for everyone
• to respect everyone’s right for dignity and pursuit of
happiness.
True Colors
Maintaining personal resilience
Know yourself and your expectations about teaching and
learning. It is difficult for you to be an effective teacher and
learner if your stress level is high, and you don’t feel that you
have the resources to copy with the numerous challenges
that face you daily. Make sure that you take time to build the
personal resilience needed by nurturing your preferences.
True Colors
Character Descriptors
GOLD
I need to follow rules and respect authority
I have a strong sense of what is right and wrong in life
I need to be useful and to belong
I value home, family, and tradition
I am a natural preserver, a parent, a helper.
•Loyal, Dependable, Prepared
• Thorough, Sensible, Punctual
• Faithful, Stable, Organized
•Caring, Concerned, Concrete
• AT WORK, I provide stability and can maintain organization. My ability to handle details and to work
hard makes me the backbone of many organizations. I believe that work comes before play, even
if I must work overtime to complete the job.
True Colors
Character Descriptors
BLUE
I need to feel unique and authentic
I look for meaning and significance in life
I need to contribute, to encourage, and to care
I value integrity and unity in relationships
I am a natural romantic, a poet, a nurturer
•
•
•
•
Enthusiastic, Sympathetic, Personal
Warm, Communicative, Compassionate
Idealistic, Spiritual, Sincere
Peaceful, Flexible, Imaginative
• AT WORK, I have a strong desire to influence others so they may lead more significant lives. I often
work in the arts, communications, education, and the helping professions. I am adept at motivating
and interacting with others.
True Colors
Character Descriptors
GREEN
I seek knowledge and understanding
•Analytical, Global, Conceptual
I live life by my own standards
• Cool, Calm, Collected
I need explanations and answers
• Inventive, Logical, Perfectionist
I value intelligence, insight, fairness, and justice
• Abstract, Hypothetical, Investigative
I am a natural nonconformist, a visionary, a problem-solver.
• AT WORK, I am conceptual and an independent thinker. For me, work is play. I am drawn to constant
challenge in careers, and like to develop models, explore ideas, or build systems to satisfy my need
to deal with the innovative. Once I have perfected an idea, I prefer to move on, leaving the project
to be maintained and supported by others.
True Colors
Character Descriptors
ORANGE
I act on a moment’s notice
I consider life as a game, here and now
I need fun, variety, stimulation, and excitement
I value skill, resourcefulness, and courage
I am a natural troubleshooter, a performer, a competitor.
•Witty, Charming, Spontaneous
• Impulsive, Generous, Impactful
• Optimistic, Eager, Bold
•Physical, Immediate, Fraternal
• AT WORK, I am bored and restless with jobs that are routine and structured. I am more satisfied in
careers that allow me independence and freedom, while utilizing my physical coordination and my
love of tools. I view any kind of tool as an extension of self. I am a natural performer.
True Colors
Focus on a challenging class. Identify three or four students
who fit the gold, blue, green and orange descriptors. Take on
learning goal and create a lesson plan which fits each of their
learning styles.
Understand that your teaching style may have to include other
“tools” so you can best meet all of the students needs. Start
slowly…. Celebrate your growth, as well as your students’.