Transcript Developing Attributes of the Whole Student

Becoming a Brilliant Star:
Developing Capacities, Acquiring
Virtues, Providing Service
William Huitt
Topic Outline
• Necessity for holistic development framework
• Overview of Brilliant Star framework
• Applications
– Curriculum mapping
– Lesson units
– Lesson plans
• Next steps
Desired Ends
At the outset of every endeavour, it is
incumbent to look to the end of it. Of all the
arts and sciences, set the children to studying
those which will result in advantage to man, will
ensure his progress and elevate his rank.
Bahá’u’lláh: Tablets of Bahá’u’lláh, pp. 168169
Purpose of Human Life
Man has two powers; and his development, two
aspects. One power is connected with the
material world…The other power is
spiritual…These powers are like two wings. Both
must be developed, for flight is impossible with
one wing.
‘Abdu’l-Bahá: Promulgation of Universal
Peace, p. 60
Purpose of Human Life
The purpose of the one true God in manifesting
Himself is to…array every man with the mantle
of a saintly character, and to adorn him with the
ornament of holy and goodly deeds.
Bahá'u'lláh, Gleanings from the Writings of
Bahá'u’lláh, p. 299
Purpose of Human Life
All men have been created to carry forward an
ever-advancing civilization.
Bahá’u’lláh, Gleanings, p. 215
Education is Important
Man is the supreme Talisman. Lack of a proper
education hath, however, deprived him of that
which he doth inherently possess.
Bahá’u’lláh: Gleanings, p. 259; Tablets of
Bahá’u’lláh, p. 161
Education is Important
The requirements are that
– your minds must be illumined,
– your souls must be rejoiced with the glad tidings of
God,
– you must become imbued with spiritual moralities,
– your daily life must evidence faith and assurance,
– your hearts must be sanctified and pure, reflecting a
high degree of love and attraction toward the Kingdom
of Abhá.
‘Abdu’l-Bahá: Promulgation of Universal
Peace, pp. 460-461
Individual Responsibility
Strain every nerve to acquire both inner and
outer perfections, for the fruit of the human
tree hath ever been and will ever be perfections
both within and without. It is not desirable that
a man be left without knowledge or skills, for he
is then but a barren tree.
Bahá’u’lláh: Compilation of Compilations,
Vol I (Bahá’í Education), p. 247; (Excellence
in All Things), p. 368
Religion & Science
The purpose of God in creating man hath been,
and will ever be, to enable him to know his
Creator and to attain His Presence.
Bahá’u’lláh: Gleanings, p. 70
Religion & Science
There is no contradiction between true religion
and science. When a religion is opposed to
science it becomes mere superstition: that
which is contrary to knowledge is ignorance.
‘Abdu’l-Bahá: Paris Talks, p. 141
Framework Needed
• To assist in curriculum articulation and analysis
• Two primary alternatives
– Traditional
• Specific academic knowledge
• Critical thinking
– Holistic
•
•
•
•
Conceptual, integrated academic knowledge
Processes of thinking
Emotional and Social Development
Moral Character
Becoming a Brilliant Star
• Defined domains of capacities and
virtues/strengths
• Started with Gardner’s work on Multiple
Intelligences
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice.
New York: Basic Books.
Huitt, W. (2010). A holistic view of education and schooling: Guiding students to
develop capacities, acquire virtues, and provide service. Paper presented at
the 12th Annual International Conference sponsored by the Athens
Institute for Education and Research (ATINER), May 24-27, Athens, Greece.
