Otfice of Education (MU), Washington, · 2013. 10. 24. · INTRODUCTION. Multi-Talent Potential. Calvin W. Taylor. Professor of .2sychology. University of Utah. This paper is being

ED 062 262

TITLEINSTITUTION

SPONS AGENCYPUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME

SO 003 037

Project Implode. Igniting Creative Potential.Bella Vista Elementary School, Salt Lake City,Utah.Otfice of Education (MU), Washington, D.C.71136p.Bella Vista School, 2131 East 7000 South, Salt LakeCity, Utah 84121 ($3.00)

EDRS PRICE MF-$0.65 HC Not Available from EDRS.DESCRIPTORS Bibliographic Citations; Communication sAills;

*Convergent Thinking; Creative Development; *CreativeThinking; *Creativity; Curriculum Development;Decision Making Skills; *Divergent Thinking:Elementary Grades; Prediction; Productive Thinking;*Talent Development; Talent Identification; TalentUtilization; Teaching Guides

IDENTIFIERS *Project Implode

ABSTRACTThis booklet was produced for teachers in the hope

that the philosophy of multiple talents, and productive thinking willbe an aid in the development of future citizens. In the introduction,Calvin W. Taylor discusses talents as the central focus in allclassrooms, new tests for identifying important talents heretoforeneglected, and the need of a multiple accountability system forassessing educational outcomes. Each section on divergent production,convergent production, evaluation, creativity, planning,communication, forecasting, decision making includes guidelines forrecognizing and developing talents in that area. Talent developmentobjectives with student activities are outlined, and relatedcurriculum activities suggested. A lesson plan example andbibliography are appended. (M)

..4:-4,,

;";i4s

,

fft?.;

c <

,PI24,y

.< 72<.rV, ' k. tir-1

A-

'4, 4

pt "Al: (14- t ,. :

-,.. 'Zs'"V. %Yet

l'AP°

" ,- 4, ). T-i

,-

-1414:,

t _:4 -..75,1C` j

.11- , IN, )

' ,

4N

:Its.

. "tt4:4.*':. a."'

r

*,.. , 'J. k t J-;44 ' "(-1*, , o

:a ".1.-%

4.;

t.,

at

r?. .4I

,.. .t '''-,.. .

1-, . ..,,-...p e. .

s,''7 :77:,--,i,,id,c,.., , ....1'.?' 4001, !,... . NI -, ..-, - , ..,

t, ,,, 4,, : ,..... -,. , ,

/f .." 1:1 heLI., ,' / '1 ,.. A %

14 r, ,s.14ir (.,'",41!'V4'1, *e, ,

4 4,4).

4,1

. ,

2

W .a . ,

Is. .N.'... r ", .

.4

P'

lit.'4" 3

t

i4-

- .

>4'

'

1..'. L.

4 ,

6:16r

COPYRIGHT 1971BELLA VISTA SCHOOL

PROJECT IMPLODE

COVER: SPLASH DOWN BY MARIMME $2.50

"PERMISSION TO REPROOUCE THIS COPY-RIGHTEO MATERIAL BY MICROFICHE ONLYHIS.BEEN GRANTEABY

&I ibeIrt 'D+eAie,rk Sti11)ctlt a V icif 71. ccj10,51__

TO ERIC ANO ORGANIZATIONS OPERATINGUNOER AGREEMENTS WITH THE U S OFFICEOF EOUCATION FURTHETI REPROOUCTIONOUTSIOE THE ERIC SYSTEM REQUIRES PER.MISSION OF THE COPYRIGHT OWNER

iF

C

PROJECT

IMPLODE

Project IMPLODE is funded underPublic Law 90-247, Elementaryand Secondary Education Act of1965. Grant No. 54-7055-1ESEA Title III.

Copyright 1971Bella Vista Elementary School2131 East 7000 SouthSalt Lake City, Utah 84121

FOREWORD

Project Implode is designed to produce teaching ma-terials and techniques that will turn on the learner and setoff the productive thinking and multiple talent areas ofthe intellect. Through the use of experience exercises thetalent areas are ignited, developed, and utilized giving thestudent a wider range of options and intellectual abilitieswith which to meet the changing future. The project goalhas been to gather and create materials, techniques andstrategies that will systematically develop the creative intel-lectual talent areas of each student.

Many of the materials and techniques employed in thisproject have been used for years by successful teachers.Our goals of in-depth talent training are unique, but theconcept of teaching for thinking has always been a charac-teristic of the learning process.

Project Implode's basic premises are: that each childhas a vast reservoir of intellectual talent which the presentsystem is not tapping and that these talents can be recog-nized and developed, and that their application will helpeach student to become a more complete, productive indi-vidual.

PRODUCTIVE THINKING

"Divergent: a generation of information where theemphasis is upon variety, originality, and quality ofoutput from the same source.

Convergent: is the generation of information fromgiven information, where the emphasis is upon achiev-ing unique or conventionally best outcomes.

Evaluative: reaching decisions or making judgmentsconcerning the goodness, correctness, suitability, ade-quacy, desirability, etc., of information in terms ofcriteria of identity, consistency, and goal satisfaction."

TALENT AREAS

Creativity1. Fluency2. Flexibility3. Originality

Planning1. Elaboration2. Sensitivity to Problems3. Organizing Abilities

'Guilford, J. P. Progress in the Discovery of Intellectual Factors.In C. W. Taylor (Ed.) Widening Horizons in Creativity. New York:Wiley & Sons, 1964, 261-297.

4

1

Communication1. Expressional Fluency2. Associational Fluency3. Word Fluency

Forecasting1. Conceptual Foresight2. Penetration3. Social Awareness

Decision Making1. Experimental Evaluation2. Logical Evaluation3. Judgment

Academic1. General School Curriculum as measured by

achievement tests.

Project Implode is based on the research findings of :

Calvin W. Taylor

"The development of fully functioning individualshas long been an avowed objective of education.We believe that education in a democracy shouldhelp all individuals develop their talents fully tobecome as nearly self-actualized as possible. Tofully develop the intellectual capacities of our chil-dren and to lead them closer to self-actualization,the abilities involved in developing creative think-ing and creativity cannot be ignored. The tradi-tional measures of intelligence assesses only a fewof man's intellectual talents. Man's complex mentaloperations are not being fully developed or assessed.Among them is his ability to think and act cre-atively."

J. P. Guilford

"The IQ. is a fairly good index of whether or nota child will get good grades in academic subjects.So far as general intellectual assessment, it is piti-fully limited."

E. Pau! Torrance

"It now seems possible that many things can belearned in creative ways more economically andeffectively than by authority. It appears thatchildren can be taught in such a way that theircreative thinking abilities are useful in acquiringeducational skills, that these abilities are differentfrom those measured by intelligence and scholastic

2

aptitude tests, and that they are important in men-tal health and vocational success."

Frank E. Williams

"If teachers are effectively performing their job inthe right way, then it must be their responsibilityto attempt to develop or release that amount ofpotential or human development which is there."

EDUCATIONAL PRIORITIES ARE:1. To develop the desire and ability to think and solve

current problems.2. To help learners discover their own worth and the

value of others.3. To help learners develop their own unique set of

talents and abilities.4. To help students develop the skills of inquiry.5. To help learners become disciplined and responsible

for their own learning and behavior.

POWERS BEING DEVELOPED:1. The power to EXPRESS2. The power to RESPOND3. The power to INTERACT4. The power to QUESTION5. The power to CREATE6. The power to BE

(Adopted from Utah ASCD study)

PROJECT DIRECTOR: G. M. StevensonSTAFF:

Margo Adams Sue MatarazzoNancy Anderson Charles NelsonDonna Beckstead Jo Ann SeghiniKathleen Brown Fahn SheltonJulynne Buchanan Marie ThomsonElizabeth Hackney Karen TimothyMary Lambert Lucille WallsPauline Lay Mary Ann ZimmermanBeverly Lloyd Karl ZobellMary Lund

SECRETARIES (Part Time):Genevieve ClarkDoris Ridge

EVALUATION: Dr. Ellison, Institute for BehavioralResearch in Creativity

CONSULTANTSVirginia Merrill, Jordan School DistrictDr. Calvin Taylor, University of Utah

3

NOTE

One thing we can really count on in the future of education is change.It will either come from within (from educators) or without (from businessand industry).

This booklet was produced by teachers. It is based on research com-piled over many years. (The activities were developed and used in typicalclassrooms by a variety of teachers, kindergarten through college.)

This booklet is produced as an ignition guide, by no means is it acomplete summary of talent areas. The division of talent areas used isfor ignition and evaluation purposes.

The objective is to develop the individual as a thinking, multi-talentedperson capable of shaping the changing world of the future; curriculumbeing the means not the end. In our experience we have found that talentedstudents and teachers are very capable of developing systems to meet indi-vidual potentials when productive thinking, and creative talents are ignitedand allowed to function.

This booklet was produced for professional teachers in the hope thatthe philosophy of multiple talents, and productive thinking will be useful inprofessional endeavors to aid in the development of future citizens.

G. StevensonDirector

NOTE ON USAGE

1. Thinking and talent objectives are an effortto convey the types of learning and reinforcementsexpected from each set of activities.

2. The teacher note, we hope, will clarify.3. The activities are a variety of ways to acti-

vate the thinking and talent process. This is anignition guide, we know that you as a professionalteacher will find countless ways of involving cur-riculum and relevant life situations to develop thestudents as thinking, talented individuals.

4. Curriculum related activities are sugges-

5

tions. Your situation and grade level, will suggesta greater variety.

5. The Evaluation is an activity that is rathertypical of the set. It could be used in a pre andpost test situation, or to set up performance cri-teria standards upon which accountability could bebased.

6. The Lesson Plan, Gadget Painting, page137 is to demonstrate how the talent and think-ing areas can be combined to support each otherand create a very meaningful learning situationfor students.

7

INTRODUCTION

Multi-Talent Potential

Calvin W. TaylorProfessor of .2sychology

University of Utah

This paper is being written from the point ofview of a basic researcher on creativity and otherhigh level talents found through basic research andneeded in adult careers in the world-of-work andotherwise in effective adult life. From my consult-ing experience on the 1968 White House TaskForce on Talents, it became very clear after visit-ing the elaborate, expensive program at the AirForce Academy and otherwise serving on the pro-ject, that practically no educational or trainingprogram focuses directly on developing the high-level intellectual talents of people. In most casesprogram leaders stated that talents were importantbut that they hoped these were being developedas a by-product to some other central focus intheir regular programs. Practically nothing camefrom that potentially powerful report from thatWhite House Task Force, except for the effortsof those who worked on it and the things thata few of them have done individually since con-tributing to that report.

Multiplicity of Talents and of Giftedness

Our strongest single observation in all our workis that there are multiple kinds of talents andtherefore multiple kinds of highly gifted peoplenot just a single "The Gifted" type of person orstudent. The international secretary in Englandof MENSA (members of which had all qualifiedby the single standard of having scored in that2% of IQ scores in intelligence tests once in theirlife) corresponded with us many years ago thatthose in their local chapter meetings of MENSAwere quite a motley lot. In fact, he did not seemost of the mass having risen near the top in theircareers and other adult activities like the presumed"cream of the crop" they were supposed to befrom their intelligence test performance. He won-dered what was missing with these people and

asked if perhaps it was Partly that their creativescores were generally not nearly as high as theirintelligence test scores. He was obviously awaken-ing to the growing evidence that IQ tests do notmeasure creative potential but are essentially onthe different target of the ability to get gradesin school work as traditionally conducted. (Thisfinding must indeed be a difficult pill for mostMENSA members to swallow.)

For nearly two decades we have been searchingfor procedures to identify persons who will beeffective during their professional careers, usinga career criterion-oriented measurement approach.Early we discovered that grades, though expen-sively obtained through four college years, wereof little value or even at times of no value what-soever in spotting those who would be most suc-cessful as physicians, scientists, engineers, teachers,nurses, and executives. It seems as if there aretwo different worlds, essentially lowly related orunrelated, namely the academic world and theprofessional career world. One type of personmight be gifted in the academic world and anothertype in the real world. Those who have been inboth worlds are not surprised at these findings,but these results are quite unexpected ones forthose who have experienced only the academicworld and now run it. One person who heard myrecent presentafion to a Conference on the Giftedin Los Angeles wrote me and said that this find-ing of little or no relation between grades inschool and career success is one of the best guardedsecrets in education.

This section has been divided into three mainparts. The first part deals with classroom programsfocused directly on talents and their cultivationso that each talent is functioning to some degreein every student in all classrooms. The secondpart is on testing programs outside of classrooms.That second type of program could discover espe-cially people with those talents which have beenheretofore largely ignored or neglected, so thatpositive steps can be taken about these potential,though dormant, talent resources. The third part

7

is the need for developing new accountabilitymeasures as a part of a total, broad assessmentsystem that evaluates educational outcomes, suchas how well a broad band of talent resources havebecome functioning affectively in students inschool. The presentation closes with Toynbee'schallenges to our nation to develop her neglectedtalents and with an analogy of mining processeswhich yield multiple metals instead of only one.

I. Talents as the Central Focus in All Classrooms

A frequently stated goal in education is todevelop the total individual. However, close exam-ination in most classrooms would indicate theactual focus is on the teaching of knowledge,resting upon the big assumption that all goodthings will happen to everyone if and when theybecome sufficiently knowledgeable. With teachingof knowledge as the actual goal, the effect as re-viewed from the research perspectives is that prac-tically all students are experiencing only a verynarrow band of intellectual talents while they areputting in their time in schools. They are largelybeing restricted om and deprived of using manypotentially important intellectual talents duringthe large portion of their early lives that arespent in school programs. Consequently, eitherthey do not realize that they possess these poten-tial talents or if they are vaguely aware of them,they do not know very well how to activate themso that they are functioning to some degree ofeffectiveness rather than remaining dormant. Nordoes the school system nor the testing programstypically used know to what degree students pos-sess potential in these various important high-leveltalents. A succinct summary of this MultipleTalent Approach to Teaching is presented in Ex-hibit A (see page ....) entitled "All Students Are

Acdemic Creative Planning Co

Now Educationally Deprived" and presented ingreater length at the XVIIth International Con-gress of Applied Psychology held in Liege. Bel-gium, July 25-30, 1971.

The most effective way of illustrating ourapproach has come through the ingenuity of twoeducational media specialists, Darrel Allington andVern Bullough, who have displayed our ideas inthe form of the Multiple Talent Totem Poles.To attain the most important results possible, atleast six separate talent totem poles are needed!.such as those for academic, creative, planning.communicating, forecasting, and decision-makingtalents shown in Figure 1. Many more could beadded to the six (such as those listed in the thirdparagraph in Exhibit A).

The dilemma that has hindered real progressin educational reform regarding talents is thatthe public as well as too many behavioral sci-entists and professional educators have been soldon the notion and thereby have a "fixed idea"that intelligence tests measure the total intellectand are therefore essentially synonymous withand include each truly important intellectual tal-ent that people possess.

If the complexity of talents is not recognizedand if students are seen through the oversimplifiedpicture of only one talent, then they will all belined up from highest to lowest, solely on thebasis of that single talent. They may almost bepegged by teachers and students as to the "onelevel" where they belong. However, basic researchover the last 65 years, which unfortunately is stilltoo unknown to most of the above people, clearlyindicates that the intelligence tests only cover onevery small part of the total intellectual powersthat all people possess.

mmunicating Forecasting DecisionMaking

MULTIPLE TALENT TOTEM POLES

8

For nearly half of a century, research on intel-lectual talents has clearly shown that we havetalents of many different types, not just one aca-demic (i.e., one "general intelligence") type. None-theless, this evidence can be quite a shocker tothose with an overgeneralized and fixed idea aboutwhat a general intelligence test measures. Thisattempt to move people from a grossly oversimpl-ified idea of intellectual talents, which people havetended too readily to accept, toward a much morecomplicated, though more realistic picture of thebrain's total intellectual powers, tends to produceresistance rather than ready acceptance. Forexample, Guilford's organizing of such analyticalresearch on intellectual talents has yielded a"Structure of Intellect". His three-dimensional"periodic table of the Mind" estimates that manhas at least 120 specific and separate high-levelintellectual talents, with each one being of im-portance in at least some human activity. Fromthis up-to-date view, typical intelligence tests coverno more than eight talents, less than 1/12th ofthose 98 now known. Therefore, intelligence testsdo not cover the other 11/12ths of the importantintellectual talents now measurable.

Intelligence tests were built to correlate withacademic grades, and since then, the tendenciesin many school practices are to make academicgrades, correlate more closely with IQ scores, whichyields a tightly closed, circular system. Such con-cepts as over-achievement and under-achievement,together with their corresponding action programs,are designed to make grades correlate more highlywith intelligence tests by trying to move all peoplewho are off the trend (regression) line backinto the trend line "where they belong". This isa beautiful example of a belief that something iswrong when persons fall too far away from thecorrelational regression lines. This belief that suchpeople are not in their correct place has led tothe practice that the school program should berun deliberately in ways to move them back totheir correct place and thereby increase the corre-lation between school grades and IQ scores.

Our title of Academic Talents includes thosetalents in the intelligence tests and probably afew others, but certainly excludes the large, vastmajority of the intellectual talents now knownto exist through research. This locked-in system

of building intelligence tests to correlate withgrades and refining classroom programs so thatschool grades will correlate with intelligence testsmust be broken wide open for proper progress inschools, as far as the full range of student poten-tialities are concerned.

The important talent research findings cry out,along with student protesters in colleges and nowalso in high schools and earlier levels, that toomany school activities are not relevant and toomany relevant activities are not in school pro-grams. It is amazing, though perhaps understand-able because of the still widely held ideas indicatedabove, that editorial writers, top citizens in variousprofessions and executive positions in the world ofwork along with alert students, are leaders inawakening to these educational shortcomings inintellectual areas of activity. In other words, theyare awakening to the fact that there is tremendouspotential for educational reform and for improve-ment in the cultivation of the intellectual talentsneeded in the professions and other high levelpositions in the world of work.

To show our verbal (as well as our real) pre-dicament, I have stated this situation in a bluntway by saying that the best new pay dirt foreducational reform now scientifically "available formining" is in the non-intelligence, but still intel-lectual area. This is because the extremely largemajority of man's high-level talents are of thenon-intelligence intellectual type and nearly allof these talents tend to remain dormant in typicalacademic classes.

Our Multiple Talent Approach represents a newand tangible research-based approach for carryingout a recently stated new goal or aspiration ineducation called "zero reject". This new hopeshows up in Leon Lessinger's recent book entitled"Every Kid a Winner". He uses his variation ofone of our totem poles on this book's jacket asa way to attract attention to this idea of eachperson finding success in school. The MultipleTalent Approach enables almost every kid to beabove average and thus a winner in at least onetalent area, when several different talents are usedcentrally in classroom activities. With students

1The book's subtitle is Accountability in Education,Simon & Schuster, New York, N. Y., 1970.

9

10. .

participating in each of these activities, this ap-proach is one of the best types of participativeeducation since its, wide variety of activities areso world-of-work and so career relevant.

The total talent pool in all our youth is largelyeither available for development or captive inschools, depending upon which way one wants tolook at it. The unidentified, untapped, undevel-oped talents in our youth may be the greatestwaste of potentially valuable resources in our na-tion, especially if we sum the total potential mind-power of all our youth for all the years that theyare collectively in school. Furthermore, the stu-dents are becoming patterned and programmedduring these years so that to a considerable de-gree their future is determined and forecastablefrom their past. In other words, the longer thatany talent or set of talents remains dormant andunused, the more confidently can it be predictedthat the persons will never really use such potentialtalents in their entire lives.

Since there is hope to find a high degree ofsome talent in almost all students, it seems inadvis-able to separate out just those who are mosttalented in only one area of talent and then givethem special treatments and opportunities. Suchprograms thereby deprive those highly talented inother types of equally if not more important talentareas from many opportunities for which theymight be well suited. It is in keeping 'with thetrue spirit of America to give every kid a chanceat opportunities for which he is well suited, insteadof continually having ways that deprive him fromsuch opportunities. In other words, instead ofdepriving more and more people of more and moreeducational opportunities or of withholding moreand more educational opportunities from more andmore people the reverse of providing more andmore opportunities for more and more people isin tune with the American dream.

All of these things are now scientifically avail-able to mankind for whoever wants to use themand is willing to put forth the effort to do so.Enough progress has been made so that it is nowfeasible to start implementing the Multiple TalentTeaching Approach widely and quite economicallyacross the nation, first with those teachers whoare most ready to moye more fully in these direc-tions and then later spreading to more and more

10

teachers. Implementation efforts are needed assoon as possible because millions of students arenow educationally deprived of these research-founded approaches for developing their potentialresources and will continue to be so until suchimplementation takes place.

I recently met a little girl who has a lot ofsparkle but who is seen to be at the bottom ofthe academic totem pole and would be sufferingand "rejected daily while being prepared for drop-ping out" in most schools. Yet she told me thaton Thanksgiving Day she would rather be inschool than have a holiday. This is because as athird grader in a Multiple Talent Teaching school,she is finding life to be exciting in school and inturn, school is finding her to be a lively, excitingchild with some areas of real promise. This iscertainly some direct evidence from her that themultiple talent school program is well designedfor her and has a positive humanizing effect. In-deed, any school program that would not findpromise in her would be malfunctioning. To me,any system which allowed only her academic tal-ents to function so that she felt that she wasalmost no good would be an evil anti-humansystem.

Parent reactions tend to be highly supportiveto multiple talent schools since they really dowant the best things possible to happen to theirchildren. They tend to be delighted that eachchild shows promise and experiences noticeablesuccess in at least one type of the adult-likeactivities in classrooms. They all like to see theirown children become more effectively functioninghuman beings. For example, when 400 parentsturned out at a first PTA meeting of the newyear at a modest-sized elementary school, theyshowed curiosity and supportiveness, rather thana desire to debate or shoot down any new thingsbeing tried. In fact, they asked, "What should webe doing at home so that we don't louse up thegood things that you are doing for our childrenat school?" And they also asked, "When are yougoing to write a booklet of instructions for parentslike you are writing for teachers on how to use theMultiple Talent Approach, so we will be continuingand facilitating at home what you are doing atschools for our children?"

In a way parents would like Talent AwarenessTraining like we are giving to teachers in in-service

training programs. We have also been appealingwith growing success to schools of education togive pre-service Talent Awareness Training to theforthcoming new teachers they produce.

Undoubtedly a lot of good could be accom-plished if more money were put behind programsto develop the multiple talents of students andto recognize and identify multiple types of gift-edness. It is a comparatively economical program,especially after teachers have learned throughin-service training how to teach for multiple talents.In addition we feel that it would be possible, fromall evidence we have seen and from programs wehave experienced, to put much more of the existingfinancing and facilities behind a multiple talentapproach to conducting education, especially ifresources were switched and put behind this newprogram while more obsolete approaches were beingphased out.

Forecasts that an increasingly large majority(60% or more) of high school graduates will wantto go on to college in the future poses a realdilemma to colleges and universities. As one optionthey can stick with their current approach ofessentially one academic talent and dig deeper anddeeper into that "talent barrel", having to waterdown their educational program accordingly. Orthey can take the new opportunity of consideringmultiple talent barrels and find 60% by looking forthose who are near to the top in at least one talentbarrel. In this way they can continue to "skimthe cream off the top" and function at a sustainedhigh level by dealing with multiple talents andletting students function at their highest level ontheir best talent. Yet almost none of 2,600 collegesand universities seem to have wised up to thisnew opportunity. National leaders and programscould develop incentives to awaken them to moveinto these new directions as a way to better serveboth our youth and the nation as a whole.

II. New Tests for Identifying Important TalentsHeretofore Neglected

As a result of over a decade of research, theALPHA Biographical Inventory has been produced(see Exhibit B). ALPHA is a 300 item multiplechoice instrument containing a wide variety ofquestions about an individual's background, inter-ests, environmental pressures, self-descriptions, etc.

11

The results from studies to date indicate that theALPHA Biographical Inventory has the followingadvantages over conventional measures, whichshould be of interest to anyone concerned with theidentification and development of talent: (1) Theavailability of a Creativity Score which has beenextensively validated on adult scientists and engi-neers, and (2) the timely finding that the Crea-tivity Score does not discriminate between Negroesaa Whites. This Creativity Score, constructedfrom responses of over 3,000 professional scientistsand engineers over a 10 year period to predictscientific creativity and productivity, has a patternof low to moderate interrelationships with con-ventional measures of talent and academic achieve-ment. It is believed that ALPHA could have avariety of applications in identifying differentkinds of talent, and as a counseling and guidanceinstrument. An Academic Performance Score wasalso obtained by scoring ALPHA in quite a differ-ent way.2

A special analysis of sloping profiles was madeof the two scores from ALPHA obtained on 13,000high school students in North Carolina. Nearly500 students were discovered who were in the top25% on the creativity score but not very promisingacademically (in the bottom 2/3 on the academicperformance score).

