Running head: Wikipedia post of Theorist William Huitt
Wikipedia post of Theorist William Huitt
by
Sasha Goodridge
A paper Presented in Partial Fulfilment
of the Requirements of
EDID 6503: Instructional Design Theories, Models and Strategies.
Trimester 1, 2015.
Email:
sasha.goodridge3@open.uwi.edu
University: University of the West Indies Open Campus
eTutor: Dr. Laura Gray
Course Coordinator: Dr. Camille Dickson-Deane
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Running head: Wikipedia post of Theorist William Huitt
Table of Contents
Dr. William G. Huitt ................................................................................................................................... 3
Personal Life/Biography ........................................................................................................................ 3
Education .................................................................................................................................................. 3
Academic Career ....................................................................................................................................... 4
Figure 1: Taken from Huitt, W. (2011, July). Honoring human nobility: The Brilliant Star
framework. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. ............... 6
Moral Development .................................................................................................................................. 7
Human Development ................................................................................................................................ 9
Figure 2: Diagram of the system approach to human development . .................................................. 9
Direct Instruction-Transactional Model .................................................................................................. 10
Presentation ............................................................................................................................................ 11
Practice ................................................................................................................................................... 11
Assessment & Evaluation ........................................................................................................................ 11
Figure 3:Transactional Model of Direct Instruction ............................................................................ 11
Publications ............................................................................................................................................. 11
Monitoring and Feedback ....................................................................................................................... 11
Reference ................................................................................................................................................ 16
Reflections .............................................................................................................................................. 18
The material ........................................................................................................................................ 19
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Running head: Wikipedia post of Theorist William Huitt
Dr. William G. Huitt
`
Picture1: Dr. William G. Huitt
Personal Life/Biography
Dr. William G. Hewitt, is a professor Emeritus in the department of psychology, counselling
and guidance at Valdosta State University. He is an educator and an educational psychologist.
For over three decades, he has contributed to the field of psychology and moral education as well
as in the field of education especially in the area of learning and learning theory. He is known
for the development of Direct Instruction model known as the Transactional Model of Direct
Instruction and the Brilliant Star Model (Huitt W. , Meet Bill Huit, 2013).
He married Marsha Kathryn Anderson on July 15th, 1947 in Pensacola, Florida. They produced
three children, two boys, Kevin Lye and Geoffrey Alan and one girl, Kathryn Elizabeth (Huitt
W. , 1999).
Education
Dr. Huitt, earned a Bachelors of Science in Business Administration from University of South
Alabama in 1969. He enrolled in the University of Florida where he earned his Master's degree
in Business Education in 1971, two years after he completed his Bachelors. He then pursued a
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Running head: Wikipedia post of Theorist William Huitt
doctorate at the University of Florida and successfully gained his Doctorate in Educational
Psychology in 1978, seven years after he earned his Master's degree.
Academic Career
At the start of his career he was and educator. He has teaching experience at middle school ,high
school, technical school, community college and university level (Reigeluth & Carr-Chellman,
2009).
At the beginning of his career (1978-1982), he worked as a research specialist in Pennsylvania,
providing technical expertise for project utilizing effective classroom and school research to
develop an improvement program. This included designing a conceptual model, developing
instruments, procedures, manuals and other materials to be used in training and assisting in the
implementation of the improvement programme in school districts (Huitt W. , n.d.).
For four years, from 1982-1985,William Huitt, was an instructor in psychology and education
anda coordinator of Academic Advising at Navajo Community College in Tsaile, Arizona. As
an instructor he coordinated placement testing and supervised computer-generated systems and
also coordinated in-service training and academic advising (Huitt W. , n.d.).
From 1989 to present, Huitt has worked in various capacities in the department of psychology
and counselling at the Valdosta State University, Valdosta, Georgia. He is now retired and holds the
Professor Emeritus position at the Valdosta University. He is also an Adjunct faculty member at
Walden University and Capella University where he teaches education and psychology courses online on a part time basis (Huitt W. , n.d.).
