joe renzulli's keynote @ 20th biennial world conference (wcgtc) louisville, ky - usa

Intelligences Outside the Normal Curve:

Factors That Contribute To the

Crea:on of Leadership Skills and Social Capital In Young People and Adults

･

Joseph S. Renzulli, Director The Na:onal Research Center On The GiJed And Talented

The University of Connec:cut (USA)

The Development Of Social Capital

Leadership For A Changing World

Genius is talent set on fire by courage.

Henry van Dyke American Author

1.   General Theory For Talent Development

2.   Why Intelligences Outside The Normal Curve Are Important?

3.   Opera:on Houndstooth Theory & Research

4.   Execu:ve Func:on Theory & Research

5.   Co-‐Cogni:ve Factor Interven:on Theory

Outline

Not everything that can be counted counts. And not everything that counts can be counted.

Albert Einstein

Giftedness!

1. Who are they? 1a. What causes some people to use their

gifts in socially constructive and action oriented ways?

2. How do we develop it? 2a. How can we promote more socially

constructive giftedness and action orientation on the parts of young people?

A good head and a good heart are

always a formidable

combination. Nelson Mandela


2.   Why Intelligences Outside The Normal Curve Are Important




Outline

The best people possess a feeling for beauty, the courage to take risks, the discipline to tell the truth, the capacity for sacrifice.

Ernest Hemingway American Author

Con:nuum of Learning Theories*

6

Pedagogy

Outcomes

Major Theorists

National Goals

Deductive Didactic & Prescriptive Knowledge Acquisition,

Storage, and Retrieval. Predetermined Content

Basic Skill Acquisition Text Consumption

Behaviorists • Pavlov • Thorndike • Skinner

Increased Academic Achievement Higher Test Scores Technically Proficient Professional and Skilled Workers

Inductive, Investigative & Inquiry Oriented

Knowledge Application, High Engagement, Motivation And Enjoyment. J-I-T Content 21st Century Thinking Skills Creative Productivity

Constructivists • Pestalozzi, Torrance, • Montessori, Gardner, • Piaget & Bruner, Passow, • Dewey, Sternberg

Inventors; Writers, Innovative & Compassionate Leaders; Creative Designers in Sciences, Arts, & Technology; Economic & Social Action Entrepreneurs

*Both ends of this con:nuum are important, and schools should integrate them whenever possible to produce the best balance between the two models of learning.

All you ever needed to know about learning theory (in one slide)!

People Who Make a Difference… This should be the major focus of our

field.

The GiJed Educa:on Gold Standard

Concep

:ons of G

iJed

ness

A Focus on Crea:ve Produc6vity The Three-‐Ring Concep:on

of GiJedness

Fully Func:oning Self-‐Actualized

Individual

The Development of Social Capital

Opera:on Houndstooth

Leadership in a Changing World

Executive Functions

The Big and Ne

ver Ending

Ques:on For O

ur Field…

What is the differ

ence

that makes a differenc

e?

•  When 11-year-old Aubyn Burnside heard about how many children in foster care programs are forced to carry their belongings in garbage bags because they cannot afford suitcases, she was shocked and saddened. "I thought they must feel like garbage themselves," she said. So, Aubyn founded Suitcases for Kids, dedicating herself to ensuring that every child in foster care would have a bag of his or her own.

A Few Prac:cal Examples of These Sub-‐Theories…

Suitcases for Kids

hcp://www.suitcasesforkids.org

The Merry Licle Playground


2.   Why Intelligences Outside The Normal Curve Are Important • Underlying Assump:ons for This Work




Outline

Underlying Assump:ons For Studying Intelligences Outside The Normal Curve

1. Persons with high poten:al will emerge as leaders, policy makers, and persons of influence in all walks of life including religion, poli:cs, business, government, science, the arts and humani:es, and other domains that define a society and a culture.

2.   Educa:onal ins:tu:ons and programs that serve high poten:al youth have a responsibility to provide opportuni:es, resources, and experiences that contribute to the ethical, moral, social, and emo:onal development of young people as well as their cogni/ve development.

“I have found that the higher the IQ, the earlier moral concerns develop and the more profound effect they have on the child.

R. A. Silverman Journal of Personality, 1994

Research shows that when children are young they develop what you call intui:ve theories. It’s like powerful engravings on your brain. Teachers don’t realize how powerful they are, but early theories don’t disappear, they stay on the ground. Howard Gardner

Quoted in Kogan, 2000, p. 66

Why is Social Capital important?