Based upon this analysis it is estimated thatabout 100,000 of our youth leaving high schooleach year will not be seen by schools as promisingpersons and will find it difficult, if not impossibleto get into and through college, even though theyare highly talented (in the top 25%) in creativepotential.

Likewise, over 300,000 students leaving highschool annually will be low enough on academicpotential to be told they are unpromising and willhave great difficulty getting into and through col-

2The Academic Performance Score from ALPHA wasconstructed on college freshman and applied to highschool students, resulting in cross validities in the mid-sixties (as high as .70 for 'White males) against academicperformance criteria. These results were consistentlyhigher than the validities obtained from any of the 24scores from the more conventional academic selection testsused in the study. Thus, a measure of academic perform-ance was obtained from biographical data which was bothunusually valid and lacking in the kind of cultural dis-crimination that has plagued our conventional approachesin talent identification.

lege, even though they are highly talented (in thetop 25% ) in at leaet 1 of 5 or more heretoforelargely neglected high level talents, such as crea-tive talent, planning talent, communication talent,decision-making talent, forecasting talent, andother types so vital to progress in our world. Nowonder we need new educational programs and newinstitutions for those students who are so promis-ing in these heretofore neglected talents.

This new instrument not only is an excellenttalent retrieval device with real validity againstcareer and life performance but has the otherpriceless quality of providing essentially equalopportunity for different ,:aces in America, a cen-tral part of the great American declaration. Wehave been highly disappointed and troubled thatin spite of this evidence, practically none of theprofessional testing or educational leaders in thisnation are rushing to use this new testing tech-nique. In fact, we have just written to a friendin India, the director of an important nationaltalent search program, and encouraged her to moveahead as fast as she can to implement this newtesting technique widely in the talent search inher country. We told her that we can then pointto her program in order to awaken our nationto get "on the ball" and become leading followersin the trails that India has pioneered.

III. A Multiple Accountability System Neededfor Assessing Educational Outcomes.

A first great need is to get new and sufficientlydifferent phenomena happening in classrooms. Weare persuaded that this is now possible throughthe talent-focused Multiple Talent Approach (de-scribed briefly above), which has worked enoughtimes that the confidence level is very high thatit is repeatable. After new phenomena are occur-ring, the second need to build an appropriatelynew measurement and evaluation program toassess the outcomes of education, i.e., to yield anaudit or accountability system to show clearly andmeasurably the advances made by the new class-room approaches. With education now very muchin the competitive arena in the market placeand with an awakening to the need for totalaccountability and not just input costs, throughdetennining the outcomes and the validity of the

12

educational programs, the total evaluation pro-cedure is highly important.

At a frontrunning ASCD conference in Sara-sota, Florida on "Assessing the Outcome of Edu-cation", most of those 20 or so present concurredwith one participant's observation that "if youcan now measure it, it is relatively unimportant!"Being present and having spent much of my careerin building measuring devices for human perform-ances and characteristics not yet measurod, thiswas indeed surprising to me. I became keenlyaware of the sickness of the situation, if so manyleaders were just awakening to the need for newoutcome measures to go along with new attemptsat educational improvements. In many cases theawakening occurred after they had put in largeand expensive efforts and programs to bring aboutchanges without much measurable success to thatdate.

More recently I have become even more keenlyaware of the national predicament when I realizedthat some so-called educational leaders are nowgoing to show their boards of education that theyere doing a good job by having their students scoresufficiently high on traditional measures of aca-demic achievement. They will have their teachersdo so, if necessary by "teaching the tests" andthereby narrowing the experiences of their studentsin the process. A main trouble is that "the teststhey teach" are too academic and therefore fartoo narrow in scope and perspective, missing toomuch of the total human resources needing to bedeveloped and assessed. Our counter slogan isthat we are much more interested in a crudemeasure of something important than a much moreprecise measure of something relatively unimport-ant.

A sound, wide talent-band assessment system,including some traditional academic measures butalso many, many other new measures, would dis-cover and reward those teachers and schools whoare moving into a wider talent band. At the sametime it would expose and make less self-satisfiedthose who are narrowing the talent band for theirstudents in misdirected assembly-line efficiencyfashion by teaching the tests. Such sound measure-ment approaches and broadly conceived assess-ment programs could show shortcomings, couldreduce complacency and resistance to improve-

ments, and could have the greatest of impacts atthis time on our nation's educational programs.Unfortunately, large testing organizations havenot been real leaders for improvements in hesedirections. They therefore should not be the onesprimarily sought out now as most ready to pro-vide such leadership, because they have alreadyhad their chance for a long period. At this timenew measurement and assessment leadership shouldnow be sought from other groups.

State and national leaders and program couldsponsor the development of this vital wide-span-ning accountability system and could catalyze itswidespread use through financial incentive pro-grams with new money if possible, .if necessaryother monies could be reallocated for this much-needed step ahead. This would be timely in coun-terbalancing tendencies to take backward steps,by adding to new measures but only by doing"more of the same" by teaching knowledge andby teaching the tests, like some backward countrieshave done. This would unfortunately narrow thetalent band experienced by students and increasetheir number of neglected talents.

Toynbee on Creativity3

"Is America Neglecting Her Creative Talents"and thus her future history is the challenge

Arnold Toynbee has raised to our nation. Hestates that creativity is mankind's ultimate capitalasset, a matter of life and death for any society.He concludes that if America is to fulfill hermanifest destiny, she must treasure and fosterall the creative potential that she has within her.

In his second paper, "On the Role of Creativityin History", Toynbee points out that creative tal-ent is the talent which, when functioning effec-tively, can make history in any area of humanendeavor. The implications for American educa-tion are later elaborated by him in an April 18,1968 letter to us as follows:

As a foreigner who has only been a-visitor,though a frequent one, to the Uni4d States,I feel different in commenting'on Americaneducation and in suggesting va new departurefor it: However, my impression and indeed

3See booklet "On the Role of Creativity in History"and "Is America Neglecting Her Creative Talents?" byArnold Toynbee, University of Utah Press, Salt LakeCity, Utah, 1968.

13

my conviction is that, if America is to treas-ure and foster all the creative ability that shehas in her, a new and bright spirit of changehas to be injected into her educational philo-sophy. The rather rigid egalitarian models ofeducational selection and treatment, whichseem to me to be tenaciously held by theaffluent majority of American people, will, Ishould press, have to be refashioned to includethe creative talents of the coming generations.

It would follow from this, if I am right inmy diagnosis, that new educational philosophiesand new institutions of learning need to beconstructed to provide an opportunity for cre-ative individuals to enhance their talents inschools. If the American people, or any otherpeople, are unwilling to change their minds andhearts to remold their educational establish-ment in ways that foster creative talents, theycannot expect to be able to persist in this nega-tive attitude with impunity. This is surely true,particularly of the American people, conceived,nurtured, and guided, as it has been, for almosttwo hundreds years by its creative leadership.'Where there is no vision, the people perish.'

Searching and Processing for Multiple Metals

A homely analogy may serve here. In our min-ing region, some large, efficient mills have beenbuilt in order to process literally tons of raw ma-terials from which valuable metals can be extractedas important natural (physical) resources. In fact,they have "the faith to move mountains" by pro-cessing a mountainside of rocks and boulders ofall sizes through their mills. These boulders androcks are ground in successive steps until they areso fine that, upon the addition of water, they areturned into a stream of silt. This stream is nextprocessed to yield copper, the metal initially sought.The procedure used to end here, but now thestream is processed further, in several other suc-cessive ways, to extract each additional metal thatcan be found in the current of silt. These metalmining organizations claim that they have beenvery alert to new and better ways of processingthe metals presently recovered out of the streamof raw material.

They also contend that they are very alertto any discoveries, through basic research, of theexistence of new and sometimes rare and preciousmetals. As soon as such metal is thus discovered,they state that they will immediately try to iden-tify its presence in the residual stream that is

14

being poured into the valley floor as a mere wasteproduct. If the new metal is present, they willrapidly try to find ways of adding other processesin the mill to draw out and develop this additionalmetal from the total potential in the stream. Theywill, of course, continue to be interested in extract-ing and processing copper the initial metal sought,but no longer to the exclusion of other importantmetals, whether known to be present or potentiallyavailable, though still to be identified and devel-oped. The extraction of any additional metalmight, in large part, become a bonus, because therocks have already been ground, because the totalmill is already in existence, and because only minoradditions in the processing may be needed todevelop this additional metal out of the raw ma-terials.

As they look back over the years, they realizethat they have dumped so-called waste productsinto the valley floor that may contain variousmetals of a larger total value than the metalsthat they have extracted.

Besides focusing on those talents traditionallyidentified and cultivated in schools, in a similarmanner we could be alert to discover other humantalents and resources heretofore unrecognized orunderdeveloped. We could try to identify as soonas possible the newly recognized potentials in stu-dents (such as psychological uranium) and toincorporate suitable new processes for developingthese additional resources, wherever feasible. Muchof the work has already been done, because thestudents are already here, the organizations arealready functioning, and certain processes are al-ready in efficient operation. And as we discover,identify, and process these additional new humanresources, we may wonder, like the mining special-ists, about how long we have previously beenpouring such talent resources untouched throughthe mills and out of the world, unnoticed andundeveloped.

Unlike what happened to the White HouseTalent Task Force report, due unfortunately topolitical events, this booklet is designed by teachersfor teachers so that something will come of basicresearch findings and educational engineeringproducts. We are confident that appropriate fol-low-through efforts will lead to classroom actionand assessment programs. Where such programs

14

have been implemented, the outcomes are suffi-ciently promising to be most worthy of new fund-ing. Legislators at national and state levels, whohave generally been quite successful in theirworld-of-work careers, will often readily understandthe multiple talent approach and will not be op-posed to the development of the nation's importantfuture talents through classroom programs. Forexample, Illinois legislators voted 100% for aproperly-stated new talent program. Also much ofthe funds in existing not-too-fruitful and not veryCongress-defensible programs could be transferredand allocated to this more up-to-date, public-appealing approach. As stated earlier, some localfunds can gradually be switched to back up thoseteachers who are willing to expand from theirtypical teaching methods into a more full multipletalent teaching approach.

Admittedly, it is a test of wisdom of the edu-cational decision-makers to determine the trulysound ideas and suggestions from the many nowbeing offered for educational change. We believethat this presentation for educational improve-ments is based upon as sound a research founda-tion as any other approach and offers at leastas much promise for real educational changes. Thismanual for teachers enables these changes to bemuch more readily undertaken with success.

This program can be enlivening to all as stu-dents begin to become more fully functional andeffective through learning better to use more oftheir high level talents heretofore largely unmeas-urable and not systematically called for in mosteducational programs.

Exhibit A

ALL STUDENTS ARE NOWEDUCATIONALLY DEPRIVED

Calvin W. Taylor'

The Multiple Talent Approach to Teachinghas emerged from sustained research on talents.A breakthrough of teaching for creativity breaksaway from the narrow band of academic-and-intelligence talents and expands into teaching forseveral other high level talents, heretofore largelyignored and left dormant in typical classrooms.Intelligence tests, encompassing about eight talents(less than one-fourth of the 98 talents now

15

known), miss more than nine-tenths of the im-portant intellectual talents now measurable. *Con-sequently, the main goal in Multiple Talent Teach-ing is to have students use many more of theseneglected talents than they do at present.

Through this new approach, nearly all studentscan be above average in at least one of thesemany intellectual talents which can now be func-tioning in classrooms. Furthermore, students canuse each of these multiple talents to process infor-mation across all subject matter areas and therebyacquire even greater knowledge and also work atthe fringe of knowledge and beyond.

Instead of conceiving of students as merelylearners and reproducers, we esteem them muchhigher as thinkers and producers, decision-makers,communicators, forecasters, creators, composers,planners, and designers, organizers, cultivators ofresources, innovators, leaders, etc. Rather thandepriving them of these "adult prerogatives",teachers have them deal with knowledge in allthese talent ways. The youngest are remarkablyready to function in these adult-like activities.They even become more full-fledged children inthe process, being livelier, healthier, happier, andmore self-esteemed and self-managed when theirnatural talent processes are growing and function-ing naturally.

The Teaching - of - Knowledge Approach hasproved to be a less-sound educational focus, with-out yielding its promised by-products. In contrast,the Multiple Talent Totem Pole Approach movestoward the goal of developing fully functioning,effectively talented people; enriches and enlivensthe students and their teachers and administrators;and thereby humanizes the entire educational pro-cess.

Exhibit BSELECTION OF SCIENTISTS WHO WILLBE PRODUCTIVE IN THEIR CAREERS

Calvin W. Taylor' and Robert L. Ellison=

For nearly two decades we have been searchingfor procedures for identifying persons who will beeffective during their professional careers, using

=Professor of Psychology, University of Utah, SaltLake City, Utah, U.S.A. 84112. (Abstract for the XVIIthInternational Congress of Applied Psychology, Liege, Bel-gium, July 25-30, 1971.)

15

a career criterion-oriented measurement approach.Early we discovered that grades, though expen-sively obtained through four college years were oflittle value or of no value whatsoever in spottingproductive scientists who would be effective intheir careers in such important professional groupsas scientists, engineers, physicians, teachers, nursesand executives. Similarly, well-chosen existingtests of personality, motivation, and intellectualaptitude showed little or no validity against eitherspecific or overall synthesized criterion measuresof career accomplishments.

High multiple correlations have only been ob-tained by using a battery of around 50 of theabove types of predictor scores against each ofsix separate criteria, accounting for about 50% to70% of the criterion variance. The Beta-validitycoefficient products showed that the high batteryvalidity was due to many small, separate, vaiidcontributions from the different scores.

The biographical inventory approach, withnewly constructed items aimed at career criteriaand with empirical scoring, invariably was the mostpromising approach throughout this search. Likethe above battery, a biographical inventory isinternally complex, with each valid item doing itssmall but separate part in overlapping each cri-terion. Item alternative analyses have producedscoring keys with initial validities typically in the.80s and .90s and cross-validities in the .40s, .50s,and .60s against the difficult-to-predict career cri-teria. These phenomena have been repeatable innearly a dozen studies, using a dynamic approachof eliminating deadwood items and adding newlyconstructed ones as we go. Outgrowths of thefifteen or more experimental biographical inven-tories ranging from junior high to adult careerlevels are the published Alpha I and Alpha II andBeta inventories. These are scored for academicperformance by one system and for the more im-portant career performance by another. Thesescores have also fortunately been found to date tobe uncorrelated with race.

'Professor of Psychology, University of Utah, SaltLake City, Utah, U.S.A. 84112.

=Research Director, Institute for Behavioral Researchin Creativity 1417 South 11th East, Salt Lake City, Utah,U.S.A. 84105.

(Abstract for the XVIIth International Congress ofApplied Psychology, Liege, Belgium, July 25-30, 1971.)

16.1q.,

t.

CV

..1

,- - , f '. i- y . ..,:i. 7, Ti.li ;' 1 .

A 11,....,

vi,

rweiP

40017

\.-

.

1:''.

,--,

td' 1 "41-..'''-:' ''-':

....

/ N

F

'-

111,--

4, f./ p41,, f CI;,

.

'14

4q4"

,

"It is in fact nothing short of a miraclethat the modern methods of instructionhave not yet entirely strangled the holycuriosity of inquiry; for this delicatelittle plant, aside from stimulation standsmainly in need of freedom; without thisit goes to wreck and ruin without fail."

Albert Einstein

"The purpose which runs through andstrengthens all other educational pur-poses the common thread of educa-tion is the development of the abilityto think. This is the central purposeto which the school must be oriented ifit is to accomplish either its traditionaltasks or those newly accentuated by re-cent changes in the world."

Policies Commission of theNational Education Assoc.

"The brain which underlies the mind isfar, far too complex for us to hope thatall of its intellectual activities can berepresented by only a single score or bya handful of dimensions."

Calvin W. Taylor

"Far out thinking is a means to an endto him whose elastic and vigomus

thought keeps pace with the sun, theday is a perpetual morning."

Henry David Thoreau

"If a man has a talent and cannot useit, he has failed. If he has a talent anduses only half of it, he has partly failed.If he has a talent and learns somehowto use the whole of it, he has gloriouslysucceeded, and won a satisfaction andtriumph few men will ever know."

Thomas Wolfe

"Individuals do differ greatly in theircapacities, and each must be enabledto develop the talent that is in him.Whether individual differences in abilityare innate or are due to environmentaldifferences, we must deal with themimaginatively and constructively."

John W. Gardner

"The conditions for creativity will haveto be carefully nourished if we wantmore creativity to be demonstrated. AUof our evidence shows that we must keepsearch alive, and we must allow sensitiv-ity to new ideas, perhaps tolerating alittle foolishness. We must not developcritical abilities to the point that any-thing unproven is stupid or that anythingweak, is altogether wrong. We must notinsist upon conformity, or we will endwith traditionalists rather than with in-novators."

Ernest R. Hilgard

"SOUNDS OF MUSIC"

By Stephanie

First Grade

18

GUIDELINES FOR DIVERGENT THINKING

Divergent Production: A generation of informa-tion from given information where the emphasisis upon variety, originality, and quantity ofoutput from the same source.'

The divergent thinker seeks many differentand alternative answers to a given problem. Thestudent is not concerned, as in convergent think-ing, with finding the best answer, he is involvedin creative exploration of ideas and their relation-ships.

A question asking for divergent thinking mightbe to list all of the uses for a shoe. Evaluatedivergent production according to the followingcriteria:

Variety: The student is able to respond withmany ideas free from categorical restric-tions. Responses showing variety of produc-tion might indicate a shoe used as a weapon,a tool, apparel, food, source of leather, etc.Variety is shown as the student moves fromone category to another.

Originality: Response is unusual and originalwhen compared with other group responses.

Quantity: The response itself is not important.The total number of responses generatedrepresents quantity.

The following teaching approaches encouragedivergent thinking:

1. Variety

Encourage all students to participateAccept all responsesSeek many categories

'Guilford, J. P. Progress in the Discovery of Intel-lectual Factors. In C. W. Taylor (Ed.) Widening Horizonsin Creativity. New York: Wiley & Sons, 1964, 261-297.

19

Encourage varietyAsk for more categories

2. Originality

Encourage the students to think of anidea no one else will think of.

Encourage uniquenessEncourage students to listen and not re-

peat others responses.Encourage innovative thinking

3. QuantityAccept all ideasAsk for as many ideas as possible

Ask for an increase in ideasAsk for as many more responses as pos-sible in a given category

Encourage more than one response fromeveryone.Provide an opportunity for a generation ofideas, then provide another and another.

It is important to emphasize that all ideas areaccepted. Some unexpected ones may, in someinstance, be the best. Students will try off-colorremarks now and then just to see if all ideas arereally acceptable.

Feel free to insert your own innovative thinking.When students and teacher become creativethinkers, their vistas become limitless.

Asking for divergent thinking responses to anyopen ended questions generates enthusiasm andstudent involvement. Divergent thinking questionsrelate to all curriculum areas.

An important point to remember is that theseideas should be placed throughout the curriculum.Creative production is a high level thinking skilland should be limited to reasonable and spacedperiods of time.

STRETCH

Thinking Development Objective: Divergent think-ing of students will be developed as a resultof their responses concerning the use of familiarobjects in unfamiliar ways.

Teacher Note: An extensive list of uses showsdivergent thinking is taking place. If entirelydifferent categories are included on the list,the student demonstrates flexibility; and ifsome of these are unusual, the student is dem-onstrating originality. Divergent thinking skillscombine fluency, flexibility, and originality.

Activity: Conduct a class discussion about all kindsof hats. Then ask the students to stretchtheir imaginations and think of as many usesas they can for a hat. Let the hat help themto do anything. In five minutes time, havestudents write as many uses as they can fora hat. Have students share orally and makea master list on the board. Younger studentsmay do the entire activity orally. See if thesharing has triggered their imaginations. Seeif they can increase their list by adding anidea of which no one else has thought.

Activity: Ask the class to think of objects oritems that were used in the past but are nolonger in use. List them on the board. Directthe students to select one item from the manylisted. Using this one item, have the studentsthink of many ways to use it in today's world.

Activity: Ask students to give as many uses aspossible for any of the following items: oldmagazine or pictures, a map, a book, a horse,junked cars, a magnet, a prism, a solar battery,or a typewriter.

Activity: Display an assortment of odds and endsor broken objects. Have each child take aturn at seeing how many original or unusualthings he can make out of this collection.Have the student make a list of all the useshe can think of for each item he made. Hemay want to ask a friend to think of uses forhis invention to see if they think the sameor if they have different ideas. Now have himselect his favorite or most unique production.What is its best use? Plan a sales campaign

20

to sell it. First have him decide who his buyersmight be and then direct his advertising tothat particular market. Second, he will haveto decide what media TV, radio, news-paper, etc., he will use and direct his advertis-ing to that medium.

Activity: Ask the students to state the usefulnessof a trained, semi-skilled, or unskilled workeror person who has had a machine take overhis job: a blacksmith, a railroad engineer,carpenter, porter, doorman, street sweeper,teacher, policeman, doctor, entertainers, pho-tographers.

Activity: Ask the students to list all the thingsa person could do after he reaches his owntime for retirement? Also have them list rea-sons why a person would need to retire.

Curriculum Related Activities:

Language ArtsHave students make lists ofwords that can be substituted for said.

MathAsk students to find out how manyprocesses they can use to arrive at a par-ticular answer. Given a specific set of data,see how many story problems they canwrite?

ScienceAsk students how many ways theycan use a specific scientific fact to helpthem? To help others?Have, students list many possible uses fora familiar item like a toothbrush, or anunfamiliar item such as a radio tube. Askstudents to use these two items to do some-thing unusual.

Social StudiesAsk students how many waysthey can find out about other people, cus-toms, places or times. Have them list allthe ways in which people or places arealike.

Ask students to list all the problems of aparticular age.

ArtHave students discover and discuss allpossible art materials. Have students tellall the uses for a specific material.

MusicHave students list many ways to pro-duce rhythm. Have students list all thethings in life that show rhythm.

Physical EducationHave students think ofall possible advantages for developing spe-

cific physical skills or coordination.

List all possible reasons for team work andcoordinated efforts.

Have them discuss how many ways a givenpiece of equipment or a given play areacould be used.

Evaluation: Have students give as many uses asthey can think of for a pencil.

FLUENCY

Thinking Development Objective: To help the stu-dent experience and develop fluency and flexi-bility.

Teacher Note: These activities may be used aswarm-ups to other areas of thinking. Whenused as a warm-up they should be done orally.They can be a starter to directing ideas inthe area of the teacher's choice.

Activity: Have the students write or give orallythe names of all things you can think of thatare: red, pink, purple, orange, etc. Use onlyone on any given day. This can be initiatedin the morning and then resumed after anincubation time. Ask for something that noone else will think of.

Activity: Using any letter of the alphabet, havestudents name as many words as they can thatbegin with the same letter. Then have abrowsing period through the dictionary (butdo not have any list) and at a later period dothe same letter again and see if fluency hasincreased.

Activity: Use a phonetic development approachwith the students, either orally or in writing toget divergent production. Example:

1. Use two letters bl, ba, cl and name asmany words as possible that either beginwith the letters or have the letters includedwithin the word.

2. Name or write as many words as possiblethat begin or end with a given suffix orprefix.

21

3. Write down all the words you can thinkof that start with the letter c. Go overyour list and put an s before each wordthat has an s sound and put a k beforeeach word that has a k sound. Can youfind a rule that determines whether the Chas an S or G sound?

S- cigarS- cycloneS- city5- cinderS- centerK- catK- cannonK- coffeeK- canK- cough

Do the same thing with G words. Find therule that determines when the G usually hasthe hard sound and when it has the soft sound.

Activity: According to grade level, have studentsrewrite either sentences or paragraphs intoas many combinations as possible.Example: The hour was late, the air warm,

and I needed refreshment.To: It was past sundown on a hot night

and I was thirsty.Or: The clock struck 11:15 p.m., with

the air like a wet, muggy blanketand I had perspired for the pastseveral hours with visions of a tall,frosty, cold, drink to still my ravingthirst.

Activity: Ask students to think of:1. Descriptive words for foods, flowers,

weather, etc.

21

2. Use heavy or light words.

3. Think of capital letter words of cities, ofcertain countries, states, counties, rivers ina country, mountains or mountain rangeswithin a country, etc.

4. Words that are: synonyms, antonyms,homonyms, heteronyms.


Language ArtsHave the students name allthe beautiful words or compound words.

MathHave students name all the numeralsthat express the number 14.Ask the students to express the number 1in as many ways as they can.Have students find as many different waysas possible to find the answer to a givenproblem.

Have students find as many different, prac-tical uses for a mathematical concept aspossible.

ScienceFluency and flexibility are character-istics of creative scientists. Have the stu-dents discuss why being fluent and flexiblewould be advantageous to a scientist.

Social StudiesHave students give all the rea-sons why they like to live where they do;why people are different; why cities werebuilt where they are; what we can do tomake our community a better place, etc.