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Running head: Wikipedia post of Theorist William Huitt
He has been influenced by persons such as Benson, Galbraith and Espeland, Chickering and
Reisser. Ford Gardner ,Heath , Jordan and Streets (Huitt W. G., Becoming a Brilliant Star:An
Introduction, 2005).
Development: Developing Potential in Children
One area of his research focused on ways to maximize the potential of children. He developed a
model called the Brilliant Star model that seeks to identify the knowledge, attitudes and skills
required for successful adult hood as well as the important factors that influence an individual’s
development (Huitt W. G., Becoming a Brilliant Star:An Introduction, 2005). The major purpose
of the Brilliant Star framework is to highlight domains of human potential and describe best
practices that can facilitate the development of children (Huitt W. , 2011)
He identified three areas of focus in the Brilliant Star model; these are vision, competence and
moral character. Vision has to do with aspirations, dreams and goals of what is possible and
desirable to do. Competence concerns the knowledge, values, attitudes, and skills that are linked
to successful performance and are considered as actualization of innate and inherited potential
(Huitt W. , 2011). Moral character deals with the habits or patterns of thinking, feeling, willing,
and behaving that relate to right and wrong, to justice and equity, and to morality and ethics
(Huitt W. G., Becoming a Brilliant Star:An Introduction, 2005). The Brilliant Star framework can
be summarized by stating that children and youth need to develop competencies, acquire virtues,
and provide service to others (Huitt W. , 2011).
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Running head: Wikipedia post of Theorist William Huitt
Figure 1: Taken from Huitt, W. (2011, July). Honoring human nobility: The Brilliant Star
framework. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
To Huitt, competencies are considered as actualization of innate and inherited potential, while
virtues are considered as habitual use of those competencies (Huitt W. , 2011). The model
recognizes that each individual is heavily influenced by one’s socio cultural milieu and
positively influencing that milieu facilitates one’s own and other’s development (Huitt W. ,
2011).
At the core of the model is Self and Self views. Self and self views are the core of the Brilliant
star model seen in figure 1. Self is generally used in reference to the conscious reflection of one's
own being or identity, as an object separate from other or from the environment (Huitt W. ,
2001). He stated that self esteem and self concept are two important ways to describe the self.
People develop and maintain their self-concepts through the process of taking action and then
reflecting on what they have done and what others tell them about what they have done (Huitt W.
, 2001). Huitt (2011) believes that self-concept is not innate, but is constructed and developed by
the individual through interaction with the environment and reflecting on that interaction. This
reflection is based on actual and possible actions in comparison to one's own expectations and
the expectations of others and to the characteristics and accomplishments of others. He linked
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Running head: Wikipedia post of Theorist William Huitt
self concept to education when he asked the question: " Does achievement produce these various
measures of self-concept?"
He stated:
"the evidence is accumulating, however, to indicate that the level of school success, particularly
over many years, predicts level of regard of self and one's own ability; whereas level of selfesteem does not predict level of school achievement. The implication is that teachers need to
concentrate on the academic successes and failures of their students. It is the student's history of
success and failure that gives them the information with which to assess themselves" (Huitt W. ,
2001)
Therefore in order to improve the self-efficacy and self-esteem of students and children he stated
that educators and parents should provide experiences that allow students to master relatively
specific content and skills and have students consciously reflect on those successes (Huitt W. ,
2001)
Moral Development
Moral character, according to Huitt, incorporates the underlying qualities of a person’s moral or
ethical knowledge, reasoning, values, and commitments that are routinely displayed in behaviour
(Vessels & Huitt, 2005). Character is associated with the quality of one’s life, especially in terms
of moral and ethical decisions and actions (Vessels & Huitt, 2005). Character is one of two core
elements that are dynamically related to both the personal and social aspects of one’s life.
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Running head: Wikipedia post of Theorist William Huitt
He stated that educators place more emphasis on competence than character, but noted that both
are equally important (Huitt W. , 2000). He stressed the difference between competence and
character and asked three questions as it relates to character were asked:
1.What is good character?
2.What causes or prevents good character?
3.How can good character be measured?