Available at http://www.edpsycinteractive.org/papers/holistic-view-ofschooling.pdf
The Eight Domains
• Self and Conscious Construction of Self-Views
– Self
• Temperament – biological foundation
• Personality – patterns of thinking, feeling, intending, and
acting
– Introversion vs Extroversion
– Open/Options/Perceiving vs Closed/Structured/Judging
– Self-views
• Self-concept
• Self-esteem
• Self-efficacy
The Eight Domains
• Cognitive/Thinking Intelligence
– Often equated to IQ and academic achievement
– Multiple researchers identified components
•
•
•
•
Feurerstein – Instrumental Enrichment
Sternberg – Analytical, Creative, Practical
Wegner – 22 specific processes
Costa & Kallick – 7 of 16 identified habits
– Think like a(n)
• Artist
• Historian
• Scientist
• Mathematician
• Philosopher
• Writer/Story Teller
The Eight Domains
• Cognitive/Thinking Intelligence
– Often equated to IQ and academic achievement
– Multiple researchers identified components
•
•
•
•
Feurerstein – Instrumental Enrichment
Sternberg – Analytical, Creative, Practical
Wegner – 22 specific processes
Costa & Kallick – 7 of 16 identified habits
– Cognitive Processes
• Association
• Conservation
• Analysis
• Implication
• Correlation & Causation
• Synthesis
• Evaluation
• Closure
The Eight Domains
• Emotional/Affective Intelligence
– Capacity to deal with one’s feelings and emotions
– Major researchers
•
•
•
•
Mayer and Salovey
Goleman
Denham
Saarni
– Capacities/Competencies
• Awareness – of one’s own emotions and emotions of others
• Connecting –empathically with others
• Expression – Differentiate subjective feelings and external
expressional expression
• Self-management and self-regulation – Hype up or dampen
down
The Eight Domains
• Conative/Volitional Intelligence
– Addresses issue of personal agency
– Researchers
• Rogers
• Bandura
– Capacities/Competencies
• Intentionality—the ability to originate a purposeful action
• Forethought—the ability to think about the future and to
make plans
• Self-reactiveness—the ability to monitor one’s actions and
make corrections to achieve one’s goals
• Self-reflection—the ability to evaluate one’s purpose, values,
and goals with respect to one’s plans and actions
The Eight Domains
• Physical/Kinesthetic Intelligence
– Ability to be aware of one’s body in space and motion
– Dimensions
• Gross vs fine motor
• Basic vs advanced
– Basic physical competence
•
•
•
•
Cardiovascular endurance
Muscular strength
Muscular endurance
Flexibility
The Eight Domains
• Social/Interpersonal Intelligence
– Ability to deal with other people and relationships
– Goleman
• Social Awareness
–
–
–
–
Primal empathy
Attunement
Empathetic accuracy
Social cognition
• Social Facility
–
–
–
–
Synchrony
Self-preservation
Influence
Concern
The Eight Domains
• Spiritual/Transpersonal Intelligence
– the ability to generate meaning and purpose for one’s
life
– ability to create deep, personal relationships with
one’s self, with others, with nature, and universal
unknowns
– Kessler
•
•
•
•
•
•
•
Yearning for Deep Connection
Longing for Silence & Solitude
Search for Meaning & Purpose
Hunger for Joy & Delight
Creative Drive
Urge of Transcendence
Need for Initiation
The Eight Domains
• Moral/Character Intelligence
– Ability to develop habits and patterns of thought,
emotions, intentions, and behavior associated
with issues of right and wrong, especially in a
social context
– Narvaez and associates
•
•
•
•
Ethical sensitivity
Ethical judgment
Ethical motivation
Ethical action
Virtues, Strengths, Habits
• Patterns of actualized capacities
– Caring
• Demonstrate empathy
– Ability to recognize and label own emotions
– Ability to recognize and label other’s emotions
– Ability to connect the two
• Volitionally choosing to act on empathetic emotion
• Self-regulation and/or social awareness and skill to do
so habitually
Virtues, Strengths, Habits
• Patterns of actualized capacities
– Thinkers and/or Thoughtfulness
• Cognitive processing skills
– Making associations
» Seriation
» Identity
» Equivalence
» Analogy
– Analysis and classification
• Critical and creative thinking
• Problem solving
Virtues, Strengths, Habits
• Patterns of actualized capacities
– Thinkers and/or Thoughtfulness
• Habits of Mind
–
–
–
–
–
–
Gather data through the senses
Think and communicate with clarity and precision
Strive for accuracy
Thinking flexibly
Create, imagine, innovate
Question and pose problems
Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential
characteristics for success. Alexandria, VA: Association for Supervision and Curriculum
Development.