Art, MusicDiscuss with the class how artistsand musicians are fluent and flexible. Usethis as a criterion in evaluating art andmusic.Have students express fluency and flexibil-ity in their art by how many ways they cangraphically express a sunflower or a Christ-mas tree.Play a piece of music in many dif ferentmoods or rhythms.Arrange a melody on a staff in as manydifferent rhythms as possible.

Physical EducationUse warm-up type drillswhere the activity is changed each time awhistle is blown. An example would beto change from running to skipping to walk-ing to hopping to jumping, etc.

Evaluation: Ask the students to name everythingthey can think of that is round. Give themfive minutes. The total named is a fluencyscore. The number of categories used will givean indication of flexibility.

SHAPES

Thinking Development Objective: To develop di-vergent thinking abilities through imaginativeuse of shape and form.

Teacher Note: The following activities ask thestudents to construct a picture or an objectfrom a given shape. Any shape can be sub-stituted. The paper with the shape shouldhave no writing on it so that the shape willhave no sense of being up or down.

Activity: Reproduce this, or anyother shape, on paper and handto students. Ask the studentsif they have ever made picturesfrom clouds. Have them look at the shapeand think about it. Tell the students to makethe shape into something. Tell them that they

22

may add lines, any colors, or anything theywish, to make it a meaningful picture.

Activity: Reproduce on paper or a chart theselines and shapes:

Have the students put the lines and shapestogether to make something that will be mean-ingful to them. The symbols may need to becut out so they can be manipulated by theYounger child. Direct the students to use allof the lines and shapes but to not use anyof their own. They can make the lines orshapes larger or smaller than is originallyshown.

Example:

Activity: Discuss with your students the unusualshapes of nature. Make a list of the shapeson the blackboard. Construct a picture fromsome of these shapes.

Activity: Have your students construct a picturefrom all the punctuation marks.Design a picture using all of the arithmeticsymbols.

Activity: Give each student a shape cut fromcolored paper and one piece of art paper. Havethem construct a picture using these twopieces of materials and glue, crayons, andscissors.

Activity: When teaching beginning sounds, havestudents make pictures from the various shapesof beginning sounds.

Activity: Have students make a design by writingtheir own names in cursive and then add lines.

23

Activity: Instruct each child to make a shapewith a single line. Have student pass thisshape to his neighbor who will then completethe picture.

Activity: The students can construct a continuouspicture story by starting with a few simplelines or shapes. Students may add to eachshape to make it show their idea: For example:

1 4

2 5

3

_I

6


Language ArtsWrite descriptions or poetryabout shapes in nature.Describe illustrations you have drawn.Use shape as a word identification tool.

MathStudy shapes, angles, and lines in ge-ometry.Study interrelations of shapes as used inarchitecture.

ScienceDiscuss shapes in nature (animals,seeds, plants, etc.).Discuss how shape is related to flight,racing, propulsion through water.How are shapes related to simple machinesor work forces?How are shapes used to help scientistsclassify, organize and categorize scientificinformation.

How does shape differentiate the identifica-tion of animals or breeds of the sameanimal?

Social StudiesHave students discuss howshapes are related to cultural growths.(Compare simple building construction ofprimitive man to complex shapes used inadvanced societies).Discuss how boundaries relate to the nat-ural shape of the land.

ArtSelect a basic shape. Have students drawa picture or design using only this shape.Have students look for basic shapes innature.

Show students how to use shading to adddimension to shape.

Help class become aware of how to useperspective to add dimension to art.

MusicStudy shapes of instruments, orchestra,choreography, stage design.

Physical Education Have students studyshapes relating to games, playing fields,square dances, and other structured groupactivities.

Evaluation: Have the students use the differentshapes they see in the classroom to constructa picture.

SIMILES

Thinking Development Objective: To help stu-dents develop expressional fluency and flexi-bility to communicate more effectively whenspeaking and writing.

Teacher Note: It is necessary to define a simileas it relates to this exercise. Simile is definedas a figure of speech by which one thing,action, or relation is likened or compared withas or like to unlike things. In the begin-ning it is suggested that you start with asimile and work as a class, recording on theblackboard or on a chart the responses fromall the class members. This provides a modelto which children can relate when they areon their own. This group production also pro-vides ideas in any of the following exercises.

Activity: "As soft as . . ." Present this unfinishedsimile. Record all verbal responses. Encourageresponses by asking students what is soft. Afterall responses have been recorded on the chalk-board or chart paper, ask students to write asentence or a short article describing some-thing as soft as . . . The written work maybe illustrated.

Activity: Have students finish a simile. Somesuggestions are:1. At night our school is as dark as . . .

2. The air felt as cold as . . .

3. The fire is as warm as . . .

.

24

4. The colt is as frisky as . . .

5. As quiet as . . .

6. As loud as . . .

7. The fog is like . . .

8. The spring day is like . . .

9. The wind is like . . .

Activity: Have the students describe things innature by making similes. Have each studentpick his favorite simile and see if he can de-velop this simile into Haiku, a Japanese formof poetry. Haiku is verse consisting of threelines. The first and third lines have a countof five syllables and the second has a countof seven. The total seventeen syllable countforms one sentence or thought.

Activity: To increase students awaveness of theuse of similes, have the students collect andrecord similes used by friends, parents, andon T.V. Encourage the students to look intheir readers and at poetry for similes. Havethe students make their own booklets of similesor make a composite list for the whole class.

Curriculum Related Activities:Language ArtsWrite stories in which similes

are used to add detail.Make a list of synonyms.

Make a list of antonyms.Write news broadcasts or newspaper articles

using similes.

Look for similes in poetry and writing.

MathCompare mathematical computationsystems; Arabic, Roman, Oriental.Express quantities in many different ways.Compare methods of measurement.Discuss changes in the English monetarysystem.

Compare addition and subtraction.

ScienceDiscuss a scientific field such as bi-ology. What subject matter areas are in-cluded in this study and why? Analyzescientific specialties in terms of similaritiesand differences.

Compare different trees, clouds, rocks, typesof soil. List likenesses and differences.

Social StudiesCompare cultures and needsof people.

Compare world geography and climate.Compare people's occupations.

ArtIllustrate a written simile.MusicWrite and find lyrics using similes.Physical EducationHave the students move

like a duck; walk like an elephant; crawllike a worm; jump like a rabbit; leap likea kangaroo.

Evaluation: Have the students write a descriptiveparagraph or sentence about silence.

ANALOGIES

Thinking Development Objective: To develop with-in the student greater divergence in communi-cation, both verbally and in written form.

Teacher Note: Before starting the activities below,ask the students to pretend they are somethingbesides a boy or a girl. Show them an objectsuch as an egg beater. Ask them to use theirimaginations. Have them pretend that they arethat egg beater. Ask: What can you do? Howdo you feel? How do you actually move yourparts? Describe how you work.

Activity: Have the students pretend to be a pebbleon the school ground. One little boy kickedyou. Then a little girl used you for hopscotch.Tell some of the other experiences you had.Where did you come from? What will happento you? How did you get on the school ground?

Activity: Have students pretend to be a tree.Describe what you look like. Where are yougrowing? How old are you? How do you feelnow? How do the different seasons effect you?Tell about some of your experiences. Whatthings and events have you witnessed? Tellabout some of the things you think about.

Activity: Have students pretend to be a piece ofpaper in the schoolroom. What kind of paperare you? Describe what you look like. How

25

do you feel when someone writes on you? Doyou like to have someone erase the writing onyou? How does it feel to get crumpled upand thrown in the garbage? Would you ratherhave a boy write on you or a girl write onyou? Tell about some of your experiences.What would you like to have written on youmore than anything else? Tell where you wouldlike to stay for a long time.

Activity: Have students pretend to be the chalk-board in the schoolroom. What color are you?How large are you? How do you feel whensomeone writes on you? How do you feel whenthe class forgets to clean you at night? Tellabout some of the things for which you arereally useful?

Activity: Have students pretend to be a can opener.Describe yourself. Where do you live? Howdo you live? How do you work? Tell aboutsome of the experiences you have had.

Activity: Ask students to complete the followingsentence: If I were (person, placeor thing), I would be thankful forbecause:

Activity: Other ideas for similar activities are:Be a chairBe a rolling pin

25t

Be a baseballBe a roller skateBe a flagBe a snowflakeBe a spoonBe a flat tireBe a Thanksgiving turkey

Activity: This activity and those following willdirect students to make simple comparisons.Encourage students to make their comparisonsimaginative and descriptive.

Show students a piece of cauliflower and abloom from a bridal wreath shrub. Ask: Howare a flower from the bridal wreath and thecauliflower alike? How are they different? Havestudents describe each one in detail smell,appearance, shape, color, size, growing season,plant family, etc.

Activity: Ask students: How is a footprint like amap? Have them tell in their own words howthey are alike and how they are different?

Activity: Ask students: How is a horse like a car?Have them tell in their own words how a horseand a car are alike and how they are different.

Activity: Ask students how a baby is like a flower?Have them describe each in their own words.Find things that are alike and also different.Other ideas: How is a light bulb like a planet?How is a needle like your head?A tree is to a yard as a flower is to aA rock is to a mountain as water is to a

Activity: This activity and those following willinstruct students to think of words that seemto be opposite in meaning, but_ when, placedtogether they describe with great strength. Toguide the students with this understanding,ask them to describe how their feet or fingersfeel when they come inside after playing inthe snow for a long period of time. Try tohave them explain the "burning" feeling eventhough they are very cold. The words in con-flict might be "burning cold" which is a strongdescription of that feeling.

Read The Bigger Giant (by Nancy Green, Fol-lett Publishing Company, 1963, U.S.A.) to theclass. Ask them to discuss the title. Definethe meaning of bigger. Define the meaning

26

of giant. When these two words are placedtogether what do they describe? Describe yourfeelings when you first heard this title.

Activity: Define the word mischievous. Definethe word angel. Ask the students to think ofa story which they have heard, or write astory that would remind them of what thesewords (mischievous, angel) would describe?Example: The Littlest Angel (Charles Taze-well, Children's Press, 1962, New York).

Activity: Write these words on the board, beau-tiful monster. Ask the students to define eachof the words, and then ask the students to usethem together to describe something withgreat strength.

Have students make up their own analogies.This is the best demonstration of thinking skilldevelopment. Allow them to demonstrate anddefend any analogies that they have produced.


Language ArtsThe preceding activities leadto- many forms of creative writing, verse,poems, etc.

Spelling words can be used in analogies andmetaphors.

Find analogies and metaphors in literature.MathHave students be a numeral. Have

them tell what happens as different con-cepts are applied?

ScienceMany concepts in science can beenhanced if the students project themselvesas being an object of a force in a scientifichappening.

Social StudiesAnalogies can help make socialstudies a living experience for the studentsas they relate, become, and compare.

Art, MusicAnalogies could be interestingwhen used to evaluate and understand artand music.

Physical EducationHave students comparehow hockey and football are alike.

Evaluation: Have the students think of themselvesas curled up and becoming a baseball. Havethem describe the "big game" from the pointof view of the ball.

26

PERCEPTION

Thinking Development Objective: To help studentsdevelop a more flexible perception of theirenvironment and greater perception and empa-thy when considering and interacting withothers.

Teacher Note: It is usually a good idea to getthe students warmed up with a large groupdiscussion before beginning any activity. Be-gin by having the .students define perception,thus bringing out the students' ideas. Askquestions such as: What are your senses? Howdo they make life more interesting? Imagine aflower. In how many ways can we appreciatewhat you might see when looking at a flower?

Activity: Have the students list all of the thingsthey saw on the way to school. Other activitiesmight include listing all that they felt, allthat they heard, all that they smelled, all thatthey touched or that touched them, or all thatthey have tasted so far that day. Have stu-dents compare their lists either in small groupsor as a class. Discuss the differences in thelists. Ask why are there differences in thelists? Discuss ways the students might increasetheir awareness. Tell the students that thediscussion will be about sounds the next dayand see if the list of sounds is expanded. Didconcentration sharpen perception?

Activity: While seated, have the students closetheir eyes for two minutes. List all the thingsthe students heard while sitting at their desks.Did they hear some things better when theireyes were closed? Did blocking sight enhancehearing?

Have the students try blocking out othersenses. Does blocking out one sense sharpenperception of other senses?Show a short film without sound. Discuss andevaluate the students impressions of the sound-less film. Now show the film with sound. Whatdifferences do the students discover? Was theirunderstanding increased? How?

Activity: Begin with a discussion of emotions andhow we perceive our own emotions. How canyou tell how other people feel? List responses.

27

Have students find or draw pictures of peopleor animals that show emotion. How do peopleact when they are happy, sad, angry, etc. Whydo people do certain things when they areangry, happy, etc? When might you want tokeep your feelings in control? How can youcontrol what you do when you feel angry,happy etc.? How can you help other peoplecontrol how they feel, act, or react to you?

Activity: How do people use perception in theirlives and work, such as a detective, a doctor,lawyer, salesman, teacher of Braille, a student,a dancer, etc? Which sense does each dependupon the most? What other occupations canyou think of that require a special sensitivityor perceptual ability? How do some peopleadapt their lives to a loss of one or more oftheir senses? For example, the deaf, deaf-mute,blind, paralyzed, etc. Try for 15 or 30 minutesto live with such a handicap. This may bea good thing for an upper grade discussion,evaluating frustrations which they may haveexperienced.


Language' ArtsPick a topic; describe it onthe basis of your five senses.List descriptive words relating to sight,smell, taste, touch, and hearing.Compare perception and emotion differ-ence between feeling and feelings.

MathDescribe yourself as a numeral andjustify your selection.

Use manipulative material to explain math-ematical concepts and computations.

ScienceCompare human sensations to animalsensations. Develop the understanding thatanimals feel pain.

Analyze the nervous system and the trans-mission of perceptual data.Be an expert witness after an experimentis demonstrated. Describe what occurred.

Social StudiesDevelop an awareness of en-vironmental problems.

Discuss how perception can affect com-munication?

Discuss how perception does affect actions?

ArtHave the students explain how the useof color affects mood and perception.

Ask the students how design can producemood?

Ask students how texture or unusual ma-terials increases their perception?

What do art masterpieces tell you aboutvalues and life style of the people repre-sented in the paintings.

MusicAsk students how rock music utilizes

perceptual stimuli (sound, color, light,etc.)?

Write a script to fit a musical selection.Ask how ballet combines sight, sound, color,design, and mood?

Physical EducationAsk how perceptual skillsrelate to mastery of a physical educationtask?

Have students analyze a physical educa-tion task by observation.

Evaluation: Show the class a picture in whichpeople are doing something. Ask students totell what the people in the picture are doingand how they feel about what they are doing.

MAKING A CODE

Thinking Development Objective: To expand thedivergent thinking abilities of the students inthe area of symbols and codes, and to increaseideational fluency.

Teacher Note: Help the children to understandthat any symbolic communication form repre-sents a code. When a nation of people agreeupon common symbols, the code can be saidto be written language. A comparison, for oldergrades, might be made between English sym-bols and Greek symbols. Help them to under-stand that anyone can invent a code. Whenmaking a code, one takes a set of familiarsymbols and substitutes an unfamiliar or newset of symbols.Example: 0 1 2 3 4 (familiar symbols)

Z (I) 0 9. (new code symbols)

Now the numeral 34 is written as: Of/

To understand the code you must figure outwhat each symbol means and then must changeeach character of the coded message back intothe symbols with which you are familiar, thesymbols you understand. The steps in makinga code are:1. Write down the familiar symbols.2. Under each familiar symbol write your new

symbol or your code.

28

3. Write a message in the familiar symbols.4. Using your code "keys" substitute your

coded symbol to express your message.

Activity: For lower grades use numerals insteadof letters for the first code experience. Inventa code for the numerals together. Make upriddles that are answered in code. Ask stu-dents: What is the date? How old will you beon your next birthday? How many days untilChristmas?

Activity: Using circles, have students draw faces.Decide what expression means happy. Havestudents show which face tells how they feelwhen: they are in trouble; when they get apresent; when they are having a fight witha friend; when they feel hungry; when theyfeel angry, etc.

Activity: Choose some words that the students canread such as:

dog cat cow Dick Jane (words)

(code)

Write a story using the code instead of thereal words. Such as:

had a and a

likes to milk the

Activity: Tell the students: We have no alphabetletters today. Then have students invent analphabet. Tell them: We have no numbers.Have students invent a number system.

Activity: As a class, invent a code for the numerals0 through 9. Put the answers to some arith-metic problems on the chalkboard and let thestudents check their work by decoding thecoded answers into real numerals. Write thedate of each day in your numeral code.Compare Roman and Arabic Numerals. Com-pare them as two codes. Express all numbersused during one day in the Roman Numeralcode.

Activity: As a class make a code for vowels onlyor nouns, verbs, adjectives, etc. Write mes-sages substituting the code when applicable.

Activity: As a class make a list of code symbolsthat we use in our written language, such as0, @, +, #, etc.

Activity: As a class discuss special codes peopleuse such as: sign language, Braille, computerinformation. Collect as many codes as possiblethat are in actual use. Possibilities includemathematics, weather information, other lan-guages, international traffic signs.

Activity: Have students match each letter of thealphabet to a color. Send coded messages ex-pressed in squares of color instead of alphabetletters. An example might be:

A = red B = brown C = blue!blue ired Lbrownj = CAB

Activity: Have students study Indian pictographs.Try to decide what the pictographs say. Havethe class invent their own pictographs and sendmessages to friends.

Activity: Make a code using letters and numbers.alb lcidle

B 1 2 3 4 5a = B1b = B2c = B3, etc.

Activity: Have students make a code by usingfamiliar symbols that have been rearranged.Example: ABCDEFGHIJKLMNOPQRSTUVWXYZ

29

Count down two letters and substitute for thecoded message.

ECV in this code is really CAT.

Activity: Invent a code as a class. Send a messageto another class. Try to read each otherscodes.

Activity: Have students put a message into codeby hiding it in an unrelated message. Ex-ample:

The message is: MEET ME TONIGHT.Every third word of the message is a codeword, or every fifth, sixth, etc.Coded message: The track meet seemed to mevery fair tonight.

Activity: Have students pretend to be a secretagent. Have them make a code for the lettersof the alphabet, then send a message in codeto a friend. The following could be duplicatedfor student use:

ABCDEFGHIJKLMNOPQRSKey:

TUVWXYZKey:

Your message:

Activity: Help students find ways to decode amessage. Have them put down the code thatthey think their Mend is using. Decode themessage. Break the code. What symbols hashe used?

ABCDEFGHIJKLMNOPQRSKey:

TUVWXYZKey:

His message says:

Activity: Have each class member make up a codeof his own. Each day let one person write amessage in his own code on the board. If noone can decode the message, have the student

write a "clue" as to the meaning of the mes-sage; add as many clues (1 per hour or setany schedule you find usable) as are necessaryPr the decoding of the information.

Curriculum Related Activities:Language ArtsStudy our written language

as a code. Ask students to think of waysin which it can be improved or made moreefficient. Have students discuss why vowelsare important in breaking a code?

MathHave students study the codes used inmathematics. Can the class think of betterones?

ScienceAsk students what codes are used inscience? Are scientific codes international?Why do scientists use codes?

30

Social StudiesAsk students if there should bea common code for language? What effectwould this have upon people? Would itbring peace? How can people who do notspeak the same language communicate?

MusicAsk students in what ways music no-tation is a code?

ArtAsk students to tell how various formsof art and dance can be compared to codes?

Physical EducationAsk students to tell whatcodes are used in physical education games,i.e., scoring, referee, field of play, etc.

Evaluation: Have students write a code for thealphabet. Have students write a code for num-erals from 0 to 9. Write your name, address,and telephone number in code.

30

\ '-nr "- ' 46,..

-....00°' -

''.-. , `,: ..2:,,,.. ,.

1

'S t

,17 J.

,

'

_..............0*:

"--'1,;_ 4.4.... .

I '

"r:-.",-, `,..."',..0. 4.4:,'..:-...,,434,....,.:;,_:.,..

.. - -

.,,,,,

,r

'44.4 I

I ,

- -

,.

ic

tt-5-

)

4 4,

4, L4

"""\

1)

"A man who cannot think is not an edu-cated man, however many college de-grees he may have acquired."

Henry Ford

"We teach a sub ject not to producelittle living libraries on that subject, butrather to get a student to take part inthe process of knowledge-getting. Know-ing is a process, not a product."

Jerome S. Bruner

"Education fails unless the Three R'sat one end of the school spectrum leadultimately to the Four P's at the otherPreparation for Earning,Preparation for Living,Preparation for Understanding,Preparation for Participationin the problems involved in the makingof a better world."

Norman Cousins

"If you treat a man as he is he willstay as he is, but if you treat him as ifhe were what he ought to be, and couldbe, he will be that bigger and betterman."

Johann Wolf gang Von Goethe

"SEA SHELL"

By Jona

First Grade

32

"It must be remembered ihat the pur-pose of education is not to fill the mindsof students with facts; it is not to reformthem, or amuse theM, or to make themexpert technicians in any field. It is toteach them to think, if that is possible,and always to think for themselves."

Robert Hutchins

"Thinking is the hardest work there is,which is the probable reason why sofew engage in it."

Henry Ford

"Thinking is the talking of the soul withitself."

Plato

"Ideas are a dime a dozen. What isusually lacking is someone who can takean idea and give it concrete form."

James B. Conant

"Few people think more than two orthree times a year. I have made aninternational reputation by thinking onceor twice a week."

George Bernard Shaw

3 32

GUIDELINES FOR CONVERGENT THINKING

"Convergent Production is the generation ofinformation from given information wherethe emphasis is upon achieving unique orconventionally best outcomes."*

Convergent thinking is a process of selec-tion. Given many alternatives (divergentthinking) a person must, according to his wayof thinking, select the best alternative.

Convergent thinking makes a single deci-sion, judgment, or solutions; convergent think-ing is definitive, is task oriented, or is goaloriented.

For example, when given the question,"What is your favorite color?" students willall be dealing with one central set of concepts.The students now need to converge their think-ing around one set of facts in order to discussthe problem. Given ten people, it is possible toanticipate ten different responses yet each indi-vidual must converge or narrow his thinkingto express his choice. This narrowing to oneselection in a logical manner is convergentthinking.

*Guilford, J. P. Progress in the Discovery of Intel-lectual Factors. In C. W. Taylor (Ed.) Widening Horizonsin Creativity. New York: Wiley & Sons, 1964, 261-297.

Evaluate convergent production by refer-ring to the following checklist. While theredoes not need to be the same answer fromall people, effective convergent production re-quires consideration of the following criteria:

Selection: Has a decision or a choice beenmade? Has each student made a selec-tion or choice?

Considerations Does each decision or selec-tion show concern for related informa-tion and desired outcomes?

The following teaching approaches encourageconvergent thinking:

Encourage students to consider all the pos-sibilities.

Encourage students to narrow their possibili-ties to one 3election in a logical manner.

Encourage a selection of the best alternativesto each person's way of thinking.

Encourage a logical or a scientific thinkingprocess

Ask students why they choose as they do,why they think as they do, why they actas they do.

Convergent thinking is vital to the problemsolving process. It is with this attitude that sci-entific inquiry becomes meaningful and productive.

CONTEXT MEANING

Thinking Development Objective: To help buildconvergent thinking skills by using words insentences or illustrated context. This increasesthe student's ability to determine meaningthrough contextual clues.

Teacher Note: Words communicate information.Words often have more than one meaning.These two concepts must be presented to theclass so that all children understand the con-cepts upon which the exercises are based.

33

Convergent thinking skills are demonstratedthrough the selection of a given word, put ina context of the student's choice. Do severalexamples together as a group. Then let eachstudent try to illustrate a word. Share the wordof each student with the group (accept studentreasoning and all responses).

Activity: Write or say a word and ask studentsto DRAW the word meaning. Example: theword under might be drawn as

Have each child think of a word and draw theword that he has decided upon. See if theclass can "read" each individual child's wordpicture.

Activity: Have students write a story, substitutingpictures for words when possible.

Activity: Have students either individually, inpairs, or as a group, write a story in picto-graphs as early man wrote. Use only picturesto convey their message.

Activity: List on the board or give a verbal ex-ample of a word that has more than one mean-ing, i.e., run, bark, ride, play, etc. The useof words whose spelling does not change ascontext meaning changes, forces students touse contextual surroundings as a word meaningfactor.

1. List or say the word.2. Discuss possible meanings.3. Give examples of a word having a different

meaning in different sentence contexts.4. Determine what the word means in this

particular sentence.5. Let children repeat the process with another

word.6. Let children use a word in more than one

context.7. Have children find words that have more

than one meaning.

34

8. Make up your own definition or definitionsfor each spelling word.

Curriculum Related Activities:Language ArtsChart words with multiple

meanings.Select one of several word definitions andwrite a story.Analyze spelling words.Check word meanings on the basis of con-text clues.