4.How can good character best be developed? (Huitt W. , 2000)
He noted a number of factors that cause good character these are:

heredity
 early childhood experience
 modeling by important adults and older youth
 peer influence
 the general physical and social environment
 the communications media
 what is taught in the schools and other institutions
 specific situations and roles that elicit corresponding behavior (Huitt W. , 2004) .
He noted that good character could be difficult to measure but character traits such as honesty
and integrity character could be measured (Huitt W. , 2004). He highlighted five possible ways
to measure character. These are student discipline; student suicide rates, crimes, pregnancy rate
of teenage girls, and pro-social activities.
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Running head: Wikipedia post of Theorist William Huitt
Huitt (2004) argued that modern education must promote character based on values appropriate
for the information age. The values noted are truthfulness, honesty, integrity, individual
responsibility, humility, wisdom, justice, steadfastness, dependability, etc.
Human Development
Huitt (2012) developed a system's approach to human development. This approach to human
development recognizes both biological and spiritual influences on the development and
functioning of the components of mind (Huitt W. , 2012) as seen in the Figure 2 below.
He noted that human beings have three major aspects of self, the mind, body and spirit (Huitt W.
, 2012). The mind also called human personality is divided into three dimensions. These are
cognition (knowing, understanding & thinking), affect (feelings, emotions and attitude) and
conation (volition, will, motivation, intent (Huitt W. , 2012). To Huitt, the mind received
information and this information is manifested in action through the body.
Figure 2: Diagram of the system approach to human development .
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Running head: Wikipedia post of Theorist William Huitt
Direct Instruction-Transactional Model
In designing direct instruction, Huitt was concerned with quality instruction (Huitt, Monetti, &
Hummel, 2009), he stated that the design of instruction has critical implications for the why,
what, and how of formal schooling. Given the importance of student learning and achievement,
instructional design requires serious analysis, consideration, and reflection (Huitt, Monetti, &
Hummel, 2009).
The transactional model designed by Huitt emphasizes teacher/student interaction at each point
in the lesson (Huitt, Monetti, & Hummel, 2009). This model proposes four categories of events
of instruction: (a) presentation, (b) practice, (c) assessment and evaluation, and (d) monitoring
and feedback. Presentation, practice, and assessment/evaluation are done in a somewhat linear
fashion, with monitoring and feedback occurring throughout the lesson (Huitt, Monetti, &
Hummel, 2009). A diagram of the model is shown below. Research has shown that The Direct
Instructional model has increased test scores on standardized tests of basic skills (Reigeluth &
Carr-Chellman, 2009).
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Running head: Wikipedia post of Theorist William Huitt
Transactional Model of direct Instruction
Presentation
Overview
1. Review
2. What
3. Why
4. Explanation
5. Probe and Respond
Practice
6. Guided practice
Monitoring and
Feedback
9. Cues and
10.Prompts
10. Corrective
feedback
7. Independent Practice
8. Periodic Review
Assessment & Evaluation
Figure 3:Transactional Model of Direct Instruction
Problem solving and decision making.
Huitt noted that an important part of education is an individual's ability to solve problems and
make decisions (Huitt W. G., 1992). He defined problem solving as a process in which we
perceive and resolved a gap between a present situation and a desired goal with the path to the
goal blocked by known or unknown obstacles.
He outlined a four stage problem solving and decision making framework. The stages are input
stage, processing stage, output stage and review stage. At the input stage, one gains a clearer
understanding of the problem using the brainstorming technique. At the processing stage, one
develops, evaluates and selects alternatives that can solve the problem. The output stage the plan
where the plan is developed and implemented and the review stage the solution is constantly
evaluated (Huitt W. G., 1992).
Publications
Dr. Huitt has twenty three (23) publications and has collaborated on thirteen (13) publications
from 1982 to 2007. He has been cited by 99 authors (Microsoft, n.d.)