And what is education’s role In the production of Social Capital?

Two insightful quotes…

We are not engaged in producing just good performers in the market place or able technocrats. Our task is the educa:on of good human beings, purposeful and wise, themselves with a vision of what it is to be human and of the kind of society which makes that possible.

Dr. George Carey Former Archbishop of Canterbury

I now understand that my welfare is only possible if I acknowledge my unity with all the people of the world without excep:on.

Leo Tolstoy

Two equably able people…

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Develop MeaningfulPhilosophy of Life

Become Well-Off Financially

CHANGING PRIORITIES: MONEY COUNTS

SOURCE: College freshman surveyed by Higher Educa:on Research Ins:tute (HERI)

What research tells us about contemporary aotudes and behaviors of young people…

Today's kids view chea:ng as part of the path to success By Victor Dorff Chea:ng was, is and probably always will be a fact of life. Recently, technology has provided new ways to cheat, but advanced electronics can't be blamed for our increasing willingness to tolerate it. Once upon a :me, being an honorable person included the no:on that your word was your bond, and integrity was a crucial element in establishing a good reputa:on. My teaching experience tells me, however, that lying and chea:ng are seen by a lot of kids today as a crucial part of any path to success. The only shame is in geong caught.

07/19/2012

The Six Value Segments of Global Youth: The Ultimate Differentiator

SEGMENT 1: THRILLS AND CHILLS Key definers: Fun, friends, irreverence, and sensation* SEGMENT 2: RESIGNED Key definers: Friends, fun, family, and low expectations SEGMENT 3: WORLD SAVERS Key definers: Environment, humanism, fun, and friends SEGMENT 4: QUIET ACHIEVERS Key definers: Success, anonymity, anti-individualism, and social optimism SEGMENT 5: BOOTSTRAPPERS Key definers: Achievement, individualism, optimism, determinism, and power* SEGMENT 6: UPHOLDERS Key definers: Family, custom, tradition, and respect for individuals

*US the highest

Elissa Moses

What research tells us about trends in young people’s values systems…...

•  Ahuvia, A.C. (2002). Individualism/collectivism and cultures of happiness: A theoretical conjecture on the relationship between consumption, culture and subjective well-being at the national level. Journal of Happiness Studies, 3, 23-36.

•  Bassett, P.F. (2002, February). Why good schools are countercultural. Education Week 21(21), 35.

•  Huer, J. (1991). The wages of sin: America’s dilemma of profit against humanity. New York: Praeger.

•  Kasser, T. (2002). The high price of materialism. Cambridge, MA: MIT Press. •  Myers, D.G. (1993). Authentic happiness: Using the new positive psychology to realize your

potential for lasting fulfillment. New York: Avon. •  Netemeyer, R. G., Burton, S., & Lichtenstein, D.R. (1995). Trait aspects of vanity:

Measurement and relevance to consumer behavior. The Journal of Consumer Research, 21(4), 612-626.

•  Shrader, W.K. (1992). Media blight and the dehumanizing of america. New York: Praeger. •  Tatzel, M. (2002). “Money worlds” and well-being: An integration of money dispositions,

materialism and price-related behavior. Journal of Economic Psychology, 23, 103-126. •  Sandlin, J. A. & McLaren, P. (2009). Critical Pedagogies of Consumption: Living and

Learning in the Shadow of the "Shopocalypse.” New York: Routledge. •  Twenge, J. M., Konrath, S., Foster, J. D., Campbell, W. K., & Bushman, B. J. (2008). Egos

infla:ng over :me: A cross-‐temporal meta-‐analysis of the narcissis:c personality inventory. Journal of Personality, 76, 875-‐901.

References for the next slide…

Contemporary Undesirable Trends In Young People’s Values Systems

•  Rampant materialism, conspicuous consumption •  Self-indulgence, narcissism; limited interest in social,

political, ethical, environmental, and moral issues •  Lack of interest in the well-being of others •  Cultural tribalism (asserting one’s differences while

depreciating the differences of others) •  Maximization of personal gain; career choice based on

making money •  Obsession with the theatre of celebrity •  Manipulated by the “cultural industry” that focuses on

consumption, media, and marketing to promote identity creation

•  Substituting Virtual For Real World Relationships






Outline

Actions that benefit others -- single individuals or targeted groups, entire communities, the culture or society-at-large, the Earth’s resources…

•  Social Capital is produced when people take action in the following areas:

Social Justice, Economic Fairness, Political Activity, Cultural Enhancement, Ecological Preservation, and Ethical, Moral, and Spiritual Leadership

Definition of Social Capital

…as distinct from actions that are only taken only to benefit one’s own financial gain, status, power or authority, or how one is viewed in the eyes of others

Gemeinschaftsgefuhl (adj) (German) Ga-mein-shafts-ga-fuel lack of ego involvement; focusing on problems outside one’s self; social interest; feeling of kinship with others; democratic character structure; unhostile sense of humor; kindness; regard for fellow human beings. Filotomo (Greek) Giving of yourself and expecting nothing in return

No society can sustain itself unless its members havelearned the sensitivities, motivations, and skillsinvolved in assisting and caring for other humanbeings. Yet the school, which is the setting carryingprimary responsibility for preparing young people foreffective participation in adult life, does not, at least inAmerican society, give high priority to providingopportunities in which such learning could take place.

Uri Bronfenbrenner

It’s a simple, easily forgotten truth thatwe need one another. I sometimes thinkthat history might easily say about thisnation:

“It was a great nation full of talentedpeople with enormous energy who forgotthat they needed one another.”

John Gardner

What Is Good (Intelligent) Thinking?

Critical Thinking

(Mainly Cognitive)

Seeing Relationships• Observing• Organizing• Patterning• SequencingAnalyzing• Translating• Interpreting• Extrapolating• Inferring• Detecting BiasSynthesizing• Evaluating• Concluding• Generalizing• Predicting

82% Creative/Productive Thinking

(Mainly Motivational and Practical)

Solution OrientedCuriosity/InquisitivenessPersistentStrategic (Developing a Plan or StrategySpontaneousOpenness (to the new and unusual)PlayfulnessIndependenceImpulsiveness

14% Ethical Thinking

(Mainly Affective)

IntegrityFairnessHumilitySensitivity/AwarenessAltruismTruthfulness/HonestyInterdependenceEmpathy

4%

First Background Study

Literature Review…

The Seman:c Differen:al Technique

Sample items from

Opera/on Houndstooth Co-‐Cogni/ve Factor Scale R.E. Sytsma, J.S. Renzulli, and K.S. Berman

University of Connec/cut 2002

1.   I am motivated to improve the quality of life for other people. 2.   I support unpopular viewpoints when I believe they are correct.

3.   At this point in time, I see myself as successful. 4.   I am intrigued by unanswered questions in my area of strongest

interest. 5.   I am optimistic about my future.

6.   When others tire of working on something, I continue working.

Examples of Items from The Young Person’s Houndstooth Survey

I am always happy. I help others without being asked. I am able to do what is right, even if it’s not the cool thing to do. I am hopeful about the future. I make goals for myself.

Operation Houndstooth: Co-Cognitive Factors Scale (Co-CFS)

© R.E. Sytsma, J.S. Renzulli, & K.B. Berman University of Connecticut, 2002

Factor Name # Stems α-Reliability Optimism 5 .82

Courage 4 .87

Romance with a Topic/Discipline

4 .73

Sensitivity to Human Concerns

5 .83

Mental/Physical Energy 4 .76

Vision/Sense of Destiny 4 .75






Outline

Execu:ve func:ons are broadly defined here as the ability to engage in novel situa:ons that require planning, decision-‐making, troubleshoo:ng, and ethical leadership that is not dependent on rou:ne or well-‐rehearsed responses to challenging combina:ons of condi:ons. It involves organizing, integra6ng, and managing informa6on, emo6ons, and other mental func6ons that lead to “doing the right thing” in situa6ons that do not have a predetermined or formulaic driven response. These func6ons are especially important to highly capable people because of their access to extensive amounts of knowledge and broad range of experiences within and across disciplines.

Defini:on of Execu:ve Func:ons

Execu:ve Func:on skills are more important for school readiness than are IQ or entry-‐level reading or math. (e.g., Blair, 2002; 2003; Blair & Razza, 2007; Normandeau & Guay, 1998)

Research shows that 5-year- olds today are behind in EFs compared with 5-year-olds of a couple of generations ago. (Smirnova, 1998; Smirnova & Gudareva, 2004)

“What I think is important on the road to success is learning to deal with failure, to manage adversity. That’s a skill that parents can certainly help their children develop—and so can teachers and coaches and mentors.” How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

Paul Tough

Scale for Ra6ng the Execu6ve Func6ons of Young People Joseph S. Renzulli Melissa S. Mitchell

Ac6on Orienta6on

Social Interac6ons

Leadership

Realis6c Self-‐Assessment

Awareness of Needs of Others

Instrument Development

Content Validity

Student Instrument

Ac6on Orienta6on

What mo(vates you to

succeed?