MathUse context to define mathematicalterms.Write story problems.Discuss symbols as they communicate in-formation about mathematical processesand become word substitutes.Discuss the mathematical formula as itrelates to the mathematical process. Howcan a formula be used as a context clue?

ScienceWhat context clues do scientists useto determine the makeup of elements?How does a doctor use context clues todiagnose an illness?

Social StudiesUse symbols as word substi-tutes on maps or graphs.Define unfamiliar terms by using them incontext.List and define foreign words or unfamiliarwords relating to cultural studies.Chart foreign words as they relate to wordsin our spoken language.

ArtDraw how certain words make you feel.Define words by using pictures.Use color, texture, r.nd design to illustratewords dealing with mood or emotion.

MusicAnalyze expression in music as it re-lates to the meaning or mood produced bymusic such as loudness, softness, instrumen-tation, tempo.Listen to Peter and the Wolf by Tschaikow-sky. Discuss instrumentation as a contextdescription. Make illustrations showingwhat the music meant to the listener.

Physical EducationDiscuss words as theydefine actions, skills, or directions relatingto games or athletic events.

Evaluation: The word can has more than onemeaning. Write sentences in which can isshown to have more than one meaning.

HOW ARE THINGS ALIKE?

Thinking Development Objective: To aid the stu-dents' development of convergent thinkingskills by making comparisons.

Teacher Note: These activities help students tosee likenesses and differences in things. Theactivities help them to relate seemingly unre-lated objects. The activities are arranged sothat:1. Visual or pictorial displays are listed first.2. Categories of two items are used first.

Younger students would need to work withpictures. Older groups can work with words.The student's own work is the best demon-stration of thinking skill development.When students can make up their own exer-cises to challenge the class then the stu-dent has developed convergent thinkingability.

Activity: Select two pictures. Display the pictures.Ask class members to list as many ways as theycan in which the two pictures are alike. Inhow many ways are they different?

Activity: Select three pictures. Pictures of a spe-cific item are easiest to use. Display the pic-tures for class discussion. In how many waysare the items alike? In how many ways arethe items different?

Activity: Have class members draw or select twoor more pictures. Display to the class. Canthe group think of any reason for selectingthese as being alike?

Activity: Label a chart living things. Let chil-dren collect and share pictures of things thatare alive.

Activity: Present the class with two words. Howare the words alike or different? Example:though, thought.Present the class with three words. How arethe words alike or different: Example: reach,dead, heart.Play "Stump the Class". Have a student list2, 3, or 4 words. Can class members decidewhy any group of words was selected as being

35

alike or different? Example: boy, flower, dog,tree.

Activity: Present the class with four pictures ina series. Indicate the one that does not belong.Tell why one picture does not belong withthe other three.Now have the student draw four objectsthree alike and one that doesn't belong. Howare the three related? Why is the one itemunrelated?

Activity: Present one, two, or three pictures thatare alike. Supply one more thing that wouldbe like the others.Draw three pictures that are alike. Play"Stump the Class". How many think couldbe added to make four like items?

Curriculum Related Activities:Language Arts How are library books alike

or different?

HoW are novels alike?

How is a mystery story different from abook on dinosaurs?

MathHow is addition like multiplication?How is addition different from subtraction?

How are subtraction and division alike?ScienceHow is rain like snow?

What are the differences between Fall andSpring?

How are air and water pollution alike?How is a magnifying glass different frommirror?

Social StudiesUsing two newspapers that re-port from the same area, explain how twonews reports are alike and/or different.How are all the community workers alike?How are two states alike?How are boys and girls alike no matterwhere they live in the world?

ArtHave the children all look at and thendraw the same object. Are the students'

35

pictures alike or different? (A film entitled"Four Artists Paint a Tree" is a good sourcefor the above activity.)

MusicHow is classical music different fromjazz?How is the violin like the cello or like thepiano?

Physical EducationWhat games are like base-ball?

What are the differences between hockeyand football?

Evaluation: How is a pear like an apple?

CATEGORIES

Thinking Development Objective: To help stu-dents categorize and select best alternativesin a logical manner.

Teacher Note: Identfying group names helps stu-dents to increase their ability to see relation-ships. Identifying groups of related ideas is abasic skill in outlining and can be introducedby finding family or class names to be used incategorizing actual objects.

Activity: Have students cut out pictures that em-phasize certain colors. Put these pictures incorrect color categories on a bulletin board.

Activity: Put a long list of nouns on the boardor have several pictures or collections of thingsthat will obviously fall into categories. Workas a class to put either the words, the pictures,or the collection of things into groups. Givethe groups a name.

Activity: Cut from magazines many pictures suchas animals, foods, means of transportation, etc.Arrange pictures in several different piles.Have the student rearrange the piles, placingpictures he thinks are alike together. Thenlet him describe how they are alike by listingwords or short phrases. Now have him pickor select the word or phrase he thinks is thebest class or family :game.

Activity: Keep a large collection of pictures forstudents to categorize in their spare time.

Activity: Make a grid for your class to complete.It will be necessary for individual teachers toadjust the complexity of the grid according tograde levels.

Example 1: Fill in this grid with either pic-ture or words.

36

red green

Food

Toys

Example 2: Have the students fill in eachsquare with a word that beginswith the letter on the left and fitsthe category on the top.

birds cars food clothing animals

G

I

R

L

Example 3: A grid can also be made to applyto any area of study.

Topaz Diamond Pearl I Ruby I

color

hardness

where

found

birthstonefor what mo.

Activity: Have each student make up four cate-gories

Example: Things that are round, things tocrawl through, things made from flour. Thenhave everyone pass their papers to a classmate.Have each class member then list as many

36

things as possible for each category page theyhave received.

Activity: Put pictures of fruit, vegetables, toys,stuffed animals, etc., in separate boxes. Passthe boxes around the room and have eachstudent list class names for each box.

Activity: Have empty boxes (either real ones orsome drawn on paper) which are labeled,i.e., toys, round things, things made fromwood. The students should put things in theseboxes that will match the labels. Then theprocedure could be reversed. Have the boxesalready filled and the class should supply anappropriate label. Remember pictures can al-ways be used in place of words.

Activity: Have the students bring a box of fivethings they have gathered from home. Thesefive things are to have something in common.Ask the classmates to guess t he common fea-ture.

Activity: Tell the following story to your class.I would like to tell you a story today about agroup of boys and girls who went exploring.They went for a walk in the forest. Therewere many exciting things to see, to hear andto smell. But the most exciting of all was abig strange rock. The rock wasn't strangelooking. It was strange sounding. It soundedas if it were talking. The boys and girls couldn'tbelieve their own ears. They stopped. Theylistened. They walked all around the rock andfinally decided to give it a big push. Just asthey did, some strange creatures scurried fromunder the rock."Hello! We are Mucklers!" they shouted."Help us. We can't find our families. Wedon't know where to go. We look so muchalike that we can't tell to which family webelong. Help us. Please."So the boys and girls all sat down and studiedeach Muckier. They tried to put the Mucklersinto the right family. Here are four of theMucklers. See if you can tell which Muckierdoes not belong to this family. Why?

Now make up some Mucklers of your ownand see if you can stump a classmate.

Activity: These words can be given to each studentor put on the board. Here are some groupsof words. First look at each group. Think.Then write how many ways each group is alike.List as many class names as you can for eachgroup. When you have finished, select or starthe best class name for each group on theboard.

classname

A. puppykittenfawnlambcalfcolt

classname

how theyare

alike?

how theyare

alike?B. apple

pearpeachplumbanana

damname

how theyare

alike?C. brown

redorangeyellowgreen

37

classname

how theyare

alike?D. bicycle

horseairplanebusstagecoach

classname

how theyare

alike?E. circle

trianglesquarerectangleoblong

classname

how theyare

alike?F. compound

simplesmoothjaggedrough

Activity: Write the list of 12 words below on theboard. Have the students make four categoryheadings. Put each word under one of thefour headings. You must put every word in acategory. The word lists do not need to beequal. Use each word only once.

picture book desk flag hat cageiox rug light basket map

record

Now have the students make up 12 words oftheir own. A classmate could categorize thislist.

Encourage unusual categories things thatwould fit through a keyhole or things thatbelonged in secret places. The more seemingly

unrelated the words seem to be, the greaterthe challenge.

Curriculum Related Activities:Language ArtsCategorize the weekly spelling

list.Categorize words into beginnings endings,blends, vowels, consonants.Categorize books into types of literature.

MathFrom a given list of story problemshave the students categorize the problemsaccording to the skills required.

ScienceHave students bring in objects ofnature and categorize them.Make and categorize collections or displays.

Social StudiesHave the students categorizethe various offices in city, county, state,federal, and international governments.

After a discussion about pollution, have thestudents categorize the causes, the effects,and the problems.

ArtHave the students categorize famouspaintings into the different eras.

MusicListen to various records, have the stu-dents categorize according to types; jazz,rock, country, classical, western.Categorize music according to tempo ormood.

Physical EducationFrom a list of games, cate-gorize according to skill required, to equip-ment used, or to age of a person best ableto play.

Evaluation: Have the students categorize a varietyof either pictures, objects, or words, and explaintheir choices.

PATTERNS

Thinking Development Objective: The student'sconvergent thinking will be enhanced as heis asked to recognize patterns and see (under-stand) logical sequencns or when he createshis own pattern sequence and explains thepattern he has created.

38

Teacher Note: The skill involved is a convergentlearning process. As each sequence is given,the student determines why the answer hehas given is the best answer. He then shouldbe able to defend his response and give reasonsfor his given answer.

Activity: There is some kind of error in each ofthe following examples. Have the studentscorrect the mistake or fill in the item thathas been omitted. Examples may be adjustedto grade level.1. 1,2,3,4,5,7,8,92. 9,8,7,6,4,3,2,13. A, C, E, G, I, K, M4. apple, box, cat, zebra, elephant5. yellow, yellow-green, green, blue-green,

blue-violet6. home, community, state, nation, street,

world7. H H = I120,8. mohair, wool, nylon, cashmere9. rayon, diamond, topaz, opal, jade

Activity: Each of the following sequences havea blank. By looking at the pattern, determinewhat should go in each blank.1. 100, 200, 300,2. 10, 20, 30, 40, 50, ....3. tell, bell, cell, fell,4. cheat, heat, ....at5. 497, 498, 499, 600,6. 1/1, 1/2, 1/3,6. bat, bag, bad,8. tree, board, carpenter,9. seed, plant, fruit,

10. sea green, apple blossom pink, robin eggblue,

Activity: Each pattern has a process. Somethingneeds to happen to change the pattern or tomake it correct. Have the students work thefollowing:1. 2 .... 2 = 42. 1st grade 2nd grade3. enemy friend4. steam water5. water ice6. ice steam7. coal energy8. day night9. coal pollution

10. electricity lightActivity: Finding the averages among numbers

in arithmetic is an addition then a multiplica-tion process. Try teaching averages by havingthe class discover the pattern and the process.Discuss the meaning of average; list as many

39

averages as the class can think of battingaverages, average number of hits, averagegrade, average attendance, etc. Tell the classyou are going to find several averages. Tellthem they must discover how to do it byfinding a pattern. You might then have themwrite a rule. It might take them a day ortwo, leave them alone. When they do seethe pattern, most will remember how to com-pute the arithmetic average.

Put some examples such as these on the board.

A. 255

12

4 = ave.3112

B. 6 5 = ave.1 5125675

25

C. 46

10

D. 100300500900

5 = ave.2110

300 = ave.31900

Once the class has discovered the pattern andthe rule, find several averages that relate toyour class. What is the average attendanceof our class for the week? What is the averagenumber of blocks that our class members mustwalk to get to school? What is the averagenumber of books read by class members dur-ing the week?

Activity: Read a story or a set of instructions tothe class leaving out an important part. Tellthe students the story is not complete. Havethe students discover the missing part.

. 391

Example: Playing baseballGet proper equipment such as bases,bats, ball, etc.Divide into equal groups, with 9 oneach team.Assign each person a position suchas catcher, pitcher, 1st base, 2ndbase, etc.Determine who is to bat first.Pitch the ball.Run to 2nd base, to 3rd base, andthen to home.Have the next batter come up to bat.

Activity: Find the missing part or the missinginformation.

Recipe for scrambled eggs:Take 3 eggsy, teaspoon butterDash of salt, pepperUse a fry pan and spatulaBeat until well done

Murder Mystery:Mr. X is found dead on the frontlawn.Mrs. X is gone and so are all theservants.The police are notified.The weapon is a roller-skate.The police conclude that the deathwas accidental.You know the police are incorrect;you know about a missing clue whichis

Activity: Have students bring and share their ownpatterns to stump the class. They may use a

story problem, pattern directions, any sequen-tial matter with a pattern that students canidenify and defend.


Language ArtsLook for patterns in poetry,prose, limericks, Haiku, etc.

ScienceWhat patterns are seen as you studythe growth of an embryonic chicken in egg,the water cycle, or the digestive system.

Social StudiesHow does environment affectlife or development of society?

Develop a sequence pattern which mightdescribe events leading to war and peace.

ArtWhen might you want to use repeatingpatterns?

Make samples of textures.

MusicClap a rhythm. Have the class writethe rhythm down. Discuss rhythm as apattern.

Find themes in musical selection. Whatare the variations on the theme? Writeyour own theme and its variation.

Physical EducationSet up an exercise rou-tine.

Evaluation: By convergence the student will dis-cover logical pattern and his understandingwill be shown by his ability to develop hisown sequential patterns. Using letters of thealphabet, have students make up as many pat-terns as possible.

SEEING TRENDS

Thinking Development Objective: To help stu-dents to develop convergent thinking skills byorganizing information and by arranging ideas,words, and numbers in logical sequence.

Teacher Note: Before starting activities show thestudents a group of pictures that would dem-onstrate the concept of logical order.

40

Example: Show a picture of an empty nest;a picture of a baby bird, a picture ofa nest with an egg in it. Have thestudents arrange the pictures in ameaningful, sequential order.

Or write examples such as the following onthe board and work them tbgether.

Example: nairt = train labl = ballchased the The dog cat.

300, 250, .,

Activity: Supply the missing season:1. Summer turns into2. Fall turns into3. Winter turns into4. Spring turns into

Activity: Fill in the missing numerals:

2.3.4.5.6.

5, 10, 15 ....,65, 100,50, 100, 1507, 14, 28, 56, ....,8, 48; 4, 24; 2, 12;

.).1,

""'., ;

,

P

Activity: Place the following words in a meaning-ful trend.1. Tuesday, Sunday, Friday, Thursday, Mon-

day, Saturday, Wednesday

(put arrangement here)

2. grandfather, baby, mother, 8 year old,teenager

3. elephant, Pig, mouse, cat, cow, flea

4. hot pink, pink, red, white, maroon

5. rainy, windy, sunny, cloudy

6. university, nursery school, elementary,high school, junior high, kindergarten,graduate school

7. metropolis, county, town, city, nation, con-tinent

8. half-gallon, pint, gallon, half-pint, quart

9. Thanksgiving, Labor Day, April Fool'sDay, Fourth of July, Columbus Day

10. moist, parched, dripping, saturated, wet

41

41

Activity: Finish the sentences. Allow students touse words of their choice. Have them readtheir sentences back to check for complete andmeaningful sentences.1. The bird flew2. The dog chased3. In the fall the leaves4. I'm so hungry I could eat a5. If I touch a stove I may

Activity: Read the following sentences and decidewhich sentence should come first and writea number 1 to the left of the sentence. Putnumber 2 by the sentence that should comesecond, etc.

Have breakfast. Jack climbed the bean-Leave your house. stalk.Wash your face. Jack chopped down theWake up. beanstalk.Get out of bed Jack's mother threw theGet dressed. beans out the window.Sit at your desk. Jack ran from the giant'sArrive at school house.

Jack traded the cow for ahandful of beans.Jack took the hen thatlaid the golden eggs.Jack climbed down thebeanstalk.Jack and his mother werevery poor.Jack woke up and saw ahuge bean stalk coveringhis window.

Activity: Fill in the missing fractions.1. 1/1, 2/2, 3/3,2. 2/5, 4/10, 8/203. 5/6, 10/12,4. 5/8, 1 1/4, 2 1/25. 21, 10 1/2

Activity: Unscramble the following sentences.1. slocoh garn hte lebl.2. liJl lihl dan kcJa newt pu eht.3. eactpric seakm a dogo yalper.4. aehsdc pu eret a ogd tca heT het.5. ewtn mu no pirt lsacs a dilef.

Activity: Have the students choose ten sentencesthat tell the outline of a story. Scramble thesentences and let a neighbor see if he can putthem in order.


Language ArtsReview the beginning andmiddle of a story and following the same

trend, write your own ending.

MathIllustrate the steps in addition, sub-traction, multiplication, or division.

Scramble a story problem. Have the classarrange this in the right order.

Scramble the order of Roman numerals forthe class to unscramble.

ScienceList the steps in an experiment.

Follow the path of an electric current fromthe energy source to the outlet.

Follow the path of blood circulation throughthe body..

Social StudiesList the important events ofAmerican History from 1940-1950.

ArtCreate a color wheel showing the develop-ment of shades.Communicate with the class and tell themhow to make something step by step.

MusicListen to classical music. Explain thestory the music is telling.

Physical EducationHave students do researchto find how sports and games have evolvedand changed through the years. Theycould also forecast how they might changein the future.

Evaluation: Supply the students with a set ofrelated information. Example: A news itemfrom a local paper. Have the students supplythe background information from their imag-inations as to what previous events would havelogically led up to the news item.

WRITTEN DIRECTIONS

Thinking Development Objective: To help the stu-dent develop a logical systematic process forwriting directions.

Teacher Note: A discussion of why it is importantto read and follow written directions mighthelp the students to become more involvedwith this kind of exercise. Written directionsmay be on a ditto, listed on the chalkboard,or for lower grades, written on a ditto witheach direction placed in a separate square.When you pass out a copy of this exercise ina ditto form, or when writing it on the board,be sure that the exercise is on the readinglevel of your students. Be sure, also, that noverbal directions, except for your initial in-structions, are given. Use the following ex-amples to help you to make written directionssuited to your group of students.

Activity: Written Directions (to be dittoed).1. Print your name on this line

2. Draw a line under every word in sentence 2.3. Draw three circles. Color the first circle

red. Color the second circle blue. Colorthe third circle green.

42

4. Write a color word on this line .

5. Write the name of your school on this line

6. Draw a line under the vowels in yourschool's name as written in sentence 5.

4g

7. Write the name of your city or town onthis line

8. Put an x over every consonant in the nameof your city or town as written in sen-tence 7.

9. Put an arrow on both ends of this line.

10. Make this circle into a smiling face.

11. Draw three different kinds of fruit in thisrectangle and color each fruit a differentcolor.

43

12. Draw two eyes side by side. Put four eye-lashes on the left eye. Put three eyelasheson the right eye.

13. Turn your paper over and draw a pictureof yourself. Under your picture print yourname. Under your name write down threenice things about yourself.

Activity: Before beginning the following activity,work with the students giving them simpleoral and written directions to follow. Discussthe importance of 'accurate directions. Ask theclass to describe how something is done stepby step. How do you go about sharpening apencil? Have a student follow exactly whatthe other students tell him to do, assumingthat the student following the instructions hasnever done this before. Assume that the per-son being given the instructions has had noprior information.

Activity: Have a student go to the chalkboard.Show the rest of the class a picture of a simpleobject or a geometric shape. Have the studentsin the class tell the student at the board howto draw what they have seen. Some examplesof simple shapes or objects might be:

The student at the board must not have seenthe object to be drawn; they must rely oninstructions as given by class members. Each

43.4

class member can make only one statement ata time.

Activity: Suppose that there is a new student atschool and you want to give him written direc-tions describing how to get to your house.He will have to pass the school, so start yourinstructions at the school and describe in writ-ing how to locate your home.

Activity: Have your class make an area map show-ing the entire area that feeds into your school.Have one student stand at the map and tryto follow directions as given by another stu-dent.

Activity: Write directions for:1. Folding an airplane.2. Cutting a jack-o-lantern.3. Playing a game.4. Tying a bow.5. Starting a campfire.6. Maneuvering a skateboard.7. Getting to the store.8. Getting to town.9. Getting from here to the nearest airport.

10. Getting from here to where your fatherworks.

11. Getting from here to where your motherworks.

12. Writing a check.13. Coloring an Easter egg.14. Finding the principal's office.


Language ArtsHave students find and studyexamples of written directions. Ask themto pay special attention to structure andvocabulary.

Ask students to write directions for thebest way to study spelling.

MathHave students write directions for dif-ferent mathematical processes.Story problems are written directions. Havestudents write their own story problems.

ScienceHave students write up their owndirections for doing an experiment.

Social StudiesStudy the history of writingand how written directions have affectedhistory.

ArtHave students write directions on how tomake a color wheel or an object of art fortheir grade level.

MusicHave students write directions on howto play a musical instrument.Have student write directions telling howto play musical chairs.

Physical EducationWrite directions on howto play a new game, or develop muscles.

Evaluation: Have each student write directionsfor finding his house.

DICTATION

Thinking Development Objective: To help the stu-dent develop logical sequence and order in giv-ing the following dictated directions.

Teacher Note: This exercise must be given orallysince it is an exercise in listening. As thestudents increase in their ability to listen, youmay want to increase the number of steps inthe directions given.

Activity: Extend the list below to include anyactivity suitable to your classroom.

1. (Call a student by name),will you please go to the front chalkboard

44

and print your name, then return to yourseat?

2. , will you stand up, walkaround your desk, then sit down?

3. will you go turn off thelights, then go back to your desk and sitdown?

4. , remain in the room, butgo over and open then shut the door. Thenreturn to your seat and sit down.

5. , go and turn the lights on,return to your desk, walk around your deskonce, sit down on your chair.

6. , stand up, walk all aroundthe room, return to your desk, pick up your

44

pencil, take it to the sharpener, sharpenyour pencil, return to your desk but remainstanding.

Activity: Ask each student to give a direction toa friend. Continue the activity until each stu-dent has had a turn to follow a direction andto give a direction.. Evaluate those that weremost interesting, easiest to follow, most clearlystated, etc.

Activity: Since this is a listening-writing exercise,it must be geared to the writing ability ofyour class. The first few sentences requiredrawing and can be used by students who lackthe ability to write words. Begin the activityby saying, "I will tell you what to do onlyonce." Dictate each direction only once:

1. Draw a picture of a small, round ball.2. Mahe the ball you just drew look like a

shining sun by drawing lines around theoutside of the ball.

3. Draw a pumpkin.4. Turn your pumpkin into a jack-o-lantern

by drawing a face on it.5. Draw a Christmas tree and put a yellow

star on top of it.6. Print your name on the top right hand

corner of your paper.7. Put three X's under your name.8. Under the middle of the three X's under

your name draw a circle.

9. I will say three words. Write down eachword. The words are: bed, dog, cat.

10. I will say five words. Write only thewords that I say that tell the color ofsomething. The words are: red, table,green, food, yellow.

11. I will say a short sentence. Listen to thesentence and write only the last word ofthe sentence. The sentence is: Today isa good day.

12. I will say a short sentence. Listen to thesentence. Write the last two words of thesentence. The sentence is: Tomorrow ismy birthday.

13. Write the name of the state in which welive. Circle all of the vowel letters in thename of our state.

45

.k-

14. Listen to the sentence. Write the wholesentence on your paper. The sentence is:On Christmas we eat turkey but some peo-ple eat ham.

15. Listen to these words: Write down onlythe words that name a fruit. The wordsare: apple, peach, rug, pear, telephone,cherry.

16. Listen to the following words. Write downany word that I say that begins with theletter D. The words are: down, ball, daven-port, door, pink, doll.

Activity: Have each student give a direction forother class members to follow.

Tell the class to write or draw something.

Write a direction. Read it only once to afriend.

Evaluate: Was your direction clear? Could youlisten and follow the direction? Was yourdirection too complicated?

Curricultun Related Activities:

Language ArtsHave a student give oral direc-tions on how to use the telephone correctly.

MathHave the students dictate original storyproblems to the class to solve.Have a student dictate to the class a seriesof mixed mathematical steps.

ScienceHave one group of students give oraldirections for performing a science experi-ment to another group of students.

Social StudiesHave a student play the roleof a director and give directions to a groupor to another student describing how theyshould act in the role of an historical figure.Have a student play the role of a directorand give directions to a group telling themhow they should re-enact an historicalevent.

ArtGive a student an object and have himdescribe the object to the class and havethem attempt to draw the object as it isdescribed. The first time allow no ques-tions or talking except by the person whois telling about the object. The secondtime, allow questions and see if there is

INIIMEr

an improvement with the increase of com-munication.

MusicHave students give directions on howto play a musical instrument. Have stu-dents give oral directions on how to singa particular song.

Physical EducationLet each student give aseries of commands such as run, walk,

46

crawl, skip, stop. Have students give direc-tions for an original relay or game.