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Running head: Wikipedia post of Theorist William Huitt
Piagetian Theory, 293-297. Available online at http://www.edpsycinteractive.org/papers/1980ashton-huitt-egocentism-sociocentrism.pdf
Caldwell, J., Huitt, W., & Graeber, A. (1982). Time spent in learning: Implications from
research. Elementary School Journal, 82(5), 471-480. Available online at
http://www.edpsycinteractive.org/papers/1982-caldwell-etal-time-spent-learning.pdf
Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus:
Faculty and student perceptions of important syllabus components. Journal of Excellence in
College Teaching, 10(1), 5-22. Available online at
http://www.edpsycinteractive.org/papers/cons-course-syll.pdf
Helms, D., Huitt, W., & Graeber, A. (1982). School district utilization of knowledge for
improvement of instruction and student achievement in basic skills. Philadelphia: Research for
Better Schools, Inc.
Huitt, W. (1979). Analysis of reliability of parent-infant interaction through the use of
generalizability theory. Dissertation Abstracts International, 39(12), 7242-A.
Huitt, W. (1988). Personality differences between Navajo and non-Indian college students:
Implications for instruction. Equity & Excellence, 24(1), 71-74. Available online at
http://www.edpsycinteractive.org/files/mbtinav.html
Huitt, W. (Ed). (1990). Proceedings from the Second Annual Graduate Research Symposium.
Valdosta, GA: School of Education, Valdosta State College.
Huitt, W. (Ed). (1990). Proceedings from the Third Annual Graduate Research Symposium.
Valdosta, GA: School of Education, Valdosta State College.
Huitt, W. (Ed). (1991). Proceedings from the Fourth Annual Graduate Research Symposium.
Valdosta, GA: School of Education, Valdosta State College. (ERIC Document No. ED 333 334)
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Running head: Wikipedia post of Theorist William Huitt
Huitt, W. (Ed.). (1992). Proceedings from the Fifth Annual Graduate Research Symposium.
Valdosta, GA: School of Education, Valdosta State College.
Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences
using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. Available
online at http://www.edpsycinteractive.org/files/prbsmbti.html
Huitt, W. (Ed.). (1994). Proceedings from the Sixth Annual Graduate Research Symposium.
Valdosta, GA: College of Education, Valdosta State University.
Huitt, W. (Ed.). (1994). Proceedings from the Seventh Annual Graduate Research Symposium.
Valdosta, GA: College of Education, Valdosta State University.
Huitt, W. (Ed.). (1995). Proceedings from the Eighth Annual Graduate Research Symposium.
Valdosta, GA: College of Education, Valdosta State University.
Huitt, W. (1997). The SCANS report revisited. In P. Anderson, Proceedings from the Fifth
Annual Gulf South Business and Vocational Education Conference [31-32]. Valdosta, GA:
Valdosta State University. Available online at
http://www.edpsycinteractive.org/papers/scanspap.pdf
Huitt, W. (1998). Dimensions in spirituality by J. A. McLean (review). Dialogue and Alliance,
12(2), 116-119. Available online at http://www.edpscinteractive.org/papers/dimspir.html
Huitt, W. (2011, July). Honoring human nobility: The Brilliant Star framework. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/brilstar/brilstar.html on Feb 23rd 2015
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Running head: Wikipedia post of Theorist William Huitt
Huitt, W., & Ashton, P. (1982). Infant temperament: A psychometric study. Merrill-Palmer
Quarterly, 28(1), 95-109.
Huitt, W., & Caldwell, J. (1984). Time and instructional improvement: An R and D-based
approach. In L. Anderson (Ed.). Time and school learning. London: Croom-Helm.
Huitt, W., & Hummel, J. (2008). Skinner box. In W. Darity, International Encyclopedia of the
Social Sciences (2nd ed.) [528]. Farmington Hills, MI: Macmillan Reference USA/Thompson
Gale.
Huitt, W., & Michael, R. (Eds). (1989). Proceedings from the First Annual Graduate Research
Symposium. Valdosta, GA: School of Education, Valdosta State College.