Item Factor Loading

Persistent .694

Possesses a good work ethic .569

Able to follow through with tasks

.549

Demonstrates strong study skills .534

Self-‐starter .501

Persevering .479

Values diversity .441

Mo6vated .427

Goal oriented .422

Charitable .420

Understands/deals with racism .414

Purposeful .365

Enjoys Challenge .355

Internal reliability α= .772

Construct Validity

Social Interac6ons

How do you successfully interact with others?

Item Factor Loading

Polite .661

Tacaul .577

Able to get along well with others

.530

Respecaul of others .528

Good listener .788

Interested in others .485

Considerate .474

Possesses good manners .436

Suppor6ve .419

Interacts well with others .374

Coopera6ve .331


Construct Validity

Item Factor Loading

Responsible .696

Priori6zes .663

Reliable .643

Dependable .632

Allocates 6me well .543

Decision maker .539

Professional .523

Flexible .486

Able to plan ahead .477

Enterprising .406

Crea6ve .398

Compassionate .368

Demonstrates strong leadership skills .365

Prefers long range goals .354

Generates ideas .340

Takes Charge .329


Leadership

What characteris(cs do you have to be a successful leader?

Construct Validity


How aware are you of your own abili(es?

Item Factor Loading

Possesses a high level of self-‐esteem

.651

Possessing a strong self-‐concept .630

Able to give a realis6c self-‐appraisal

.629

Realis6c .594

Possessing strong self-‐efficacy .583

Confident .574

Defers gra6fica6on .490

Adaptable .478

Copes well with set backs .464

Conscien6ous .456

Open to new ideas .341

Openminded .330

Socially conscious .329


Construct Validity


How mindful are you of the needs of others?

Item Factor Loading

Collaborates well .598

Possesses strong communica6on skills

.517

Ethical .485

Sensi6ve .478

Possesses good e6quefe .454

Aware of role of effort .448

Possesses strong character .447

Approachable .446

Enthusias6c .379

Cri6cal thinker .364

Empathe6c .327


Construct Validity

Teaching Strategies to Build Execu:ve Func:on in Students

1.   Provide Opportuni:es to Apply Learning Provide students with opportuni6es to apply learning -‐-‐ especially through authen6c, personally meaningful ac6vi6es -‐-‐ and then provide forma6ve assessments and feedback throughout an authen6c project.

2. Introduce Prac:ce Ac:vi:es to Support Developing Execu:ve Func:on Students need to be given opportuni6es to prac6ce using execu6ve func6ons such as how to learn, study, organize, priori6ze, review, and ac6vely par6cipate in class.

3. Have Students Model Higher Execu:ve Func:on Skills In planning prac6ce ac6vi6es, consider how and when students can model execu6ve func6on skills and have students provide feedback to one another.

A Type III Enrichment Inves:ga:on That Reflects Both Houndstooth Traits

and Execu:ve Func:on Skills

Sample Resources From the How-To Data Base at

www.renzullilearning.com

(Type II Enrichment in The Enrichment Triad Model)






Outline

Third graders recite a daily pledge to be intellectually ac:ve, humble, and kind to others

In conclusion…

"The things that will destroy us are: politics without principle; pleasure without conscience; wealth without work; knowledge without character; business without morality; science without humanity; and worship without sacrifice."

Mohandas Gandhi

Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever does.

Margaret Mead

An important ques:on that we, as educators of the future leaders of all aspects of the important work of the world, must ask ourselves – the area in which we should be taking the lead in educa:on. In an era of homogenized, shrink-‐wrapped, germ-‐free curriculum, we are depriving our students of opportuni:es to think cri:cally and to inves:gate the things that are some of the most important issues facing today’s world: • Climate change • Environmental destruc:on • Worldwide humanitarian crises • Racial and religious Intolerance • Rampant greed & materialism • Human rights • Self-‐indulgence vs. the common good • Social jus:ce • Gender equity • Inadequate health care • Brainwashing kids through adver:sing • The stranglehold that lobbyists have on government • Unethical behavior on the parts of business and poli:cal leaders • The widening gap between rich and poor people and na:ons • Devasta:on of the Earth’s natural resources • Poli:cal gridlock among state and na:onal elected officials • Child Labor and trafficking of young women and children