Evaluation: For a game of Follow the Directions.give each student the opportunity of givingdirections to the class. You could divide theclass into groups of five and let each child havean opportunity to gwe directions to his group.

46

F.

.1/

I A

47

4-

"All too often we are giving our youngpeople cut flowers when we should beteaching them to grow plants. We arestuffing their heads with the productsof earlier innovation rather than teach-ing them to innovate. We think of themind as a storehouse to Le filled whenwe should be thinking of it as an instru-ment to be used."

John W. Gardner

"Actually, it's not important for us tospend a great deal of time evaluatingother people. What's very necessary isthat we spend time evaluating ourselvesand that we set up our schools so thatchildren can spend a great deal of timeevaluating themselves. It's not whatother people say of you that's terriblyimportant; it's your impression of your-self, relative to others and to everythingelse."

William E. Glasser

"Secondary as well as elementary teach-ers must learn to place higher importanceon persons than on subject matter; torealize that subject matter is only meansto achieve self-actualization of people."

Ralph C. Norris

"When we talk about intelligence, iredo not mean the ability to get a goodscore on a certain kind of test, or eventhe ability to do well in school; theseare at best only indicators of somethinglarger, deeper, and far more important.By intelligence we mean a style ofa way of behaving in various situations.The true test of intelligence is not howmuch we know how to do, but how webehave when we don't know what to do."

John Holt

"As students find teacher relevantand the school relevant, they will fightto become involved."

Raymond Houghton

"If the aim of intellectual training is toform the intelligence rather than to stockthe memory, Wu/ to produce intellectualexplorers rather than mere erudition,then traditional education is manifestlyguilty of a grave deficiency."

Jean Piaget

"BURNING FIRE-

By Tina

First Grade

48

48

GUIDELINES FOR EVALUATIVE THINKING

Evaluative Thinking reaching decisions or mak-ing judgements concerning the goodness, cor .

rectness, suitability, adequacy, desirability, etc.,of information in terme of criteria of identity,consistency and goal satisfaction."*These thinking activities were designed to help

develop the evaluative process. This is a most vitalarea of productive thinking. It is an area oftenoverlooked in our present day educational institu-tions. Teachers may evaluate but this thinkiirprocess is not incorporated into curriculum. Eval-uation is necessary before any decision can be madeor any plan formu!ated. Creative ideas have verylittle value in and of themselves. Ideas must beevaluated as to practicality and reasonability be.fore they can be utilized as a course of productiveaction or discarded as inappropriate. The thinkerwho is enthusiastic about everything seldom getsanything done. Priorities are the basis of plannedand productive acts.

You analyze evaluative thinking processes byreferring to the following criteria:

Suitability: Are actions, plans, or products suit-able to the gtoup, the materials or thesituation? Discuss why or why not.

Workability: Can action, plans or products becompleted within the given framework orare there impracticalities? What alternativesmight we consider? What are our present orfuture organizational needs?

Goals: Are we meeting our needs as a groupor as individuals?

Are we utilizing materials, tinie and person-nel? Is this the best way to reach bur goals?

Some evaluative teaching skills might be illus.

trated by referring to the following eheck.list:

Suitability: Did students:Evaluate needsConsider feelings and goals of othersValue himself and his own effortsIdentify and capitalize upon his own

strengthsIdentify and capitalize on materials at

handIdentify and capitalize on spatial con-

siderations

Workability: Help students to:Develop independent trial and errorLearn from errorsUse mistakes to develop confidenceValue the efforts of othersConsider the talents of others when inter-

relatingIdentify and capitalize on the strength of

othersApply the knowledge of their environ-

ment to better deal with problem solvingsituations

Goals: Encourage students to:Determine goalsEstablish prioritiesTry to keep ends in mindArrive at judgements in a logical mannerConsider alternatives

Evaluation is an important part of the entirecurriculum. Evaluate individual effort group pro-cess and group or individual production. Evaluatewith individuals, with small groups and with largegroups.

FEELINGS

Thinking Development Objective: To develop eval-uative thinking skills and to help students

*Guilford, J. P. Progress in the Discovery of Intel-lectual Factors. In C. W. Taylor (Ed.) Widening Hori-zons in Creativity. New York: Wiley & Sons, 1964, 261-927.

49

have better rapport when relating to peers byhelping them evaluate emotional reactions ofothets as well as their own.

Teacher Note: Students are often hesitant to admitthat they are angry or fearful or sad. This is

especially true with ultra-sensitive teens andpre-teens. A divergent thinking activity suchas the following may help them to evaluatefeelings and experiences openly.

Activity: Tell the students: Class, I sitw a littleboy crying very hard this morning. Whatdo you think might have been wrong? Whatcould have happened? Try to get ideas frommost of the class and then encourage some totell about an experience they can rememberwhen they were little or when they were very,very unhappy or very, very happy. Accept eachstatement as a fact. Don't agree or disagreewith the situation that provoked the emotion.

Activity: Teachers should find or draw pictures ofpeople whose faces show strong emotion such asanger, happiness, sadness, fear, surprise, etc.Display one of the pictures showing an emotionand ask questions such as the following:How do you think this person might be feeling?What makes you think he feels this way?How many things can you think of that could

cause a person to feel like this?What might be happening to this person right

now?

Display another picture and ask:How do you feel when you are

(Whatever picture you choose)Do you have different inside feelings than you

show outside?How do you act when you are feeling this way?Instead of pictures, let students role play andhave the class guess what feelings they are try-ing to portray.

Activity: This activity can be written on theboard for the students to copy and fill inaccording to their ability. It could also be doneverbally with the whole class participating.The lower grades are more successful doing thisactivity verbally.

I feel kind of happy when

I feel happy when

I really fel! happy when

I am happiest of all when

Follow with a written activity, such as: MyHappiest Time.

50

Activity: This activity is suggested to be writtenin the form of a theme. Direct the followingquestions to the students and ask for a writtenresponse:What do you think of yourself?How do you expect (or like) other people totreat you?Do you treat yourself as you'd like others totreat you?Do you treat others as you treat yourself?

Activity: This activity can be done orally or inwritten form. Show several colors to the class.Choose one color at a time. Ask questionssuch as: How does this color make you feel?How do you feel when you wear this color?The color of happiness is . Why?The color of anger is Why?The color of sadness is Why?Ask the students fo choose their favorite color.Have them write about it and tell how it makesthem feel. Ask students the following ques-tions: What if the world were black? Whattwo colors would you use to make the worldmore interesting? Why did you choose thosetwo particular colors?

Activity: Cut out pictures of people showing emo-tions. Number the pictures. Pass paper tostudents and have them write numbers ver-tically on the papers to correspond with thepictures. Pass the pictures to the students andtell them to match the number of the pictureto the number of their paper and write downtheir idea about what that person might bethinking and what would he say next.

Activity: Have students cut pictures out of maga-zines of people showing emotions. Have themcategorize the pictures into four categories,i.e., angry, sad, happy, surprised.

Activity: Have students draw a face showing anemotion. Then instruct them to let anotherstudent think of a one word description of theirpicture. Compare with what the originator hadin mind.

Activity: Display two famous paintings from alibrary. Ask the students which one they wouldlike to have in their own home and why?

Activity: Show the students a picture such asCharles Russell's "End of the Trail". Have

the students ask questions about the pictureand then ask them what they think might havehappened. Ask them how they feel about thepicture or what the picture does to them.

Activity: This activity might be helpful to usewith a group of students who are having peergroup difficulties. After oral discussion, havethe students fill out this form or a similar formand then discuss. In the lower grades, thewritten activity is usually more successful whenlimited to me or two ideas at a time.

WHAT AND HOW IS ANGRY?When I am angry, I feel this way inside

When I am angry, I feel like doing

When I am angry, I feel this way toward otherpeople

Some of the things that others do that makeme angry are

Some of the things I do that makes me feelangry are

Some of the things I can do when I feel angryare

Here are some things I can do to avoid feelingangry

Also use some questions similar to the aboveusing the word happy.

Activity: Have the students draw a picture of:The way their stomach feels when they arescared.The way you feel inside when you are angryand you want to yell and scream and hit andyou can't.When someone breaks your favorite toy.When you feel like everything in the worldis good.

Activity: After talking about emotion, pictures,drawings, etc., have a child act out an emotion.

51

Ask what he would do when he felt this wayand have class guess which emotion is beingportrayed.

Activity: Show an old shoe or an old piece ofclothing. Ask: Where do you think this shoecame from? Who owned it? What was theowner like? How did the shoe get this way?Curriculum Related Activities:Language ArtsWhen reading stories, discuss

how the characters might feel when certainthings happen to them.Have students write a story pretending eachis a student's story that was thrown in thegarbage can.

MathGive students problems to solve. Be-fore any have time to finish, collect thepapers. Ask the students to evaluate theirfeelings.

ScienceGive students a step by step experi-ment to do leaving out an i-nportantstep. After they try unsuccessfully a fewtimes, say, "Oh, I forgot a step". Let thestudents talk about their feelings.

Social StudiesStage an argument betweentwo students. Have the class hear bothsides of the argument and take turns eval-uating which student seemed to be in theright.

ArtHave the students draw a picture ofangry, sacred, happy, or of their future.

MusicAs a class, sing a song using happyvoices, sad voices, angry voices. Talk aboutwhich way would be more pleasing toothers. Play records and see if the classcan hear sad music, happy music, angrymusic, etc.

Physical EducationWhen someone wins arace let him tell how he feels. Also, whensomeone loses let him express how he feels.

Evaluation: Have students write or tell about atime when they got their feelings hurt. Seeif they can evaluate their own actions andactions of others to know what caused theirfeelings to be htni.Have the students write or tell of a time thatthey hurt someone else's feelings. Have themgive reasons for their behavior.

WHAT WOULD YOU DO?

Thinking Development Objective: To help stu-dents logically evaluate situations in whichthey must perceive, identify problems, andmake practical judgments.

Teacher Note: To stimulate creative thinking it isnecessary that you give equal attention andacceptance to all ideas. You might open thediscussion of the problems that might ariseto the whole class and list possible solutions,or you might solve the problems in committees.The original sharing or brainstorming willstimulate excitement and in turn will increaseinvolvements in the solution of problems.Using committees to solve problems can in-crease individual participation.

Activity: On a snowy day give the students thefollowing situation: It has been snowing allday and we are snowbound at school. Whatare the problems that might arise? How manyways can you think of to solve the problems?

Activity: Give the students a situation such as thefollowing: Suppose you went home from schooland your home wasn' there. It had disappearedand all other houses were gone. What wouldyou do?

Activity: Ask the students what they would do ifa strange person offered them a ride home fromschool.

Activity: Tell the students that tomorrow therewill be ten new members added to the class.Discuss what this will mean to them. Whatchanges will there be in the classroom?

Activity: Give the class the following situation toevaluate: Someone offers to give you a SaintBernard puppy. What objections would yourparents have? What would you say to changeyour parents' mind?

Activity: Ask the students what they would doif they just discovered that they were lockedin school and couldn't get out.

Activity: Ask students what they would do ifthere was an earthquake while they were inclass. What would their feelings be?

Activity: Give the students the following possi-bility: The water supply is suddenly completely

52

cut off. What are all the things that wouldbe affected? How would you solve the prob-lems that arise? Or the problem might be thateverytime you turn on the tap the water comesout sudsy and stays that way.

Activity: Have the students discuss the followingpossibility: The wind has stopped blowingwhere you live. It will never blow again. Whatwill this mean? What new problems wouldoccur? How would you solve the problems thatarise?

Activity: Ask the students to tell what they thinkthe world would be like if there were no carsor airplanes.

Activity: Have a science fiction day. Tell the stu-dents that the sun is going to burn out. Whatwould they do in order to survive?

Activity: Discuss as a class the following situation:The main industry in your town is closeddown. How will that affect your town? Howcan you solve the unemployment problem?

Activity: Have another science-fiction day and pre-sent the following situation: Due to circum-stances beyond our control, gravity has beencut in half. How will your life be affected?What can you do to minimize the affects?What would a baseball game be like? Howwould you change the equipment, the locationof the bases, etc., in order to have a gamewhich approximates a game under normalgravity?

Activity: Discuss as a class how to solve a class-room problem.1. Getting along at recess2. Not pushing in line3. Boys letting the girls play4. Keeping restrooms clean5. Getting ready to go outside or going home

in an orderly fashionActivity: Discuss what you would do if you went to

buy groceries at the checkstand and didn'thave any money.

Activity: Give the class the following situation:You are babysitting. The baby gets hurt, sick,etc. What is most important? What wouldbe your emergency action?

5eZ

t,Curriculum Related Activities:

Language ArtsBegin telling or reading astory or a poem and have the students finishit. Compare the students' endings with theone in the book. Have them choose whichone they liked best and why.

MathGive the students the task of measur-ing the school ground or parts of the play-ground. They may not use measuring tapesor yardstick rulers. Let students find waysit could be measured to give the mostaccurate measurement.

ScienceAny discovery method experimenthelps a child with this thinking skill.

Social StudiesHave the students pretendthey are living in a different era. Whatcan they do to change history for thebetter?

ArtGive the students drawing paper andpencil and ask them to draw a scene trying

to show late afternoon or middle of thenight.

MusicHave the students pretend they aregiving a very important performance andthey have forgotten their music. Theirparents are already in the audience. Whatcan they do so they will not spoil the pro-gram?

Physical EducationHave the students evalu-ate the following situation: If one membeof a team seems to have trouble playing thegame and loses points for the team, whatcould the rest of the team do to help thesituation without hurting the teammate'sfeelings?

situation: On a fieldtrip, one member of theclass became separated from the group for atime and came back to find the bus gone,what are the first three things he should do toget help?

THINKING11

Thinking Development Objective: To help the stu-dent develop his evaluative thinking in termsof the thought process.

Teacher Note: This exercise will involve a numberof questions directed at the students. Thesequestions may be written or oral. Other re-sponses may be used at your discretion. Theseactivities will possibly take several days.

Activity: Ask the students. What happens whenyou touch a stove?What was your first thought when you woke

up this morning?What do you like to think about?Draw a picture that describes the word

THINKBring an example(s) that thmribe the word

THINK to you.How do you know when your mother or dadis thinking.How does your Mom or Dad look or act when

they are thinking?What do you see in the word THINK?

What do you think about when you are alone?What kind of thinking makes you feel good?What did you think about on your way to

school today?How many kinds of thinking can you name or

list?How can you tell when your teacher is think-

ing?

Activity: Describe what happens when you think.When do you do your best thinking?Where do you do your best thinking?What kind of a classroom makes you think

the very best?What parts of your body do you use when you

are at bat ready to hit the ball. What areyour thoughts and how do you feel inside?

Activity: Discuss as a whole class or in smallgroups:

When would you keep thoughts or ideas toyourself?

When or how could someone stop you fromthinking?

How could you sell an original idea or thought?You are a thief. How would you go about

stealing ideas from another person?

53

What special powers or secrets does the wordTHINK have for you?

Are imagination and thinking alike? If not,when are they different?

What original idea do you have (an invention,a building, a project, etc.) that no oneelse seems to have had?

What solution can you offer to a social prob-lem such as drugs, pollution, wars, over-population?


Language ArtsGive all the students the sameword and let each describe what he seesor what is pictured in his mind when hehears the word. Use a variety of words.

MathGive ali the students the same storyproblem. See how many ways they arriveat the answer.

SdenceSet up a science experiment. Leteach student tell or write what he thinks

the outcome of the experiment will be, orwhat it will show.

Social StudiesHave each student decide howand when he would like to cross a desert.Let each student make a list of the prob-lems he feels needs to be solved. What orwho caused these problems and what orwho will solve them?

ArtAsk the students to give their ideas aboutwhat they think the Mona Lisa is thinking.

MusicPlay selected recordings and have stu-dents tell or write about what they thinkabout while listening to the record.

Physical EducationLet each student list thegames that he likes to play or watch. Tellwhy these were his choices.

Evaluation: Let the students write or describe allthe good things they saw happen at schooltoday.

DISCRIMINATION

Thinking Development Objective: To help the stu-dent develop his evaluative thinking skillsthrough activities designed to sharpen visualdiscrimination.

Teacher Note: You have probably seen this typeof exercise as a reading readiness test or as asection of a college entrance examination. Thestudent is asked to make a judgement on thebasis of comparison and to decide which objectis different, which object does not belong, orwhich object will best complete the picture.

Activity: Draw four or five items on the board.Ask the students to identify the one that isnot like the others. Let all students make anexample of their own as soon as thelt havethe idea. Share them.

Activity: Use several objects. Make two of themalike. 'I he first set of objects may have "twins"that are easy to identify. The second set ofobjects may have the "twins" in differentpositions two objects may be just alike butone may be upside down while the other isright side up. Let all students make an ex-

54

ample of their own as soon as they have theidea. Let each student share his example.

Activity: Dnm, an object with a missing part.Draw several items one of which is the missingpart. The object you draw may be a geometricshape or a real thing such as a wagon withouta wheel and the missing part is the wheel; achild in a rainstorm and the missing part isthe umbrella make them as difficult as yourgroup can handle. Let all students make anexample of their own as soon as they have theidea. Let each student share his example.

Activity: Use numbers, pictures and/or symbols tomake up a word.

Exam les:

1.

2. piActivity: un a phrase together and let the class

decide what it says; where the words shouldbe separated.

ing

54

willeveryonesitdownwhatisyournamesomebodyiscalling

Activity: Use numbers, pictures, or symbols todemonstrate an "impossible word" such as:

Have you ever seen a "peanut stand?"Have you ever seen a mountain slide?Have you ever seen a horse fly?


Language ArtsGive students spelling testswhere they are asked to identify correctlyspelled words from a group of misspelledwords. Example: simpel

simplesimpal

MathGive students a page of number com-binations. Ask them to find the combina-tions that make 14.

3 + 11 24 10 17 32 + 2 + 2 + 2 + 2 + 2 + 2 7 X 2

6 + 5 11 3 10 + 4 20 +1IV + X 100 86 10 + 6 2 + 12

ScienceBring a collection of rocks to school.Have students put the ones that seem tobe alike together. Study them to see ifthey have been grouped correctly.

Social StudiesShow five or six pictures ofchildren. One picture showing childrenfrom America, the other pictures showingchildren from other countries. Have thestudents try to pick out the American chil-dren.

ArtStudy the many pictures of AbrahamLincoln. Pick out the one that was puton the penny.After studying the works of famous artistsshow a variety of paintings and have thestudents identify the artists by the styleof the painting.

MusicHave students compare two measuresof music. Discuss likenesses and differences.

Physical EducationHave a demonstration ofgood running form, or good tumbling, thenhave students evaluate their own runningand tumbling.

Watch Olympic games have studentsjudge the best participants and see if theones they choose to be winners are thesame as the ones the judges chGse.

Evaluation: Have each student construct a dis-criminatory test for the rest of the class totake using geometric figures. See how manycan st-,:mp the class.

WHAT IF?

Thinking Development Objective: To help stu-dents evaluate possibilities and alternativeswhen placed in a specific situation.

Teacher Note: The following activities are de-signed to help students build an attitude ofself-assurance. By giving him opportunities toplace themselves in "what if" situations theybecome more able to adjust to unexpected orunfamiliar situations in their own lives.

Activity: The following are discussion questionsthat are excellent for developing evaluationskills.

What is nice about home?What is nice about your Mother? Your Father?What is nice about having a friend?

55

What kino of people do you like for friends?What do you like about school?What is nice about our school?What do you like about your pet?What is your favorite color? Way? How does

it make you feel? How does the colormake you feel? Why?

Why do people enjoy books, TV, films, poetry,painting?

What do you think life would be like if peoplecouldn't talk? Why are words important?

Why are there different countries?Why do people build so many different kinds

of houses?Why do people look different; act different;

enjoy different things?Why are some people optimistic? Pessimists?

If you were a pessimist, how might you helpyourself to look on the bright side of life?

Activity: Pretend you have a visitor from space.Have students think of questions they wouldlike to ask the visitor. List all the studentideas on the board. Divide the class into com-mittees and have each committee select thebest three questions to ask the space visitors.Put the committee's results on the board. Thenhave the whole group choose the three bestqustions. Ask the students to defend the ques-tions they have chosen, tell why they are thethree best questions.

Variation: Tell the students that a planetaryvisitor has landed on the playground. Whatwould they like to ask him about hisplanet? The visitor said he will answer onlythree questions. What three questions canwe ask? Remember, our aim is to get asmuch information as possible.

Variation: Tell the class that a planetary visi-tor landed on the playground. Ask whatdo they think he would want to know aboutour planet. What would they consider tobe the five most important things theyshould tell him so that his visit would bepleasant? Ask the students what they thinkhe might find strange about life here andhow might they explain these strange thingsto him?

Activity: Have the students pretend they are inthe following situation:You are a pilgrim. You have just arrived inthe New World. It is cold and you are withoutshelter and food. What would you do? Whatwould be the first priority, second, etc? Itis a year later. For what do you have to bethankful?


Language ArtsAsk students to think of allthe books they've read. Then ask them todecide which one they would like to sharewith the class and why.

:k

Select a variety of poems. Read to theclass and have each student tell which onehe liked best and why.

MathHave the students evaluate the neces-sity of using the same units of measure,units of exchange, means of telling time,weight, etc.

Science--Have the class, as a group or individ-ually, evaluate a unit or experiment.

Social StudiesHave students explore the fol-lowing possibilties:

What if Columbus had not discoveredAmerica.

What if the British had won the Revolu-tionary War.Then have the students evaluate our coun-try as it is today.

ArtAsk students the following question:If there was only one method of art toexpress ourselves, what would it be, andwhat would the world be like?

MusicHave the students evaluate whet ourmusic would be like today if the musicalinstruments we have now had not beeninvented.

Physical EducationEvaluate, as a class, whatwould happen if students didn't have train-ing in Physical Education or opportunitiesto participate in sports activities.

Evaluation: Present the following situation to thestudents:What if the power supply in our city wereshut off for 24 hours? What ways would we:

keep warmfix mealsmaintain computerskeep in communication with other citieskeep hospitals operatinghelp others

5656

YOU ARE THERE

Thinking Development Objective: Student's abilityto generate information based upon a givenset of information is developed as students areasked to project themselves into another timeor place and to produce logical ideas concern-ing these new situations.

Teacher Note: You can generate enthusiasm andencourage student involvement by starting outthe activity with a classroom discussion. Thenturn to committees or pairs to think throughor solve the assignment. In the lower grades,the activities can be oral.

Activity: Ask students to discuss the following:What does your mother or father do for you?How many ways could you show you were

thankful?You are one of the Pilgrims on that first

Thanksgiving Day. For what are you thank-ful? What did you eat at the feast? Whydid you invite the Indians to share themeal?

You are an Indian eating with the Pilgrims.What did you think of the white men whenthey first landed on your shores? How didyou feel? What do you think about whitemen now?

Activity: Class discussion suggestion:

What if we decided to make rocks today. Whatwould we use? What might keep us frombeing able to do it?

Activity: Class discussion suggestions:What are some of the problems mothers have

in the kitchen? How would you solve theseproblems to make work easier?

What are some of the problems fathers havearound the house or in the yard? Howwould you solve the problems to make workeasier?

What are some of the problems in the class-room? How might we solve the problems?

Activity: Direct the students to consider the fivesenses and how they affect perception and per-formance. Then ask the students the following:Of all your five senses seeing, hearing, tast-ing, smelling, and feeling which do youvalue the most? Give as many reasons as youcan for your choice. If you had to lose onesense, which one would you choose? Give.tea-

sons for your choice. In terms of your choice.in what ways would you be limited? How wouldyour limitations affect your activities now?How would your limitations affect your jobselection? What compensations or adjustmentsmight you have to make for the loss of onesense?

Activity: This type of activity can consider anyexplorer in history e.g., Columbus.

Have the students pretend to be in the follow-ing situation: You are with Columbus and youjust landed in the new world. What did youfind? What did you take back to show andwhat did you tell Ferdinand and Isabella? Howdid what you found influence future explora-tion?

Activity: Have students consider the following:How do you think life in the United Stateswill he different by the year 2000?Write a description of a trip on a plane, train,bus, ocean liner, covered wagon, sailing ship.List all the things that would describe yourlife as a pioneer, Roman slave, knight in KingArthur's Court, American colonist, explorer,etc.

Tell everything that might happen in one dayif you were a pioneer, Roman slave, knight inKing Arthur's Court, American colonist, ex-plorer, etc. What would your life be like?What might your problems be? How might yousolve them? What might you talk about?

Activity: Direct students to put themselves in thefollowing situations and to describe conditionsand problems.

You have been chosen as an astronaut. Whatwill your life be like aboard the spaceship?

The year is 2050 and you are an astronaut.What will your spaceship be like? Where mightyour destination be?

You are a Venusian scientist. What kind ofspaceship would you invent? Where would your'destination be? Why?