Curriculum Mapping
I. Self/Self-views
IV. Conation/Volition
II. Cognition/Thinking
V. Physical/ Kinesthetic
III. Emotion/Affect
VI. Spirituality/Purpose
VII. Social/Interpersonal
VIII. Moral Character
IX. Citizenship
Curriculum Mapping
IB LEARNER PROFILE
I. Self/Self-views
1. BALANCED
2. REFLECTIVE
IV. Conation/Volition
6. INQUIRERS
7. RISK-TAKERS
VII. Social/Interpersonal
8. COMMUNICATORS
9. OPEN-MINDED
II. Cognition/Thinking
3. KNOWLEDGABLE
4. THINKERS
V. Physical/ Kinesthetic
VIII. Moral Character
10. PRINCIPLED
III. Emotion/Affect
5. CARING
VI. Spirituality/Purpose
IX. Citizenship
Curriculum Mapping
IB LEARNER PROFILE
I. Self/Self-views
1. BALANCED
2. REFLECTIVE
II. Cognition/Thinking
3. KNOWLEDGABLE
4. THINKERS
III. Emotion/Affect
5. CARING
– Happy
IV. Conation/Volition
6. INQUIRERS
7. RISK-TAKERS
– Self-Regulated
V. Physical/ Kinesthetic
– Healthy lifestyle
– Kinesthetic
competence
VI. Spirituality/Purpose
– Self
– Others
– Nature
– Unknowns
VII. Social/Interpersonal
8. COMMUNICATORS
9. OPEN-MINDED
– Socially competent
VIII. Moral Character
10. PRINCIPLED
IX. Citizenship
– Value social
structures
– Actively involved
– Sociocultural
awareness
Curriculum Mapping
HABITS OF MIND
I. Self/Self-views
II. Cognition/Thinking
1.
2.
3.
4.
5.
6.
7.
8.
Gather data through
the senses
Think & communicate
with clarity & precision
Strive for accuracy
Think flexibly
Create, imagine,
innovate
Apply past knowledge
to new situations
Question & pose
problems
Metacognition
III. Emotion/Affect
9.
10.
11.
Find humor
Respond with
wonderment & awe
Manage impulsivity
IV. Conation/Volition
12.
13.
Open to continuous
learning
Take responsible risks
V. Physical/ Kinesthetic
V. Spirituality/Purpose
VII. Social/Interpersonal
14. Listen with
understanding &
empathy
15. Monitor
communication
16. Think
interdependently
VIII. Moral Character
IX. Citizenship
Curriculum Mapping
HABITS OF MIND
I. Self/Self-views
–
–
–
–
–
Temperament/Personality
Self-views
Learning style
Strengths
Interests
II. Cognition/Thinking
1. Gather data through the
senses
2. Think & communicate
with clarity & precision
3. Strive for accuracy
4. Think flexibly
5. Create, imagine, innovate
6. Apply past knowledge to
new situations
7. Question & pose
problems
8. Metacognition
III. Emotion/Affect
9. Find humor
10. Respond with
wonderment & awe
11. Manage impulsivity
IV. Conation/Volition
12. Open to continuous
learning
13. Take responsible risks
V. Physical/ Kinesthetic
–
–
Healthy lifestyle
Kinesthetic competence
VI. Spirituality/Purpose
–
–
–
–
Self
Others
Nature
Unknowns
VII. Social/Interpersonal
14. Listen with
understanding &
empathy
15. Monitor
communication
16. Think interdependently
VIII. Moral Character
–Ethical sensitivity
–Ethical judgment
–Ethical motivation
–Ethical action
IX. Citizenship
–Value social structures
–Actively involved
–Sociocultural awareness
Lesson Plans and Units
• Lower Elementary
– http://www.edpsycinteractive.org/brilstar/integrative/index.html
– http://www.edpsycinteractive.org/brilstar/integrative/physical/index.html
• Upper Elementary and Middle School
– http://www.edpsycinteractive.org/brilstar/integrative/upelem/index.html
• Middle & Upper School
–
http://www.edpsycinteractive.org/brilstar/units/index.html
• Whole School
– http://www.edpsycinteractive.org/brilstar/quotes/BrilStarThought.html
Becoming a Brilliant Star
• Need to
– Specifically place holistic objectives in curriculum
mapping and assessment activities
– Develop and implement units and lesson plans
that integrate academic and holistic objectives
– Collect data on focus within specific lessons
– Analyze classroom lessons
– Make adjustments
http://www.edpsycinteractive.org/
http://www.edpsycinteractive.org/brilstar/brilstar.html
http://www.edpsycinteractive.org/religion/bahai/brilstar/brstovr.html
http://www.edpsycinteractive.org/brilstar/sed-2010.html
http://www.edpsycinteractive.org/mining/
http://www.edpsycinteractive.org/brilstar/CurrMap/index.html
Huitt, W. (2010). A holistic view of education and schooling: Guiding students to
develop capacities, acquire virtues, and provide service. Paper presented at the 12th
Annual International Conference sponsored by the Athens Institute for Education
and Research (ATINER), May 24-27, Athens, Greece. Available at
http://www.edpsycinteractive.org/papers/holistic-view-of-schooling.pdf