Let me end with a challenge for real leadership in our field…

A Quick

Summary

Tradi:onal Focus of GiJed Educa:on

• The ability to iden:fy trustworthy and useful informa:on • The ability to selec:vely manage overabundant informa:on • The ability to organize, classify, and evaluate informa:on • The ability to conduct self-‐assessments of web-‐based informa:on • The ability to use relevant informa:on to advance the quality of one’s work • The ability to communicate informa:on effec:vely

Meta-‐cogni:ve Skills in Technology

Focusing & Filtering

• Op:mism • Mental and Physical Energy • Courage • Vision & A Sense of Des:ny • Romance With a Topic or Discipline • Sensi:vity To Human Concerns

Intelligences Outside The Normal Curve

Contribu:ng To Social Capital & Making A Becer World

The SoJ Intelligences

“Execu:ve Func:ons”

• Personal • Social • Organiza:onal • Emo:onal • Mo:va:onal “Geong your act • Spiritual • Responsible together”

Leadership Based on Wisdom & Responsibility

The Tradi:onal Cogni:ve Basics

Crea:ve Thinking Planning Cri:cal Thinking Forecas:ng Problem Solving Wri:ng Decision Making Literacy Produc:ve Thinking Numeracy

Opportunities For Creative Productivity } Brought to bear upon…

Teachers are the unacknowledged legislators of the world.

Ashley Montagu

< of the gifted

Happiness Always

Thank you for your kind attention, and I wish you...

geluk Altijd felicidade sempre

Szczęście zawsze

快乐，永远快乐 행복을 항상

bonheur toujours lykke alltid

Sreća uvijek

Счастье все

гда mutluluk her zaman

السماويةلسعادة

Intelligences Outside the Normal Curve: Factors That Contribute To the Crea:on of Leadership Skills and

Social Capital In Young People and Adults

SENSITIVITY TO HUMAN CONCERNS

OPTIMISM

ROMANCE WITH A TOPIC OR DISCIPLINE

VISION/SENSE OF DESTINY

PHYSICAL/MENTAL ENERGY

COURAGE

･ Ac6on Orienta6on

Social Interac6ons

Leadership



Joseph S. Renzulli, Director The Na:onal Research Center On The GiJed And Talented

The University of Connec:cut (USA)

Regular Classroom

Enrichment Learning and Teaching TYPE I

GENERAL EXPLORATORY

ACTIVITIES

TYPE II GROUP

TRAINING ACTIVITIES

TYPE III INDIVIDUAL & SMALL GROUP

INVESTIGATIONS OF REAL PROBLEMS

Environment In General

The Schoolwide Enrichment Model Joseph S. Renzulli & Sally M. Reis

www.gifted.uconn.edu Service Delivery

Components

Strength Assessment Portfolio Curriculum Modification Techniques

School Structures The School

Organiza:onal Model

The Learning Theory

Con:nuum of Learning Theories*

67

Pedagogy

Outcomes

Major Theorists

National Goals

Deductive Didactic & Prescriptive Knowledge Acquisition,

Storage, and Retrieval. Predetermined Content

Basic Skill Acquisition Text Consumption

Behaviorists • Pavlov • Thorndike • Skinner

Increased Academic Achievement Higher Test Scores Technically Proficient Professional and Skilled Workers

Inductive, Investigative & Inquiry Oriented

Knowledge Application, High Engagement, Motivation And Enjoyment. J-I-T Content 21st Century Thinking Skills Creative Productivity

Constructivists • Pestalozzi, Torrance, • Montessori, Gardner, • Piaget & Bruner, • Dewey, Sternberg

Inventors Creative Designers in Sciences, Arts, & Technology Innovative Leaders Entrepreneurs Writers People Who Make a Difference

*Both ends of this con:nuum are important, and schools should integrate them whenever possible to produce the best balance between the two models of learning.

All you ever needed to know about learning theory (in one slide)!