57

57

You are a tree. Which one would you be?Why? Where would you be growing? Why?What would you be thinking?You are a toothbrush. What have your ex-periences been? Why do you like being a tooth-brush?You have $ (amount of money).Which stocks would you buy with it? Why?You have just moved to a new area and arelonesome. How would you go about makingfriends?

Curriculum Related Activities:Language ArtsHave students write poems,

stories, letters, news stories, representing asituation in another time.Prepare news broadcasts as if you werethere.Have debates from the point of view of aperson in another time..Prepare a speech as if they were a personfrom history.

MathStudy computation systems and mone-tary systems of other ages.Read about the history of measurement.Convert to another system of measurement.

ScienceHave students investigate scientistsof the past and pretend they are workingwith one of those scientists. Have them tellabout existing conditions. Consider Gali-leo, Newton, Pasteur, Archimedes, Da Vinci,etc.Have the class project themselves into thefuture (any year in the future). What newdiscoveries are there?

Ask members of the class to suppose theywere there when (the wheel,the lever, etc.) was discoverd. How didthe discovery take place?

Social StudiesHave the students be a personin history and find out all they can aboutthe time and the setting.

ArtHave the students:Draw illustrations of clothing, occupations,recreation of times past and present.Draw armaments of the past.Draw illustrations of buildings past andfuture.

Make diagrams of another period of time.Reproduce art of people past or future.Draw clothes of the future.Make miniatures of houses, cities, parks ofof the past or future.

MusicAs a class, discuss musical style as itrelates to cultural growth. How does mus-ical style relate to cultural location in theworld?

Physical EducationHave the students devisegames using materials of the time past.present, or future.

Evaluation: Play the game of "You Were There"with the students. Tell them:You find yourself back in time. You are livingwith early man in a hunting, cave dwellingsociety. What problems will you have? Whatskills will you need to learn? What changeswill you make in the way you live?

MAP EVALUATION

Thinking Development Objective: To develop thestudent's evaluative thinking in terms of sym-bolic identification and judgment.

Teacher Note: The ability to read and interpreta map is an important cognitive skill. Thisexercise is basically a studeht discovery methodwhich will greatly increase many map reading

58

skills. The proof of learning is the student'sability to evaluate the unfamiliar after sharinggroup evaluative experiences.

The basic teaching approach is to show a pic-ture or a map to the class and ask them totell you what they see, what information isthere, how they interpret the information.

51-

Lower grades could best work with a pictureof a neighborhood, a shopping center, or a sim-plified plan of the school building. Uppergrades can work well with their community orcity area, their state, their nation, or the world.You may substitute a plan of yolq classroom, aplan of a home, a plan of your school, yourneighborhood, your community, a large city, astate, a country, or of the world. Adapt toyour grade level.

Activity: Evaluate a real, but unfamiliar map.Work as a class. Ask students to identify any-thing that they can from looking at the map.When a student identifies a city, ask how theyknew it was a city; why do they think thecity was located where it is; how big is thecity. Let the class handle and discuss the prob-lem, don't try to lead them to what you as ateacher consider to be the correct assumption

let the class research find out what thecorrect answer is. The teacher's role is tokeep the discussion going and to be sure thatall evaluations are shared and discussed.

Activity: Ask open ended questions. Example:Where would be the best place for a crosswalk?Why? How can you tell which way the riversare flowing? Why? Where are the cities? Why?Is there anything you would like to change?Why? Why do you think the freeways werebuilt where they were on this map. Couldyou think of a better way to arrange theroad system? Explain.

Activity: Ask students to list the questions theythink are important when looking at an unfam-iliar map. What things should a map show?What information should you be able to find?What should a map key tell you?

59

59

Use the students' questions as an evaluationguide. Reproduce the student's questions tobe used by the class as they evaluate an unfam-iliar map.

Curriculum Related AppliCition:

Language ArtsHave students write a storyabout a pirate treasure map that has beenfound. Include why the treasure was buriedwhere it was.

MathHave the students look at a map of anunfamiliar state or country. Have themfigure the shortest route between two cities.

'ScienceAsk the students to pretend they arescientists. Using a map of the U.S., let themselect the best place to locate a new scien-tific laboratory for space exploration.

Social StudiesDiscuss how and why a mapof the U.S. has changed over the last twohundred years.

ArtHave students make maps of their ownand then have students evaluate eachother's maps, according to grade level andcriteria set by teacher or student.

MusicHave students evaluate the symbolsused in music. Play a simple melody onpiano. Then play the same melody givingall the notes the same value. Compare withthe first melody.

Physical EducationDraw a layout of the gym-nasium or playground. Have students evalu-ate equipment already there and suggestthings they think would improve it.

Evaluation: Hide something in the room or onthe school grounds. Draw a map explainingwhere to find your hidden object.

"It is now a known fact that nearly allof us can become more creative, if wewill. And this very fact may well bethe hope of the world. By becomingmore creative we can lead brighter lives,and can live better with each other. Bybecoming more creative we can providebetter goods and services to each other,to the result of a higher and higherstandard of living. By becoming morecreative we may even find a way to bringpermanent peace to all the world."

Alex F. Osborn

"My discovery is that pure individualitynever dies, that it may still be reachedat any age and be trained to assert itsbirthright of freedom; my further beliefis that this education of the creative selfis the open door to a wise and peacefulway of life and that if widely employed,it might even be the hope of a torturedworld."

Hughes Mearns

"Creativeness cannot be taught; it canonly be released and guided. This, inessence, is the job of the teacher to re-lease inner power into productive outerchannels."

Mauree Applegate

"Education for creativity is nothingshort of education for living."

Erich Fromm

"Creativity is the encounter of the inten-sively conscious human being with hisworld."

Rollo May

"Self-actualizing creativeness is emitted,like radioactivity, and hits all of life,regardless of problems, just as a cheer-\ful person emits cheerfulness without'purpose or design or even consciousness.It is emitted like sunshine; it spreads allover the place; it makes some thingsgrow (which are growable) and is wastedon rocks and other ungrowable things."

Abraham H. Maslow

"It appears that some people have ex-periences that develop their f acility inintellectual processes associated with cre-ativity and intelligence. Research seemsto demonstrate that we can design edu-cational programs for many of theseexperiences, rather than merely waitingand hoping for them to happen."

Sidney J. Parnes

"POPPING POPCORN"

By Lisa

First Grade

62

GUIDELINES FOR CREATIVE TALENT

Creative Talent: The ability to go beyond; puttingtogether seemingly unrelated information tocome up with new solutions, new ways ofexpressing ideas; creative production.

Fluency: The internal process of idea productionis used to encourage as many ideas as possible.Sharing of ideas increases fluency and confi-dence.

Flexibility: From how many points of view is theindividual able to consider the problem? Spon-taneous flexibility can often be measured byplacing responses in categories.

Originality: Consider the problem from unusualpoints of view. Relate the heretofore uncon-nected to solve the problem in a new or unusualway.

The process of creative production is best de-veloped through steps which stimulate fluency,encourage flexibility, and inspire originality. Thetalent teaching process itself often follows a basicteaching pattern:

1. Presentation of item or problem for con-sideration

2. Time to think, list, enumerate3. Share ideas and thoughts, revise, refine

accept all responses4. Incubation period

5. Share additional ideas6. Select your best solution7. Select your most original solution8. Act in terms of solution, decision

It is often necessary to get students started.The enclosed activities encourage ideational flu-ency (the generation of ideas) while not specific-ally looking for a solution. Before students canbe creative problem solvers, they must first learncreative expression, have flexible consideration, andseek original responses.

Fluency: Ask students for:As many ideas as possibleTo share ideas and expand the listTo add more to the list and to think of some

other possibilitiesAfter discussion, increase lists again

Flexibility: Ask students to:List as many uses as possible for a specific

use or categoryRepeat the process for a new use or category

Originality: Ask for judgments as to:Most unusual answerMost unexpected answerThe answer no one else thought ofAfter sharing, think of another answer no

one else has considered.

DISCUSS, DISCOVER, AND DESIGN

Talent Development Objective: To help the stu-dent's ideational fluency and flexibility by gen-erating new uses and possibilities.

Teacher Note: These activities may be used toincrease fluency, flexibility and originality.They are also effective as "warm-up" exercisesto use before more involved lessons requiringcreative thinking.

Activity: Phase I. Show the students an umbrellaor a picture of an umbrella. Some directedstatements that might be made are: You allknow what an umbrella is. Now stretch your

63

imagination and think of as many uses as youcan for an umbrella. Let it help you to doanything.Impose a time limit (suggested 5 minutes) forstudents to list possibilities. Lower gradesmight work in small groups to which an olderstudent has been assigned as secretary. Havethe students or groups of students share ideasorally and make a master list on the boardor on a chart. Ask students if the sharinghas given them some new ideas. Can theynow increase their list by adding somethingto it that no one else has come up with?

Phase II. This phase involves training fortransfer of the thinking skill and is geared tocreative, flexible production. Pick any otherobject; ballpoint pen, a chair, a bottle, book,etc. Ask students to list or generate as manyuses as possible for this object. Compare theirproduction. Were they more productive in thesecond exercise than in the first?

Activity: Show students a box or package. Askstudents to think of all the things that mightbe in the package. When they are makingup their minds, you might list all of thethings that they might consider such as size,smell, weight, and the noise it makes whenhandled. Have students pass the box aroundso that all can handle it. Ask students to makea list enumerating all of the things the pack-age might contain. Now list all of the thingsyou would like it to contain. Now direct eachstudent to select the one item that he thinksis the most likely item (or items) to be insidethe package. Ask each student to defend hischoice; why does he think he is correct. Youmay or may not have a student open thepackage to varify findings.

Activity: Phase I. Display an unfamiliar object.Direct the students to make a list of all thepossible uses that they can think of. Sharethe ideas with the group . . . this will generatenew ideas so that the students can add totheir lists. Now from your list, pick the usagethat you think was, in fact, the intent of theinventor. Ask students to explain the reasonsfor their particular se:ection as to use.Phase IL Look at the object with your stu-dents again. Ask them to consider altering theobject. If it were altered, what might it looklike and what might it then be used for?You might discuss with the students problemssuch as: (1) How would you manufacture thisarticle if you had to make several thousandof them? (2) How would you sell your article?(3) What one good idea would you use toadvertise this article or product?

Activity: By considering the group needs, designsfor group activities can be invented or cre-ated a game is a good example of a groupeffort. Move the students from the familiar tothe unfamiliar through discussion and discov-

64

"

ery. You might begin by discussing and listingall kinds of equipment people use when playinggames; i.e., balls, bats, nets, pegs, sticks, ropes.You might then discuss the structure and de-signed functions of familiar games; i.e., rules,how to win, the development of skills, the goalof the game.After the above discussion, ask the studentsto design a new game. Tell them to decideupon the period of time in which the gamewill be played, decide where the game willbe played, who will play the game, what therules of the game will be, and how one 'willwin the game.Designing a game may be done by individualsor by a group of students. Direct them towrite the instructions down, in the case ofolder students. Ask them to explain the newgame to another group of students and seeif the group being instructed can play thegame.

Activity: Have the students, bring various objectsfrom commercial games that might be foundin their homes. Use these objects to invent anew game. Discuss the rules and the use ofequipment.

Activity: Ask students to collect "odds and ends"that they think could be used to produce agame. Design a game and a method of playusing these objects. Objects might includebuttons, twine, nails, paper, pencil, etc.

Activity: Design a new game which incorporatesthe rules of a game that the students nowplay with a new rule. The new rule mightimpose a physical limitation such as using onlyone arm, running backwards, hopping, etc. Thenew rule might impose a new problem on anold game such as playing baseball with threeteams, playing football on your knees andusing a smaller field of play.

Activity: Ask the students to design a game tomeet a special criteria or situation.Design a game using a familiar object or anunfamiliar object.Design a game using no sound.Give the student a list of materials. Havestudents design a game using only these ma-terials.

63

Design a game for subject matter development:spelling, arithmetic, reading, phonics, etc.Design a new game using a jump rope.Design a baseball game for a swimming pool.Design a game for blind children or for peoplewho have been blind-folded.Design a new game to play in the snow.Design a game for your family to play in thecar while on vacation.Design a game for kindergarten children toplay.


Language ArtsUse discussions and the dis-covery of relationships to help increase vo-cabulary and reading skills.Write and read instructions that describea game.

Design a game for a T.V. series. Designa set and produce the games for use in theclassroom.

Evaluate written instruction, rewrite themso that they are more easily understood.

MathDiscuss and list all possible uses fora ruler, calendar, compass, clock, etc.Discuss and list all possible uses for anarithmetic process (addition, subtraction,multiplication, division).

Design a new calendar, a new object formeasuring linear distance.Design an arithmetic skill developmentgame.

ScienceDiscuss the many possible uses fora scientific fact or given body of informa-tion. A sample question might be -- Whatare all the reasons for having Tellableweather forecasts? What would happen ifall weather forecasts were usually incorrect?

Design a game that will teach a scientificprinciple. Such a game would be designed

so that an experiment will teach an appli-cation.

Design a game that will help to relatefamous scientific discoveries with the sci-entists that made the discovery.

Social StudiesDiscuss the effects of a newtechnological development upon a givensociety or culture. What would the samedevelopment have had on another culturein another time?Discuss the problems of foreign aid. Whydoes the need of the culture and the cul-tural development need to be consideredwhen sending tools or equipment?Design a game for Indian children; for chil-dren of the middle ages; for children toplay on the Mayflower; for a group ofadults and their teenagers, etc.

MusicDiscuss all the possible uses for musicas we see it used now and as it might beused in the future.Design a game that will teach differencesin rhythm, mood or any other musical fact.Design a dance.

ArtDesign a mural that will show many dif-ferent uses of something.

Design a mural that will demonstrate agame or that will illustrate a set of instruc-tions.

Physical EducationList all possible uses fora given kind of equipment or a given playarea.Design a game to develop a specific fitnessskill.

Evaluation: Show the students a toy or a piece ofphysical education equipment which has anunderstood function. Have the students listall the other functions or uses this piece ofequipment or toy could have.

65

CREATE A PICTURE

Talent Development Objective: To help the stu-dent develop originality by creating designsand objects, flexibility by creating variety.

Teacher Note: Do not specify an expected finalproduction. Give the same materials to eachchild and the same instructions. Use circles,squares, triangles or any combination of geo-metric shapes. To encourage originality andfluency ask students to strive for somethingthat is different from the product that mightbe produced by another student.

Activity: Tell students here is a (nameof the shape you have selected). Use thisshape to make an unusual picture or design.The shape will be part of your picture. Youmay add any lines or colors you need to finishyour picture. Use this shape to make some-thing.

Activity: Have students create a picture using onlytwo colors.

Activity: Have students create a picture using onlypunctuation marks.

Activity: Have students create a picture using onlyletters or numbers.

Activity: Have students create a picture from apage of shapes, lines, or combination of shapesand lines that the teacher has drawn on theboard or on a chart.

Activity: Have students make a picture usingstraight lines only.

Activity: Precut odd shapes and give each childone of the shapes. Make this shape into athing or a part of a thing. Glue it on yourpaper and add detail with paint or crayon.

The above examples would be cut by theteacher, color and shape to be determined bythe teacher. Make them a size that will beeasy for the children to use. Be sure you donot give clues as to what you consider theshape to suggest or in which direction it shouldbe placed.

Activity: Create a picture using only: complemen-tary colors; monochromatic colors; split corn-

plementary colors, triad colors; double splitcomplementary colors; analogous complemen-tary; or analogous colors.

Activity: On a piece of art paper, have the childrendraw four or five lines, (curved and straight),from edge to edge, make a scribble design.

Ask them to use their imagination and findsome object or animal or person in the design.Put in the necessary features and color it.Using color contrast, fill in the other areas.

Activity: Create a collage out of what you canfind out-of-doors in a fifteen minute search.

Activity: Have students try to think of somethingthat has never been used to make a picture.Make a picture out of some unusual material(metal, cloth, plant samples, etc.)

Activity: Challenge your students to create a newart form.

66


Language ArtsHave students create picturewords or posters. Use the letters of theword to draw a picture of the meaning ofthe word.

Instruct the students how to give person-ality or life to a geometric shape. Havethem write a story about a triangle, a circle,a square, etc. Illustrate the story usingthe geometric shape.

MathHave students create a picture usinga shape or symbol being studied.

ScienceShapes relate to the strength of build-ings and to the amount of work that canbe done. As a class, examine the designsin buildings that offer the greatest strengthand utility.Study the shapes involved in the descrip-tion of simple machines and the work thatthey do.Have students design a strong building.Ask students to draw a picture illustratinga simple machine using the basic shapes

to tell how the simple machine works andwhy it works.Have the students create a picture fromobjects used in a science experiment, pro-ject, or unit of study.

Social StudiesStudy shape in architecturein houses, schools, public buildings, build-ings in other countries, church architecture,or shapes in nature.Begin with the basic shape of your study.Have the student make a picture of abuilding using the basic shape under discus-sion.

Analyze the use of shape in architectureas it reflects cultural art and needs.Have the students create a poster thatcommunicates "Liberty for All".

MusicHave students listen to musical selec-tions. Of what shapes do the musical selec-tions remind you? Why? Illustrate theselection on the basis of each student'sinterpretation.

ArtUsing shapes or unusual materials askstudents to construct a picture, a sculpture,a diorama or other displays.

Have each student make a picture to enterin an art festival.

Physical EducationHave students draw dif-ferent P.E. activities.

Evaluation: Give, or have the students find theirown pictures from nature. Have them findall the geometric shapes nature uses in shapingthe world.

POSSIBILITIES

Talent Development Objective: To help the stu-dents to develop fluency and flexibility throughactivities which call for multiple solutions orpossibilities.

Teacher Note: The main goal is to develop thecreative thinking skills of students. Thegreater the number of ideas generated by onestudents, the more fluent he is; the greaterthe number of categories included, the moreflexible; and the more unique the ideas, thegreater the degree of originality. Have stu-dents develop their own lists. After sharing,give students a chance to add to their listsas sharing will stimulate the production of newideas.

It is important for the teacher to accept allideas given. This activity may be done orally,in a small group, or it may be a written activity.

Activity: Here are some statements. Have thestudents list all of the situations that couldhave caused a given solution to become neces-sary.

What happened before:You called the police.The stars didn't shine.

The mailman limped.All the policemen are walking.The answer is 12.You helped your friend.Everyone wore the same thing to school.Litter was all over the school grounds.The service station is giving away free drinks.Your dad's car is still home.There is water all over the floor.Newspaper headline: STOCK MAR K,Eq

FALLS.Your parents are coming to school.TV emergency bulletin: EVACUATE HOMES

IMMEDIATELY.Your teacher came in late.The electricity is off.The school bus is late.The siren was screeching.Your friend is crying.They paid fur the window.Your shoes hurt.You are very angry.

Activity: The book, Fortunately, by Remy Charlip,is a good motivation for the students. Letthem invent their own fortunately, unfortu-nately stories:

67

66

Begin with a statement: Fortunately, follow with an unfortunately

statement.

Example: Fortunately, there was a big boxdelivered to me at the front door.

Unfortunately, the door was stuck.Fortunately, I had a back door.Unfortunately, the path to the back doorwas blocked by a big lion.Fortunately, the lion was old, tired, andfull.Unfortunately the delivery boy didn't knowit.

Continue or invent an ending when it seemsthe story can be terminated.

Activity: Show the class a picture of animals orof people. Ask them to think of all the pos-sible questions that could be asked about thepicture, and then list the questions on theboard.

Activity: Have a discussion concerning a currentevent. After the students have discussed themany facets involved, have them think of allthe possible solutions to the problem.


Language ArtsHave students make a list ofall the descriptive words they can thinkof for a noun such as a horse, a tree, acloud, a shoe.

After reading a poem or descriptive para-graph, have the students list all the possibletitles for the poem or the paragraph.

Have the students make a list of resourcesthat will help them in a certain report orcourse of study.

MathAsk students to, write or express 100in as many ways as possible.

Have the students list all the ways theycould proceed to solve a story problem, orto solve a described financial problem.How many ways can you measure onegallon?

68

How many ways can you describe fivehours?

ScienceAsk students to list all the outcomes,effects, or changes that might be expectedas a result of an experiment. Have studentslist all the possible solutions for the dis-posal of wrecked cars, garbage or usedpaper.

Ask students to list all the areas they thinkwould benefit from scientific research.

Social StudiesAsk students for solutions tocurrent events, social problems, school prob-lems, or problems within their classroom.

Ask students to list all possible ways inwhich education could be improved.

Ask students to think of all the means andmethods they might use in improving andenlisting support for the humane treatment,of prisoners, prisoners of war, the elderly,or minority groups.

MusicAs a class, write a variety of lyricsfor a new song. Ask students to make alist of song titles that would have appealfor a particular group of people. Considera teenage group, an adult group, an ele-mentary school age group.

Ask students to list folk songs, patrioticsongs, songs from other countries.

ArtHave the class list as many titles as pos-sible for a painting or picture.

Ask students to list as many art materialsas possible. Future art projects can bedetermined by referring to such a list.

Display a still-life picture. Have the stu-dents draw or sketch the items on the stilllife picture in as many different arrange-ments as possible.

Physical EducationList all of the games thatdevelop coordination, that develop legmuscles, or can be played using a ball; allthat rely on sharp visual perception.

Evaluation: Have students list all possibilities forpollution as an unused natural resource.

SENSE-SATION

Talent Development Objective: To help studentsdevelop fluency, flexibility, and originality byparticipating in different activities requiringdivergent thinking and concerning sensory per-ception.

Teacher Note: The ability to really observe isone that requires practice. As children beginto explore and expand their thinking, theirability to respond with a variety of possibilitiesincreases. Such expanded thinking leads tocreative problem solving, forecasting, communi-cations, planning, and decision-making.

Activity: Collect pictures from magazines. Askeach student to select one picture. Now askthe student .zo tell or write all possible situa-tions that might have occurred just before thepicture was taken. Ask them what might hap-pen next How did the picture make eachstudent feel?

Activity: Collect an assortment of interesting pic-tures. Select one picture and have the studentsask as many questions as they can regardingthe picture. When the discussion ceases, askthe students to write their impression of whatthey think really happened in the picture.How does what they see relate to what theythink?

Activity: Have students bring boxes, buttons, rick-rack, pipe cleaners, sequins, scraps of material,etc. Let students make as many things asthey can from the assortment of "junk". Allowroom for the creations to be displayed. Letother students write as many impressions(stories, titles, poems, or songs) as they canabout the creations.

Activity: Bring samples of spices or unfamiliarfood to school. Blindfold a student and havehim taste one of the spices. Ask him to giveas many responses as possible concerning whathe has tasted. How many words can each stu-dent think of to describe the new taste.

Activity: Show students only part of a picturecovering the other part in some way. On thebasis of incomplete data, ask students to writeas many responses as possible of their impres-

69

sion of the picture. Compare impressions tothe complete picture.

Variations might include showing magnifiedpictures, listening to unidentified sounds, iden-tifying unknown odors that might be producedusing air freshners, perfume, food extracts, etc.

Activity: Show highly colored magazine pictures.Ask students how they think color affectstheir emotions. Have them imagine a daywhen everything turns yellow or some othercolor. How would such a change affect theirmoods, their safety, their enjoyment of food.etc. Imagine and describe what would happenon a day when everything was black, white.or gray.

Activity: List things that are big. Make anotherlist of things that are small. Now view bothlists from the point of view of an airplanepilot, a baby, a beetle, a giraffe. Discuss withthe students what happens to the concept ofsize from different points of view.

Activity: Show a picture of a person with a definitefacial expression. Have each student write asentence telling what he thinks the picturedperson is thinking. Compare ideas to showdifferent reactions.

Activity: Explain that some people have a limitedcapacity for feeling pain. Have students dis-cuss what the inability to feel pain mightmean, what would be the advantages and dis-advantages? What unique problems would thiskind of a person or an animal have?Write or tell the adventures of a person oran animal who could feel no pain.

Activity: Discuss with the students what life wouldbe like without one of their senses. Whatother sense might compensate for the loss ofone sense? Have each student choose a senseand imagine they have lost this particularsense, then write a story describing his lifelisting all the ways in which his life would beaffected.

Activity. Read The Blind Men and the Elephant,by John G. Saxe. Discuss the fact that we

68

all perceive things differently according to ourexperiences. Let them imagine and then tellor write about familiar things from differentpoints of view.

Examples: How would a tree trunk look andfeel to a caterpillar?What would a sun flower seem like to anant?What might a baby see when it crawls abouton the floor? Think of people, furniture,toys, a carpet from the baby's point of view.

Activity: Have students list the sounds, tastes,smells, sights, and touch sensations of Hallo-ween, Christmas, Thanksgiving or Spring.

Activity: Have students experience touching fur,steel, hairbrush bristles, etc. Have them de-scribe how these articles feel to the touchusing as many descriptive words as possible.

Activity: Blindfold a student. Have the class givespoken instruction to him as to which stepsto take, directions to follow in order to findan object hidden in the room.