Huitt, W., & Monetti, D. (2008). Social learning perspective. In W. Darity, International
Encyclopedia of the Social Sciences (2nd ed.) [602-603]. Farmington Hills, MI: Macmillan
Reference USA/Thompson Gale. Available online at
http://www.edpsycinteractive.org/papers/soclrnpers.pdf
Huitt, W., Monetti, D., & Hummel, J. (2009). Designing direct instruction. In C. Reigeluth and
A. Carr-Chellman, Instructional-Design Theories and Models: Volume III, Building a Common
Knowledgebase. Mahwah, NJ: Lawrence Erlbaum Associates. Available online at
http://www.edpsycinteractive.org/papers/designing-direct-instruction.pdf
Huitt, W., & Segars, J. (1980). Characteristics of effective classrooms. Philadelphia: Research
for Better Schools, Inc.
Huitt, W., & Vessels, G. (2002). Character education. In J. Guthrie (Ed.), Encyclopedia of
Education (2nd ed.). New York: Macmillan.
Hummel, J. Monetti, D., & Huitt, W. (2008, January). The role of task analyses in effective
instruction. E-pedagogium, 35-47. Available online at
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Running head: Wikipedia post of Theorist William Huitt
http://www.upol.cz/fileadmin/user_upload/PdF/e-pedagogium/E-pedagogium_1-2008vytvorene_exportem.pdf
Hummel, J., & Huitt, W. (1994, February). What you measure is what you get. GaASCD
Newsletter: The Reporter, 10-11. Available online at
http://www.edpsycinteractive.org/papers/wymiwyg.pdf
Hummel, J., Wiley, L., Huitt, W., Roesch, M., & Richardson, J. (2004). Implementing Corrective
Reading: Coaching issues. Georgia Educational Researcher, 2(1). Available online at
http://coefaculty.valdosta.edu/lschmert/gera/current_issue.htm
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism:
Implications from theory for instruction and assessment. Constructivism in the Human Sciences,
9(1), 67-90. Available online at http://www.edpsycinteractive.org/papers/cogdev.pdf
Monetti, D., Hummel, J., & Huitt, W. (2006). Educational psychology principles that contribute
to effective teaching and learning. International Journal of Arts & Sciences, 1, 22-25.
Squires, D., Huitt, W., & Segars, J. (1981). Improving classrooms and schools: What's important.
Educational Leadership, 39(3), 174-179. Available online at
http://www.edpsycinteractive.org/papers/squires_etal.pdf
Squires, D., Huitt, W., & Segars, J. (1983). Effective classrooms and schools: A research-based
perspective. Washington, D.C.: Association for Supervision and
Curriculum Development. Available online at
http://www.edpsycinteractive.org/papers/squires_etal0
.
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Running head: Wikipedia post of Theorist William Huitt
Reference
Huitt, W. (2012). A system approach to the study of human behaviour. Retrieved 02 23, February, from
Edsycinteractive.org: http://www.edpsycinteractive.org/materials/sysmdlo.html
Huitt, W. (1999). Ancestry of William G. Huitt. Retrieved 22 2015, 2015, from Chiron valdosta:
http://chrin.valdosta.edu/whuitt/huittanc.html
Huitt, W. (n.d.). Dr. Huitt's CV - Educational Psychology Interactive. Retrieved 01 23, 2015, from
edpsychinteractive.org: http://www.edpsycinteractive.org/whuitt-cv.pdf
Huitt, W. G. (2005). Becoming a Brilliant Star:An Introduction. Santa Cruz: Center for Global Integrated
Education.
Huitt, W. G. (1992). Problem solving and decision making: Consideration of individual differences using
the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, , 33-44.
Huitt, W. (2011, July). Honoring human nobility:The Brillant Star framework. Retrieved February 23,
2015, from Educaitonal psychology Interactive: http://www.edpsycinteractive.org/brilstar/brilstar.html
Huitt, W. (2013, March). Meet Bill Huit. Retrieved 02 19, 2015, from edpsycinteractive.org:
http://www.edpsycinteractive.org/drhuitt.html
Huitt, W. (2004). Moral and Character development. Retrieved February 24, 2015, from Educational
psychology interactive: http://www.edpsycinteractive.org/morchr/morchr.html
Huitt, W. (2000, August). Moral and Character Education. Retrieved March 2015, 25, from Valdosta
State University: chiron.valdosta.edu/…t/edpsyppt/Theory/characed.ppt
Huitt, W. (2001). Self and self-views. Retrieved 02 25, 2015, from Educational Psychology Interactive:
http://www.edpsycinteractive.org/topics/self/self.html
Huitt, W., Monetti, D., & Hummel, J. (2009). Designing Direct Instruction. In C. Reigeluth, & A. CarrChellman, Instructional Design theories and models:Volume III, building a common knowledge base (pp.