Special Classes, Resource Room/ Pull-‐Out, Enrichment Clusters, AITDs,

Independent Study

Regular Classroom Infusion • Extension of An Individual Lesson • A Unit You Are Planning

Extra and Co-‐Curricular Ac:vi:es And Other Special Events

In Your School

Relating The Enrichment Triad Model To Various Organizational Structures

The Pedagogy of Enrichment Learning and Teaching (EL&T)

The Enrichment Triad Model

{ All Students

{ Candidates For

Follow-‐Up

A Pedagogical Model (What We Do With Students)

Various Organiza:onal Models (How We Group Students and

Move Them Around)

How Knowledge Is Organized

Philosophy The Humanities

Law, Ethics, & Religion

Social Sciences Languages

Natural Sciences & Mathematics

Technology (Applied Sciences)

The Arts

Literature & Rhetoric

Facts & Statistics Beliefs, Attitudes, & Values

Classifications, Relations & Categories

Theories, Structures

Patterns, Trends & Sequences

Systems, Implications & Transformations

Principles, Concepts & Generalizations

Investigative Methods

Trivia, Folklore, & Insiders Information

“Giants,” Champions, & Landmark Events

A Theory of Knowledge

KNOWLEDGE

Curriculum Content

PEDAGOGY

Instruc:onal Strategies

Student Products

EXPRESSION STYLES

Classroom Organiza:on

MANAGEMENT

Technology

Technology

The Role of

The Teacher

Learning/Teaching Styles: Lecture, Discussion, Peer Tutoring, Simulations Socratic Inquiry, CAI, Dramatization, Problem Based Learning, Guided & Unguided Independent Study

Expression Styles: Oral, Visual, Graphic, Manipulative, Artistic, Written, Multi-‐Media, Service, Combinations of the Above

Content ModiNications • More Material • More Drill & Practice • Easier Material • Greater Depth & Complexity • Student or Teacher Selected Enrichment Opportunities Related To A Topic or Unit of Study

On-‐line Courses Blogs, Wikis, Podcasts RSS Feeders, Screencasts

Flickr, Twitter Social Networking Sites Renzulli Learning System

Classroom Organization: Forum, Cinema, Laboratory, Café, Conference, Boardroom, Lecture Hall, Circle, Hot Seat, Study Carrels, Science/Media Labs, Computer Lab, Interest Centers, “Coffee House” Grouping by: Interests, Skill Levels, Ability, Within & Across-‐Grade Cluster Grouping, Common Tasks/Projects, Complimentary Talents, Cooperative Learning

(JSR: 1996)

Five Dimensions of Differen:a:on

Young Person’s Houndstooth Survey

Strongly Disagree Disagree Agree Strongly

Agree 24. I am always happy. 25. I have a lot of energy. 26. If I help someone out, I expect them to help me later. 27. If someone is being mean, I tell them so. 28. I often think about what I want to be when I grow up. 29. I know the world will be a better place in the future. 30. I have the energy to finish projects that interest me. 31. I feel awful when someone gets hurt, even if it wasn’t my fault. 32. I am able to do what is right, even if it is not the cool thing to do. 33. I make goals for myself. 34. I have many good things to look forward to. 35. I am always thinking up new ideas. 36. I keep working on something I enjoy, even after other people get bored. For these questions you will be asked to think about something that you enjoy doing. Try to think of one thing that you really enjoy.

Write it here: . For the rest of this survey, the thing that you wrote above will be called your “Interest Area.”

Strongly D isagree D isagree Agree Strongly

Agree

37. I love to learn about my interest area. 38. I like to spend a lot of time working on my interest area. 39. I am happy when I get to do something in my interest area. 40. I would enjoy taking a lesson or class in my interest area.

I am in grade: Grade 3 Grade 4 Grade 5 Grade 6

I am a: Gir l Boy Color in the face that most closely matches how you feel about each sentence. As your teacher to explain any you don’t understand.

Strongly D isagree D isagree Agree Strongly

Agree

1. I help others without being asked. 2. I stand up for what I believe is right. 3. I know what I want to be when I grow up. 4. I look for the good in every situation. 5. I am eager to learn new things. 6. I look at things from other peoples’ points of view. 7. If a friend asked me to do something that was wrong, I would say no. 8. I know that I will do something important when I grow up. 9. I am hopeful about the future. 10. I am a curious person. 11. I think about other people’s feelings. 12. If an adult asked me to do something that was wrong, I would say no. 13. I can change my life to make it better. 14. If I have a bad day, I know tomorrow will be better. 15. I ask a lot of questions. 16. I think of how my actions affect other people. 17. I say what I think, even around people who may feel differently. 18. I can make the world a better place. 19. I often feel there is nothing to be hopeful about. 20. I am a hard worker. 21. When I help others, I don’t expect anything in return. 22. I am brave. 23. I know that I will be successful in the future.






Outline

joe renzulli's keynote @ 20th biennial world conference (wcgtc) louisville, ky - usa

Education

skilled workers

ve factor

prescriptive

houndstooth

onal research

social capital

ve func

ve func