Activity: Discuss with the students the word"feel". Discuss its meaning as a word describ-ing emotion and as a sense of touch. List ordiscuss all the ways in which they "frierhappy. You might put these sentence starterson the board or on a ditto sheet:

I can feel (touch)Sometimes I feel (emotion)Right now I feelHave the students list several responses foreach starter sentences.


Language ArtsList tastes, odors, touch sen-sations, or sounds of any holiday, seasonor activity. Have students use these ideasto write poetry.Let each student pretend he is a raindropor snowflake.

Let each relate in a story or a poem infor-mation concerning "his life".List the sounds of the forest, the sea, thecity, home, airport, or any other place. Usethese lists in descriptive writing.

70

MathHave students invent a method of com-municating quantity without using anyknown number system. Example: Howwould you express the number 23 withoutusing numerals?Discuss and demonstrate how the use ofconcrete objects helps students to see andunderstand abstract mathematical concepts.

ScienceHave students describe the feelingsthey imagine Ft plant would have fromthe time it is a seed until it blossomsand produces new seeds. Other suggestionsmight be to describe an atom being split,an electron speeding from generator to out-let, etc.Have students list the ways a scientist de-pends upon his senses to make scientificobservations and discoveries.Have students observe something carefully(anything from a scientific experiment tothe view from the window) and list all thethings they were able to observe at onetime.

Social StudiesHave students list unusualfoqds or foods from another country. Pointout that foods considered delicious in onecountry are often not considered palatablein another. Ask, "Why do you think peo-ple in one country enjoy a food while inanother country that food would not beconsidered good?"

Have the students discuss in groups howthe climate of a country makes a differ-ence in the way people feel and act.Have students list problems related tosafety. Then let them determine the im-portance of each of the five senses in rela-tion to safety. Think of several instancesin which regulations concerning safety must.be observed.Let students imagine that they are mem-bers of a community of deaf people, ofpeople who could not taste, or of blindpeople. Have them list the ways in whichtheir culture might be different from ours.What activities, jobs, recreation, etc, mightbe important in their lives, which wouldnot?

69

MusicPlay a particular musical selection.Ask students to express themselves as tothe effect the music had upon them, byeither telling, writing or drawing these ideas.List as a group the ways in which peopleuse music; what kinds of music are usedin what kinds of situations.Have students imagine a world in whichthere was no music. How would their livesbe different?

ArtRoll up a piece of paper or use papertowel rolls. Have the students look aroundthe room with this telescope until theyspot an interesting arrangement of objectsor part of a large object. Have studentsillustrate what they saw as a design.Have students look at a selection of pic-tures. Discuss the methods arties use to

indicate distance. Have students draw pic-tures of an unusual sensory experience notusually considered visible: thunder, anearthquake, a hungry feeling, a soft sound,a thought or idea, etc.

Physical EducationArrange a regular gymclass but assume that a particular sensehas been lost by all members.

Examples: Play an eritire game using novocalization. Play an entire game usinghand signals.

Invent a game that could be p3ayed by ablind person which would involve running,exercise, and fun.

Evaluation: Have the students list everything theycan think of that tastes sweet.

TITLES

Talent Development Objective: To help studentsdevelop creative thinking skills by writingtitles for a variety of happenings.

Teacher Note: You will need to help your studentsto understand that a title is a descriptive,creative statement that depends upon the cre-ator's point of view. A discussion about titlesmight include some questions like some of thefollowing:

a. What is a title?b. Why are titles important?c. How long should a title be?d. How should a title relate to a story?You might have the student identify things inthe room that have titles.

Activity: Show students a variety of pictures offamiliar cartoon or storybook characters. Havethe students make lists of the character'snames. Then discuss the need for names ortitles. Some questiors might be: What if thesecharacters had no names? How did Dumbo theElephant get his name?Select a story in which a specific characteris featured. Have the students invent anothername for the character.

71

Activity: Your name is a title. It identifies youto the rest of the world. Ask students to con-sider names and to decide upon another namefor themselves. Student's names might bedescriptive (as were names of early AmericanIndians) or they might choose another namecommon to their own time.

Activity: Show pictures of animals or people tothe students. Try to get a selection of picturesthat show a variety of situations. Let thestudents write titles for these pictures.

Activity: Show the students a picture, a group ofpictures or selected reproductions. Some dis-cussion questions might be:a. What things do you see happening?b. Where does the scene take place?c. Would you like to be there? Why or why

not?d. What would your feelings be if you were

there?e. What names would you give to the char-

acters?Ask students to title a picture. Using theirtitles, let the students write stories, poems,plays, etc. and share them with the class.

70

Activity: Let the students create their own ab-stract designs. Give students pieces of artpaper, art tissue, construction paper, news-paper or any other type of art materials. In-struct students to arrange these shapes on theirpaper, glue them in place and then give a titleto their work.

Activity: Have the students write a poem or astory of their own. Tell them to have a titlein mind for their story but not to write thetitle on their paper. Have the students sharetheir stories with each other in small groupsand then make up titles for each other's storiesor poems. Compare group produced ideas andtitles with the author's original title idea. Haveeach student assign a title to his own workand then defend the title he has chosen.

Activity: Select poems to read to the class. Omitthe titles as you read each poem. Begin withshort simple poetry. Let each student writetitles for each poem he hears. Compare stu-dent titles with the title given by the author.

Activity: Discuss with your students the "magic"of advertising. Have students discuss some ofthe advertisements captions and slogansthat have caught their attention. Ask whysome slogans are better than others.Show samples of pictures of familiar productssuch as a box of soap, a tube of toothpaste, abox of cereal, a can of polish or wax. Askstudents to make a caption or a slogan foreach.

Divide the class into small groups and givethem a product for which a slogan can bewritten. Give each group the opportunity topresent their "ad" to the rest of the class.

Activity: Cut out articles or stories from magazinesor newspapers. Omit the titles of the articles.Have the students read and then write asmany titles as possible for each article. En-courage unique and interesting titles.

Activity: Cover the title of a book before readingit to the class. After hearing the story, havethe students give it a title.

Activity: Discuss with the class an unfamiliar booktitle. Ask them what they think the bookmight be about. Let each student express an

opinion as to the contents of the story givingreasons for his opinion.Now, show the book or book jacket to theclass. On the basis of this visual information.see if their opinions change. Discuss why.Ask students to list books with unusual titles.

Activity: After you have read a book to the class,ask the students to think up as many newtitles for the book as they can. Start outorally to get production started, then let eachstudent make up his own list. Have eachstudent select his best title and have him tellwhy. Ask students to judge between his titleand the original title telling which he thinks isthe best and why.

Activity: Show an unusually shaped object to thestudents one that could be used as a con-tainer of some sort. Ask the students to thinkof all the ways in which they could camou-flage this article so that the receiver would notimmediately know its contents.Invent a "before" and "after" title for eachpackage and/or each container.

Activity: Make a mural. As a class project, discussthe mural and elicit a multiple of title sug-gestions. Select the best title, and discussyour reasons for this choice. The best choicewould be one that could be decided upon bythe entire group.


Language ArtsGive new titles to their storiesin their reading book.Your name is a title. Decide upon a newname for yourself.Decide upon a new name for your city.

MathThe names Math and Arithmetic canno longer be used. What are all the namesyou could think of to replace them?Give new names to the following symbols,1, 2, 3, 4, 5, 6, 7, 8, 9, +, x, <, >,

ScienceHave the class members each createsomething new that would make life easier.As a class give a title to the inventions.Give the different "star groups" such asthe Big Dipper a new name.

72

11

Think of new names for modern inventionslike the telephone or the television.Name a new raedicine that has been dis-covered to prevent old age.

Social StudiesTell students: You have justbeer put in charge of naming all the streetsin your town. How would you name them?Why?

You are an editor of a new national maga-zine. You are responsible for reportingnews on minority groups. What name wouldyou give your magazine? Why?You are responsible for a new series ofsocial studies books for the school. What isthe name of the series? What would thedifferent chapter titles be?

MusicGive the popular songs a new title.What would you name a newly formedgroup of musicians?You are a manager for a talented performerbut need a name for the new musician.

What will it be? Why?

ArtCreate a new art medium give it atitle be responsible for the advertisementof your new medium.

Name a series of paintings soon to be dis-played in an art show.

Take a trip to an art museum. Compareart titles with your impressions.

Physical EducationGive a new name to to-day's popular sports: football toNow give a new name to each of the var-ious positions in the sports fullback to

Evaluation: Have each student write five titles fortoday. They might consider the type of dayit is, what they are doing, and what is happen-ing around them. Such considerations shouldgive them a wealth of material upon whichto make a title decision.

INVENT SOMETHING

Talent Development Objective: To help the stu-dents develop their creativity through activi-ties requiring originality.

Teacher Note: You are asking questions that haveno correct answer so accept all answers inorder to encourage fluency, flexibility, andoriginality.

Activity: Have the students invent new words thatdescribe colors. Draw pictures and use yournew color words to describe them. Collectitems that match the new colors. The itemsmay be grains of sand, or samples of cloth,or pages from a catalog, etc.

Activity: Machines help us do things better andfaster. What would you like to do better orfaster? In a discussion ask students to thinkof an invention that has never been invented.What invention would you like to have?

Activity: Have students draw an imaginary animaland give it a name. Then let your neighborgive it a name. Write a short story telling

73

whatever you can about where your animallives, what he does, what he eats.

Activity: Have students draw on paper a fantasticinvention which accomplishes a simple task ina complicated way. A creation could be: TheWind Powered Memory Machine. The windblows a propeller. The propeller turns a shaft.The shaft rings a bell. The bell wakes up thebaby. The baby cries and wakes up dad whowinds up the alarm clock so he can get upin the morning.

Activity: Give students materials such as spools,newspapers, macaroni, buttons, springs, andmarbles, and see what they can build. Aftereach child has done all that he can on hiscreations, pass it on to another nhild to seewhat he can do to improve the original inven-tion. The items may be passed from person toperson until it can no longer be improved, orit may be worked on by committees until itcan no longer be improved.

1Z

Activity: Have students take an old clock apartand see what can be built from the pieces.Ask what else can be done with all the piecesfrom the clock? What do each of the pieceslook like to you? Of what do they remind you?How can each part be improved?

Activity: Have students use items that are nor-mally thrown away (glass bottles, old news-papers. egg shells, tin cans, bread wrappers,etc.) and build a useful item.

Activity: Challenge the students to think of some-thing that they think needs to be invented.Let each tell about what he thinks needs tobe invented. Have an inventors club and letthe members of the class give the "club" prob-lems for which the club members will subrilitsolutions.

Activity: Have students use a paper mailing tubefor a magic telescope. Those who think theycan see something in the future can look intothe magic telescope and tell what they see.The magic telescope might be used to look atwhat the school of the future may be like,kitchen appliances, automobiles, medicine, fur-niture, space travel, new foods, or new toys,tools, clothes, or whatever the students thinkof.

Curriculum Related Activities:Language ArtsLet the students create a col-

lage to illustrate uses, relationships, ormeanings of new words.Have the students invent new verbs todescribe things to do; adjectives to de-scribe colors, nature, art, beauty; slang todescribe feelings, ideas or quality.Have the students invent their own sym-bols of punctuation.

MathHave students create objects or waysof illustrating the different mathematicalprocesses.

ScienceHave students draw or make animaginary machine and tell what it does; ameans of transportation for the future; ateaching machine for the schools of thefuture; a new vehicle that could be usedduring any season, or a particular season.

Social StudiesHave the students create acastle, Spanish mission, ranch, or southernplantation out of sugar cubes, cardboard,etc.Create a utopian form of government, makea diagram illustration which depicts free-doms or needs of people.

Music Have the students create manyrhythms to sing to the lyrics of a particularsong; many verses to go with the music ofa particular song; their own words andmelody.

Have the students invent musical instru-ments such as pop bottle xylophones, wirecigar box banjos, tin can wind bells, etc.

ArtHave students make sand paintings,paper mache puppets, potato puppets, orhand puppets.

Physical EducationHave students create newgames using objects in the room such aswastepaper baskets and balls of crushedpaper.Simplify a game for younger students.Take the rules of one game and apply toanother.

Evaluation: Have the students invent a machineor a process that would profitably use sometype of litter.

INVENT A MAP

Talent Development Objective: To help fosteroriginality in students by having them drawan imaginary land area, designate boundaries,indicate city location, location of water andmajor land forms on an imaginary country orstate.

Teacher Note: To help a class to evaluate a realmap, it is best to first "invent" a map as agroup. Pick the map representation best foryour grade and by using the chalkboard, inventa place.

74

The exercise will have to be adapted to yourgrade level. Your questions might include loca-tion of streets, public parks, sewage treatmentplants, recreational centers, shopping areas,and schools. For very young children a mapof neighborhoods might be constructed show-ing safe routes to school. It could includecrosswalks, signal lights, and unsafe playingareas. A map of the schoolroom and a discus-sion of the arrangement of furniture wouldhelp the youngest children develop some evalu-ative skills.

Activity: Invent a map. (Choose the locality bestfor your grade level).

1. Ask students to name as many differentmaps as possible. List these on the board.

2. Choose one kind of map from the list totalk about. (e.g., a state map). Ask stu-dents to name things they would expect tofind on a state map? List on the board.

3. Draw a shape on the chalkboard. Tell theclass it represents a state. Have the stu-dents start planning the state by referringto the list of what a state map shouldshow. The teacher should guide the think-ing by asking questions like: Where will bea good place for the mountains? Why?What should be by the mountains? Why?How many people live in the state? Whatdo the people do for a living? What kind ofland areas are in the state? Where canpeople go for a vacation within the state?What is the main industry? Why? Whatare the natural resources?

Activity: Now each student .could plan his ownstate map. These plans could include a lotof detailed information such as: the name ofthe state; where and why that name; thesymbols that represent the state; natural re-sources; industries, farming products, and cli-mate.

The upper grades can learn to make a scaleso size can be determined. Longitude andlatitude could also be included.

75

.74

Activity: Have students:1. Tell what life would be like in their state.2. Tell how the type of weather affects the

way of life, clothes, buildings, occupations,etc.?

3. Tell what the problems of the state wouldbe.

4. Write a history of the state.5. Chart the progress of the state.6. Predict the future of the state.

Curriculum Related Activities:Language ArtsHave the students pretend

they are responsible for mapping an unfam-iliar or unexplored area. Keep a daily diaryto include maps describing the physicalenvilonment they see, animals with whomthey come in contact, and the experiencesthey have.

MathHave each student find the number ofsquare feet in a room or in all rooms of ahome or compute the square feet in theclassroom.

Draw a map of the classroom to scale.ScienceInvent a geologic map, showing rock

strata, mineral content, volcanic informa-tion.

Social StudiesDiscuss the relationship be-tween geography and types of work, homes,etc. in areas of the world.

ArtHave students make a plan for redecorat-ing their bedroom using new and interestingcombinations of colors and designs thestudents discover themselves.

MusicDiscuss similarities between writtenmusic and maps.

Physical EducationPlay a known game innew and different boundaries. Plan a treas-ure hunt in which you follow direction frommaps.

Evaluation: Have students draw and plan an idealcommunity; one that is just the way theythink it should be.

Ikei

1411.1g.

-;%- .

eiN(I'T.

74%. -

t.*.e , g..

IZA

VI*

,

rtgl.:5:Aa..

",.*:0r

*-

- ",:s"

1,

(1'

41.

4-* Nt"..."-,

e-r;:;"1.,

- 1/2,r

.

"V:- r,

:J.79447:1:

j:.

ilr-stf 041eN,..

14):

* floA

1i.le .

"I would rather attempt to do somethinggreat and fail than attempt to do noth-ing and succeed."

R. H. Schuller

"When the active school requires thatthe student's efforts should come fromthe student himself instead of being im-posed, and that his intelligence shouldundertake authentic work instead ofaccepting pre-digested knowledge fromoutside, it is therefore simply asking thatthe laws of all intelligence should berespected."

Jean Piaget

"Learning is likely to be more effectiveif it grows out of what interests thelearner, rather than what interests theteacker."

Charles Silberman

"Students need to learn far more thanthe basic skills. For children who maystill be in the labor force in the year2030, nothing could be more wildly im-practical than an education designed toprepare them for specific vocations orprofessions or to facilitate their adjust-ment to the world as it is. To be "Prac-tical" an education should prepare themfor work that does not yet exist andwhose nature canot even be imagined.

This can only be done by teaching themhow to learn, by giving them the kind ofintellectual discipline that will enablethem to apply man's accumulated wis-dom to new probems as they arisethe kind of wisdom that will enable themto recognize new problems as they arise."

Charles E. Silberman

"We cannot talk about anything withoutimposing some structure on it, withoutnaming it, putting it in some form. Mancan perceive the world as what WilliamJames referred to as a 'blooming, buzz-ing confusion.' But man cannot operatein the world, cannot talk about the worlduntil he structures it in some way."

David K. Berlo

"The more a person is able to direct hislife consciously, the more he can use timefor constructive benefits."

Rollo May

"All progress as a nation can be noswifter than our progress in education.The human mind is our fundamental re-source."

John F. Kennedy

"LOST IN SPACE.'

By BradFirst Grade

78

GUIDELINES FOR PLANNING TALENT

Planning Talmt: Effective planning involves elab-oration which considers details concerningoperation; sensitivity to problems which needconsideration; and organization of materials,time and manpower.

Planning ability is developmental. Before com-plex plans can be made and executed, simple plan-ning and organizing must occur. Planning skillsinclude:

1. Alternate planning2. Replanning3. Diversified planning4. Unplanning5. Flexible planning

Elaboration: The ability to tell what you want todo. I can identify the problem in terms ofwhat I want, what I want to do, and what Iwish to create or construct.

Sensitivity to Problems: Tell how, why, and whenI will do something. I decide what informa-tion I need, the conditions that I cannotchange, the effects of what I am trying todo, consequences of my acts, environmentalfactors and how they effect what I wish toaccomplish.

Organizing Abilities: To be able to organize thematerials, time, and resources necessary to getit done. How do I get materials, provide ade-quate work force, consider economy such as

time, limits, space, money for materials and theutilization of individual competencies?

The following teaching approaches encouragethe planning talent:

Elaboration. Were students able to:Recognize the various alternatives in

reaching this goal.Enumerate available resourcesEstablish an organizational framework

Sensitivity to Problems. Were students:Aware of the outside conditions their

plans might effectSensitive to the effect of their actions

on othersSensitive to the effect of the actions of

others on themselvesAwn of limitations relating to time,

space, materials, abilities

Organizing Abilities. Help students to:List a step by step procedureEstablish prioritiesConsider developmental sequencesConsider organization of materialsConsider and plan for limiting factors

such as time and space

Planning is multi-stepped in nature. A suc-cessful planner knows when to start and how tologically proceed while working toward his goal.

PLANNING AN EVENT

Talent Development Objective: To help the stu-dent become sensitive to problems and to helphim develop his organizing abilities.

Teacher Note: A great number of events could beincluded under this heading: gym periods, classparties, a field trip, etc. By doing the plan-ning the students become involved in theactivity, which in turn increases both his re-sponsibility, involvement, and enjoyment.Such skills are also a help to the teacher. The

79

planning can be done either with the wholeclass or with a committee.

Activity: Discuss the planning process with theclass. When we make a plan what must weconsider? In terms of the plan, what are ourneeds? Do we need special equipment? Howcan we help everyone to feel included? Whattime schedules do we have to consider? Whowill do what? What alternative plans shouldbe made? How will our plan be evaluated?

Activity: Plan a Tasting Party.At the end of a unit study, plan a tastingparty. Discuss and list what foods would beappropriate. Decide the contribution each per-son will make donation of food or donationof service. Decide how tasting will take place,who will serve, organization of class duringparty, what serving supplies you will need.Food tasting parties might consist of: foodsfrom the sea, pioneer foods, edible foods thatgrow naturally around us, foods from thetropics, the four basic food groups, foods fromother countries.

Activity: Planning a party.Have the students consider the following:

Why will there be a party?When will the party beWhat will we do? What will we serve?What special considerations are there forfood preparation, serving, cleaning up? Willthere need to be any special arrangementof furniture?Will there be entertainment?What can we do if our party has to bepostponed?How will we know our plans were good?

Activity: Plan a field trip; a study session; aninterview; a hobby fair; or an art exhibit.

Curriculum Related Activities:Language ArtsHave the students write about

an exciting, a funny or an embarrassingevent.

Ask students to look for descriptions ofevents in literature.Have the students plan and write a fairytale.

Have students write verses appropriate tospecific events.

MathHave the students describe the eventof a mathematical discovery or fact.Ask students to plan and then teach a math-ematics discovery or fact.

ScienceAsk students or a group of students toplan an experiment, a display, or a demon-stration.Have students discuss the "scientific meth-od" as a planned event.Have students plan a controlled experiment.

Social StudiesHave students select an his-torical event. Plan a reenactment of thatevent for presentation to the class.

ArtHave students depict in cartoon form,a successful and an unsuccessful event.Have the students make posters advertisingan event.Design invitation or greeting cards.

MusicHave students collect music appropri-ate to a specific event or occasion. See ifthe music adds to the event. How?As a class study the use of music as a"mood producer" in movies or television.

Physical EducationHave the students plana gym period in which they will be theteachers. Have the students plan the activ-ities for their own gym period.Have students plan a field day or a pen-tathelon.

Evaluation: Have each student plan an overnighttrip. He will travel alone and will visit some-one in another city.

PLANNING THE USE OF TIME

Talent Development Objective: To help the stu-dents to become better planners by giving themevaluating and elaborating experiences.

Teacher Note: By continually evaluating the day'splans and activities, the students will becomemore aware of problems, be able to elaborate

80

on their plans, and be able to organize theirtime more efficiently. Students need to behelped to realize that while a plan is a guide-line, it must be flexible and adaptable. Tohelp students develop skills in planning, indi-vidual and group behavior goals as well ascurriculum goal setting is an important part

of the overall planning process. It may beworthwhile at this point to discuss with thestudents just what behavior and curriculumgoals are, and why they are an important partof their planning. You may wish to have thestudents experiment with a planning schedulethat will work best for them.

Activity: Make plans to get to school on time.(Primary grades) Have the students tell someof the things they have to do to get ready forschool in the morning.

Example: Get up when mother calls meWashComb my hairEat breakfastGet dressedBrush my teeth

Then, ask questions like:

With what things do you need help?What things can you do all by yourself?What are some of the things you don't like todo? Why?How could you ple:, your morning so that youcould more efficiently get ready for school?Have the students share aiiy improvementsthey are able to make during the week ingetting ready for school.

Activity: Help students learn to organize theirtime and work in school by having them:1. Discuss activities to be accomplished dur-

ing the school day. Example: What thingsdo we need to do today? What things dowe need to do as a whole group? Whatthings will we need to accomplish individu-ally?

2. Evaluate at the end of the day what wasaccomplished.

Example: What did we do today? Whatnew idea did you get from a lesson today?Which activity did you enjoy most? Why?Who do you think were the best workers?Why?

3. Make plans for the next day. Example:What could you do to improve your learn-ing experiences tomorrow? How could youorganize your time so you would be ableto accomplish the assigned activities of the

day, and also have time for activities thatyou most enjoy?

Help the students organize blocks of timefor basic classroom activities, for recesses,library periods, play practices, etc.

Activity: Preplan all daily activities with the class.Then have a "what if . . ." period. Example:"What if you finished before the rest of theclass. What could you do?" Make a secondlist on the blackboard of the activities thatcould be done for those who finish early.

Activity: Have students make a list of things theycan do when they finish their assignments.The teacher can make any suggestions, suchas other assignments never finished, extracredit work, jobs in the room, helping otherstudents, jobs to help the teacher. Have eachstudent keep a running list of what he didduring the day. As a final activity, have eachstudent list how he could improve on his sched-ule and also what plans he could make fortomorrow.

Activity:

1. Keep a record on the blackboard of allactivities done during the day (this can bedone by the class secretary).

2. The last period (20 minutes), have thestudents rate each activity in order of iiref-erence.

3. Have the students list what needs to bedone to improve each activity.

Example of a fo.:n which could be used:List today'sactivitiesin order ofpreference

Why did you rateeach activity thisway?

What can be done tomake this a betteractivity?

Art We learned to mixcolors and it wasfun

Let's have it earlier inthe day so we don'thave to hurry to cleanup.

Math I don't understand Don't go so fast. Hell)it. anyone who doesn't un-

derstand.

Activity: Have the assignments on the board, thenhave each student make a commitment as towhat he plans to do during each period as wellas setting an individual behavior goal for eachday. At the end of the day, each studentevaluates how many goals he met and how

81

79

many he didn't meet. The student gives thereasons he has for not reaching his goal anddecides what he can do about reaching hisgoal in the future.

Activity: Have each student keep a running recordof the days activity to be filled in either asdifferent subjects are given or preferably, every15 or 30 minutes.