73-97). N.J: Lawrence Erlbaum Associates.
Microsoft. (n.d.). academic.research.microsoft. Retrieved 2 22, 2015, from William G Huitt:
http://academic.research.microsoft.com/Author/18518742/william-g-huitt
Reigeluth, C., & Carr-Chellman, A. (2009). Instructional design theories and models:Building a common
knowledge base Volume III. New York: Routledge.
Vessels, G., & Huitt, W. (2005). Moral and character development. Retrieved 24 2015, 2015, from
chiron.valdosta.edu: http://chrion.valdosta.edu/whuitt/brilstar/chapters/chardev.doc
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Running head: Wikipedia post of Theorist William Huitt
Reflections
The Assignment
I have been trying to reflect on the point of the assignment in relation to the course objectives?
I wondered 1) Am I to know the theorists and their work better?, or, Is the assignment to inspire
us, the students, to see ourselves someday as theorists?, or, Is it to understand a theorists journey,
so that it inspires our own journey?
Whatever the rationale, I saw in the theorist I chose, William (Bill) Huitt, a person whose life's
work was to develop children. I think he wanted to maximize human potential. His discussion on
the Moral education, Brilliant Star model and Direct Instruction model all point to ways to assist
students to learn; by either providing the ideal teaching model or assisting them in developing
the skills to learn (moral education) or highlighting the importance of developing one's self
concept through the Brilliant Star model. He truly tried to examine human development from
many angles.
Then I started to wonder and I asked myself a series of questions such as:1) Isn’t the
development of our students the goal of all conscientious educators? 2) Is it not a great reward to
see our students realize their full potential? 3)What skills do our students need to possess to be
productive in the 21st century? What I admired about William Huitt, is that he sought to bring
about a dialogue on these issues by developing systems and models.
What I liked about his Brilliant Star model is how he noted that self and self views govern our
lives. Our concept of self is important. The challenge for us as educators is to provide the right
environment via instruction to develop systems in the classroom to boost the self concept of
students. I remember my days in school and how I hated maths, because I just felt totally
hopeless in the subject and mainly because I had a totally lazy and incompetent teacher. How to
this day, I run from maths. Interesting!
I have been looking at my level of instruction critically and asking myself these questions:
Am I providing high quality instruction? and How am I facilitating what children learn? and
how do I make children feel about the subject?
He has also caused me to re examine my own potential and my own self concept. What is it truly
based on? What do I think about my own potential and how I am approaching this Master's? I
realized that at first I was excited, that I am finally reading my master's, but now I think there is a
detachment.
I especially liked the Brilliant Star model because I once designed and implemented a
programme for children in character development. It is an area of interest to me.
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Running head: Wikipedia post of Theorist William Huitt
The material
At first I could not find a theorist. After that was settled, I found it difficult to wade through the
information. It was interesting. I tried to read as much as possible and condense it but time is
short. I think I started too late. The question in my head what are they (my tutors) looking for?
Posting on Wikipedia
When I went to post I had to find my way. Then I did not find it difficult just time consuming.
However, as I was finished I went to look for some information and accidently went left my
Wikipedia post without saving and I had to start all over again. What a blow.
I then tried to get unto weebly site, could not find my concept map. I then started to panic. Was it
received? And what made matters worse I could not open my page assignment two I kept getting
an error. I had no choice but to start from scratch. I was having problems with my new computer,
so I had to switch to my husband’s when creating the site. I called a college who is too enrolled
in the Masters, and she walked me through creating a new weebly website. The technology
component is challenging to me.
I however, feel accomplished that I was able to post the Wikipedia and got the assignment in on
time.
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