[Time Subject Did I finish

my workor no)

Awmetr. kof time Amt. oftime Iwasted

How I plan tobetter use mytime

Activity: Fill in the following as a class, or mimeograph and do as individuals at the end of each day.

Subjects Time of day How I rate Why I rated How can What I didI studied I studied the period this period we im- today ontoday each subject (fair, good,

excellent)as I did prove

thisperiod

the subject

Curriculum Related Activities: (The followingideas concerning the study of time itself mightbe interesting to include in the curriculumwhile the students are developing skills inplanning their own time.)

Language ArtsWrite a story telling how youplanned your day, the day all the clocksstopped.

Show different periods of time on a picto-graph.

What affect has time had on language?

Trace a word and its meaning over a periodof time. Find out why it has changed itsmeaning or spelling.

MathWhy is the calendar year different fromthe ordinal of the century?Why is there a leap year?Why are there 60 minutes to an hour (base6) rather than 100 (base 10)?How is the military time system differentfrom the regular time system?How can you use an odometer to calculatetime spent traveling?

ScienceWhat are the different methods fortelling time?

82

?-'0.4

Why might new methods for telling timebe important in the future?

Why is so much value placed on the accu-racy of a time piece?

How would you make a sundial, hour glass,candle, or water clock?

How does a pendulum clock work?How can a free swinging pendulum showthe rotation of the earth?If perpetual motion was solved, how wouldit affect time pieces?

How does astrology relate to planning time?

How does the theory of relativity affect ourideas of time?

How are cycles related to time?

How are life cycles in plants related totime?

How do animals tell time?

How is time important in planning spaceshots?

Social StudiesHow does the meaning of timediffer from culture to culture; from oneage to another?

rCyai

How did man plan before the advent oftime pieces?

How does climate affect planning concepts?

How does religion impose planning?

Compare calendars of Incas, Egyptians,Chinese, and Gregorian.How does the time factor relate to militarysuccess or defeat?

What is the international dateline?

What problems are inherent in fast travelmoving from one time zone to another?

ArtDraw a picture of 3:30 A.M.

Design a clock face.

Chart or draw time pieces or calendarsthrough the centuries.

Compare the changes of art over a period

of time and analyze in terms of color, style,idea, etc.

MusicAnalyze time and sequence in music.

What is the importance of time in musicand dance?

Compare rhythms in music and dance.

How does the time of music set a mood?

How can time create a musical picture?

Physical EducationHow does physical train-ing relate to time?

How does coordination relate to time?

Set up a criteria of performance in somephysical skill correlated with time.

Evaluation: Have each student evaluate their lastphysical education period, and then plan howthey would like the next one conducted..

PLANNING A GARDEN

Talent Development Objective: To help developorganizing abilities and sensitivity to problemswithin the student.

Teacher Note: These plans may be executed andevaluated. You may prefer to produce as blue-prints or just as discussions. Be sure to evalu-ate and replan so that students can see theneed for flexibility in planning activities.

Activity: Plan a Terrarium. Discuss what a ter-rarium is with your class. Build a terrariumwith your class. Have your students list allthe materials that are needed to build a ter-rarium. Instruct the class to write or drawthe sequence of steps in building the terrarium.Have the class make a list or draw the stepsdescribing how they are going to build theirown terrarium. Each student should producehis own plan and evaluate the plan when thework is completed.

Activity: Plan a mini-garden. Have each studentbe responsible for bringing to school a container

83

Sii

of soil or have a mini-plot prepared for thewhole room.

1. List on the chalkboard all the differentproblems to consider before planting themini-plot. Some things to consider:a. What environment is necessary if plants

are to grow?b. Determine what kinds of plants are to

be planted.c. What kind of care will each plant re-

quire?

d. What plant colors will make the mini-garden look pleasing?

e. What other things can be added to thegarden to help decorate it?

2. Evaluate the answers to the above ques-tions so decisions can be made.

3. Have the students make a list of thingsthat need to be done in the order that theyneed to be accomplished.

4. Have each student make a drawing of thegarden as a visualization of his plan.

5. Have students evaluate their plans. Whatwere the good things about the plans?What things were unworkable? How wouldyou improve upon your next plan?

Activity: Have students plan a flower or vegetablegarden for their yard at home. Make a draw-ing of their plans.

Activity: Have the class plan a garden or flowerbed that could be planted somewhere on theschool grounds.

Activity: Plan a vegetable party.

1. Have the students list all the vegetablesthey have tasted.

2. Discuss which vegetables are presently "inseason".

3. Decide on what kind of vegetable party youwant tasting party, just showing, cookedvegetables, etc.

4. What things should be considered and in-cluded in the plans? What things need tobe provided; who will bring what; who willdo what?


Language ArtsAs a class or individually, pre-pare a booklet on flowers that includespoems, facts, pictures, and diagrams.

MathAfter giving certain measurements fora flower garden, have the class plan the

number of plants and the number of rowsnecessary for a garden.Design and plan a floor plan for a newnursery.Design and plan a flower box for your home.Figure the cost and the amount of thematerials.

ScienceHave students plan a unit of studyon seeds for either their own grade levelor a younger grade level.

Social StudiesHow does "nature's plan"determine suivival and adaptation? Plan agarden for an area with adverse conditions.Example: Farming in Israel or Salt LakeValley.Have students evaluate plants and theirlife cycles as the "plan of nature".

ArtHave students create a wallpaper designusing three kinds of flowers.Make a mural showing results of a scienceunit about plants.

MusicAs a class create a song about plantsand plan how to share it with anotherclass.Evaluate "Pastoral Music". How does itdescribe nature?

Physical EducationHave younger studentspretend they are a seed growing in theground and then do creative dance beingthe full grown flower.

Evaluation: What type of trees should be plantedaround a school ground? Tell why you sug-gested the trees you did.

PLAN A TRIP

Talent Development Objective: To help the stu-dents understand the importance of elabora-tion and sequence in good planning.

Teacher Note: A plan, to succeed, must follow alogical sequence and must deal with criteriaimportant to the plan's outcome. A plan willnot succeed if it becomes too concerned withunrelated criteria or if each step is done inthe wrong order. The following activities help

84

to build elaboration and sequence skills asthey relate to successful planning experience.

Activity: (Primary Grades) Plan a "walking trip"with your class. Make a map of the neighbor-hood. Show the map to the students. Discussplaces to visit in the neighborhood that wouldbe interesting. Locate these places on the mapyou have made. Decide where you could goon a walking trip. Plan the best route to take

sz

considering safety, time, and distance. Discussparticular rules that should be observed onthe trip. Plan ways of reporting the trip toothers.

Activity: (Primary Grades) Have your studentshelp plan a unit of study about communityhelpers by asking them to tell about the occu-pations of their parents. Have students givereports and make charts about the occupationsof their parents. Plan a trip to visit one ormore of the parents at their place of work.Plans must include evaluations of which placesof work could accommodate us; which placeswe would like to go; how we will get there;how much it will cost; when to write lettersfor permission to go with the class; and makinga list of things to look for on the trip.

Activity: Divide the class into groups to plan atrip or have the students plan a trip individu-ally.

I. Planning a trip toA. Things we will need to take.

1. Clothesa. Best suit or dress and accessoriesb. Outer clothing

2. Medicinea. First aid kitb. Vitamins

B. Things that need to be arranged for athome.1. Animals

a. Care and feeding of animalsb. Food supply

2. Servicesa. Mail service stopped.b. Newspaper stopped.

After the students have planned their trip, itwill help them develop sensitjvity to problemsthat arise if you will give them problems tosolve such as: Your plans have suddenly beenchanged. You will have to use another modeof transportation for your trip. What changeswill have to be made in your plans? Yourfather said, "I can't fit in all these thingssomething will have to be left at home." Whatcould you leave at home without changingyour plans too much? You lose your moneywhile on your trip. What will you do? Howwill you arrange to get home?

85

How will we avoid accidents or losses?

Determine how we can share things we learnedon our trip with others, i.e., making a mural,writing stories, play-writing, composing songs,etc.

Activity: Plan a trip to the airport. Have theclass discuss different kinds of airports.Discuss all the occupations that are involvedin operating an airport. Have a committeecontact the airport manager to arrange for atour of the airport. Plan how the class willget to and from the airport and find out thecost of transportation. Plan safety rules tobe followed on the trip. Plan ways to sharethe knowledge of airplanes and airports withothers. Example: make a mural, draw pictures,make reports, write stories about a trip on anairplane. Assign a committee to report howairports have to be continually improved tokeep up with changing times and technology.

Activity: Tell students that they are going toplan a trip, one they have always wanted totake. Have them list things that have to beconsidered before planning a trip such as desti-nation, means of transportation, period of timeit will take, expenses, weather conditions, dateof departure, number of people going on thetrip, etc. Guide the students to the under-standing that categorizing helps their planningto be more efficient. Have students suggestsome categories. Write these on the boardand then have the class develop and elaborateupon these categories.

Activity: Plan a campsite. Ask students to makea drawing of how they would plan a campsite.Plan where they would place a tent, build afire, place the table, etc.Have students list all factors of the environ-ment that would affect their campsite.

Activity: Building a campfire. Ask students: Whatkind of places are suitable for a campfire?What materials will you need to build a fire?How would you arrange the materials so thefire would start? If there is no grate, how willyou cook?

Activity: Have students plan a field trip; a naturewalk; a picnic; an overnight slumber party; a

83

progressive party; a bike hike; a trip to grand-mothers; or a trip to do Christmas shopping.

Curriculum Related Activities:Language ArtsPlan an advertising campaign

urging people to visit your state or country.

Be a travel agency. Write advertising toget people to use your agency.Write news stories about some famous trip;Marco Polo, Columbus, Astronauts.

Write a travelogue about a trip throughyour state.Pretend you are an explorer and write ajournal recording your trip.

MathCalculate the amount of weight to theamount of thrust for a rocket.Calculate the mileage for a trip.Calculate the cost of a trip, including gaso-line, lodging, food, etc.Calculate the cost of a trip around theworld comparing the cost of different meansof transportation.Plan a trip for your family with a $200budget.

SciencePlan a trip to another planet.Plan a trip in a Bathosphere.Plan a trip across the ocean by boat, bysubmarine, by sailboat.

Social StudiesOrganize a world tour.Plan a vacation you would like your familyto take.Plan a summer or winter trip to Yellow-stone National Park.Plan a military campaign.Plan an attack on a castle.Plan a trip by ox cart.Select a place in the world for a new dis-covery of gold. How would you get thereand what would you take?Your city has been chosen for the Olympicevents. What plans will the city have tomake for the influx of visitors.Plan the excavation of the ruins of an oldcivilization.

ArtMake a mural that depicts the trip of anexplorer; that shows the changing modesof transportation; that charts the passageof stars across the sky.

MusicPlan background music for a travel-ogue.

Physical EducationPlan exercises that wouldhelp you while you are traveling long dis-tances by automobile.

Evalation: Ask the students to plan a trip to themoon one hundred years from now.

ADVERTISING MESSAGES

Talent Development Objective: To help the stu-dent gain insight into details and organizationin planning advertising.

Teacher Note: This set of activities will functionbest when the students have had some previousexperience in planning. The students willidentify and become familiar with differenttypes and styles of advertising. They will thenapply this information in their own advertis-ing campaigns.

Activity: Have your students discuss as a group:What is advertising; why do we need advertis-

86

ing; in what ways does it perform a service;where do we find advertising?

Activity: Plan an advertisementaccents on eyeappeal. Have students bring papers and maga-zines from home from which to cut out adsthey like or dislike according to appearance orlayout. Ask the students to critically evaluatethe ads to determine what they like or do notlike about the ad's appearance, i.e., eye appeal,spacing, lettering, color, etc. Have them maketheir own criteria as to attractiveness whenmaking an ad; then have them make an ad

selling a vacation place in their state followingtheir own criteria.

Activity: Plan an ad directed toward a specificmarket appeal. Have class think of all thecategories of buyers there are, i.e., sport enthu-siast, brides, home owners, do it yourselfers,etc. Then have them think of all the touriststhat might come to your state. What mightbe their special interest categories, i.e., sports-man, mountain climbers, photographers, etc.Have students take the market appeal ad andre-do it using the original criteria plus criteriathat will appeal to a specific consumer ormarket.

Activity: As a class, discuss the qualifications andrequirements for a school or class office. Listthe qualifications on the board G chart them.Have each candidate make a list on his ownqualifications and have him state why he couldbest fulfill the requirements of the position.Then let the candidates and their committeesdiscuss methods of campaigning and advertis-ing. They will plan how to best advertise theircandidate's qualifications and then execute theplan.

Activity: Plan a campaign to improve self-image.Select a student to ask other students whatmakes them feel happy. When do they feelsad? Collect pictures of people and animalsthat have emotional interpretations. Make upslogans about these pictures. Example: "Stampout slander." "We cut paper not people." Leteach student plan how to turn his slogan intoa poster than decide where it can be displayedto have the greatest affect or impact.

Activity: Plan a campaign to encourage courtesymake a list on the board of the students

ideas of ways to show courtesy and good man-ners in the school room, halls, cafeteria, etc.Have them make up slogans about their ideas.Let each plan how to turn his slogan into aposter and decide where it can be displayedto have the greatest affect.

Activity: Have students plan advertising for:A school hobby showFire prevention campaign

87

School safety campaignA class program or science fair.

Activity: List on the board, as your students recall,all of the things and places in your state thatmight appeal to a tourist. Have students cate-gorize the list according to areas of interest.Have students divide into interest groups todevelop an advertising campaign for the areaof their choice using all means that they con-sider feasible.

Activity: Have students recall some slogans usedby advertisers and then discuss their effec-tiveness. Have students think of slogans thatthey could use to advertise their state. Have&ern use their slogans as the basis for makingan ad to sell their state. Have students discussall the ways they could advertise, and themedia they could utilize to advertise their state.


Language ArtsPlan a slogan campaign to en-courage students to become better spellers,more effective speakers and more attentivelisteners.

Plan a campaign to clean up a vacant lotor some other area.

MathDiscuss or have available the variousadvertisements put out by local stores, thenlet each student write up his own ad usingas many mathematical processes as heknows in figuring the final cost of an item.

Plan an advertising campaign to make stu-dents aware of the common encounters theyexperience with math as an adult.

SciencePlan an advertising campaign to in-crease tourist travel to the moon.

Plan advertising for a new invention forthe use of non-polluting products.

Social Studies--Plan and organize a campaignabout a part of history that each studentespecially likes.

Plan an advertising campaign to increaseenlistments for Crusades, Hannibal's expe-dition, or for Napoleon.

85

Plan a campaign for getting a traffic lighton a dangerous intersection.

ArtPlan an art show and advertise it.

Physical EducationOrganize an advertisingcampaign for a marble or volleyball tourna-ment.

Organize an advertising campaign for bas-ketball, football, and jump rope equipmentmade from a new material.Advertise a marble or hopscotch tourna-ment.

Evaluation: Write a newspaper ad to sell nineSt. Bernard puppies.

DRAW A PLAN

Talent Development Objective: To help the stu-dent become aware of the organization andcomplexity of planning, flexible planning, re-planning.

Teacher Note: You may want your student todraw a plan of their own house or a plan ofwhat they consider to be the ideal home. Ineither case the students need a frame of refer-ence (in terms of the size of the rooms) so havethem measure their rooms at home. They willthen have these figures to use as a comparison.You may want to start with just a room andincrease in complexity to a cabin, a house, anda school. Younger children might find it easierto draw their classroom first.

Activity: Have students draw a house plan. Havestudents measure rooms at home, looking atwhat is familiar to help them evaluate size anddetermine if the size is adequate or not bycomparison. Due to actual realities of plan-ning, adjustments have to be made despitepreferred size. Then redraw the adjusted houseplan size.

SizePreferred

SizeAdjusted

SizeMy House:Parent's bedroomMy bedroomBathroomKitchenRecreation Room

What do you consider important to includein your house? How would you make houses

88

more liveable? What would you include thatisn't in your house now? What building mater-ials would you use?Let each student plot his house on graph paperto scale. Have the students find out the pricesof carpeting and tile and compute what itwould cost to carpet each room. He will haveto decide what price carpeting he can afford.Have students compute the price of carpeting,tile, and linoleum for the kitchen and bath-room. Have him make a choice of floor cover-ing and give reasons for his choice. Have eachindividual student evaluate his plans and im-prove upon them.

Activity: Use Lincoln Logs (or any other typebuilding blocks) and build a house from ahouse plan drawn by the student.

Activity: Draw your home. Have students measurerooms and the outside circumference of theirhomes. Then have them plot their homes ongraph paper letting them determine the scale.To some it may be easier to plot the outsidefirst and then fill in.

Activity: Have students draw a plan of their ownclassroom. Next let them replan the arrange-ment of the furnishings in the room accordingto their own choice.

Activity: Have the students find out what newbuildings are being constructed in their corn-munity. After looking at the construction inprogress decide what they think these buildingswill look like when completed. If possible,obtain the blueprints of the building and thencompare the blueprints with previous studentimpressions of the completed structure.

Activity: Have the students plan their own treehouse or doll house.

Activity: Have the students plan their own sum-mer cabin. Consider:1. Purpose2. Location3. Land4. Foundation5. Building material6. Labor7. Utilities8. Furnishings9. Costs

If possible have them construct a model ordraw pictures of the finished cabin as well asthe plans.

Activity: Plan a sugar cube castle.Stick at least four pieces of graph papertogether. The paper measured in half-inchsquares is ideal as it is the size of the sugarcubes.

Have two or three students plan a blueprintof a castle on the graph paper blacking outa whole line of squares for each wall.

Have students plan in what order they willbuild the castle.Have others plan the rest of the diagram.Have the students bring sugar cubes. Gluecan be used as the mortar or a mixture ofpowdered sugar, egg whites, and a small amountof water.


Language ArtsHow could literature booksand story books be made more interesting?Min the improvements and changes thatcould be made and would improve literatureand storybooks?

MathPlan the construction of a puppet stagefor your room or school. Figure the size,quality and needed materials. Calculate orestimate the cost for this project.

ScienceHave students plan an experimentand print it on a chart showing the pro-cesses involved.

Social StudiesHave students plan a chartshowing the important events or inventionsduring a specific era.

ArtHave students draw the plans of a newpark or playground.Have students plan and draw an improvedcity.

MusicHave students make charts of familiarsongs planning the type and placement ofthe printing and the most effective illustra-tion for the songs.Have students make up an original melodyand print it on the music staff.

Physical EducationPlan or outline a newgame. Thaw plans of the playing field,equipment, etc. needed for the game.

Evaluation: Have the students draw plans for atwelve member club house.

PLAN A SYSTEM

Talent Development Objective: To help the stu-dent become aware of the many different as-pects of planning such as divergent planning,convergent planning, alternate planning, re-planning, and flexible planning.

Teacher Note: A system might be defined as anorganization of materials into an interdepend-ent functional unit. In planning a systemstudents may need to be led to understandthe interdependence of seemingly independent

89

activities or roles. For example, a well organ-ized classroom is a system in which all mem-bers work together to plan, organize and exe-cute activities. If one class member fails toperform within the framework of the system,the whole system is weakened.

Activity: Plan an aquarium. Have the studentsplan for an aquarium in the classroom. Whatare the things to consider? What kinds of fishdo we get? What will they eat? What kinds

of care will they require? How will we pay forit? Who will do what and when? Make amaster list on the board of the ideas generatedby the students and plan together how to ob-tain and maintain the aquarium.

Activity: Have the students plan a wild west town.Find pictures of wild west towns. Discuss andlist on the board what it would have been liketo have lived there and list what things weretypical of the town and the times. Have thestudents decide how they would like to repro-duce their ideas. Example: mural, diorama,write a story and illustrate, or write a playand make scenery, etc.

Having decided on a medium, have the studentsplan what things they have to consider, whatmaterials to use; and who will do what, when.

Activity: Have the students plan a doll house orplan for the care of a classroom pet.

Activity: Plan an ant farm. Discuss: type of con-tainer, soil, capture of ants and food schedule.

Activity: Plan a town. Ask students what thingsthey would consider when selecting a geo-graphic location? Examples: Access to water;chance to connect to established transit lines;weather; etc. What facilities and things intheir present town would they want to includein their new plan? List on the board. Think ofeverything they can that they would want toadd or change to improve their town. Add tothe list on the board. Organize their ideas bymaking a skeleton outline or by categorizingthe ideas on the board. They should feel freeto make their own additions and extend theoutline.

Example: I. Plan a townA. UtilitiesB. CommunicationsC. TransportationD. GovernmentE. Recreation, etc.

Have the students consider what things theythink are important when laying out theirtown to make it pleaaing to them. Example:beauty, accessibility, spaciousness, etc.

Make a list on the board.

Pct90

Have each student make a list of his own,stating criteria of need or necessity, and use itas a guide when making his own town plan.Now they are ready to make their own plan.Ask students to organize on paper what eachconsiders to be an ideal town.

Activity: Plan a neighborhood.

1. Have the students pretend that their schoolis surrounded by open fields. They havethe opportunity to plan the surroundingarea.

2. What things are now in the area that theylike and would like to keep? List on theboard.

3. What are the things that they think couldbe improved? Add to the list on the board.

4. What things would they plan for that arenot included in our area? Example: parks,play areas, bicycle areas, overpasses, etc.

5. What do they consider important in de-termining what would make the neighbor-hood pleasing to them? Example: beauty,safety, zoning and building codes, etc. Liston the board.

6. Have them make their own list or criteriaof what they think is important in 1, 2, 3,order and use it as a reminder when plan-ning their neighborhood.

7. Make their plan on art paper.8. Evaluate did they include everything in

their plan that they considered to be im-portant?

Activity: Plan an economic system. Let each stu-dent set up a store or business around hisdesk. Let some students act as utility com-panies, government agencies such as postoffice, police department, etc. Arrange seatingso that there is a city with a street arrange-ment. Make some form of money that canbe exchanged for goods and services. Allowstudents to operate businesses, buy and sell,and function as a profit making organization.Tally the amount of money? Who has the mostmoney? Why? Who has the least? Why? Howare problems of inequality corrected in aneconomic system? Plan for another clay's activ-

s

ity period in which you attempt to improvethe economic system.


Language ArtsHave students plan a spellingbook to correlate with lessons in phonetics.Plan as a class or as individuals a pro-grammed unit of instruction. .

MathLet the class plan the cost of buildinga community swimming pool.

Figure the cost of a political campaign.ScienceHave students plan a city under the

sea; a space station, or a life support sys-tem in any hostile environment.

Social StudiesAs a class, plan a system ofgovernment for your room or school.

91

=.0,1.

Discuss with students communication andtransportation systems from primitive sys-tems to the most modern?

Devise a new communication or transporta-tion system.

ArtPlan an art festival including criteria forjudging, selecting, entry categories, etc.

MusicPlan a musical program which demon-strates the strengths of each instrument.

Physical EducationPlan a program or a fieldday for the school to show physical educa-tion skills learned during the year.

Evaluation: Have each student plan a park. Olderstudents would draw their plans to scale.

89

3;'-.it,";'.:742:.:?....,:;::;

, .4.7.

,5.4 -!.,--

'...._;4".

IN_,.:,..,

-.4- 1. - _-'

Ac

.../Ar

-.

:ie 18"?:

-.re., -

,t

-'1".:'''''Z''.-

-

,. ,,'

;,

. Z.-

,...-7.t;

1,"; .

.V. - 4"

--t.

));..`";...,t..-.sit,....4

'4t.--

'ea I

,s.-4-

.-..-.,

-.

Ile.1 .."

> ' , ft--Z

, 1---r;- ,..-,11.7

;it---,

-o

...,:41.,_

,!-..A.,

=4- ... :',-,i

-e- i

v-

'1

t , -..

-1

./

I,k417-

..-?. 4:

0J'.'f ' '

''.I

.1:4 , P.

,.

'1*

a

' -.1.7-.---_ -

4 -`4-.

a_ ,

7

' ..

t'V_.

,,zr- 4

.. -1 . 1..;.f.

,.%, --

,x.4-

,........_,

.r-

t-ze.

'.

.,.,

, ..A

...-; ':-

3 0,3,

-is1/41.,-

;,.'.

00'kit-

i!.-4*.

_c

t-

..r.4

..., ',.

, ...,

e..t..,

7t,,, ,,,..

'=". ',...:11

-;"170,,

%-

....

-401-n-''

ts

.

I--.,

;,..

,rt..-,..:,-,..

._,.

,,,,,s.-...,

.

s

.4`-

s

.....'

E:m

tA

.'

J.N

'

p.-..-7.. O

O

,,,..:,

.,.,,,,......,_ .,.... ,

,..._....,-...._ . _....,..- ''-' "A

-i li'll a

-' 4 A ....

,, : 1- zs, ,,-, -- ei, ar..-,,--'-1-ti ttiiiiitj

,..--

4, ,..

-?';'t

..."."'s- '.9%

.

.,,,,,,,,,,, \-`,

_

../.1

%)

or I,.1

.k..,,,

.,

I.

......-

.-.

'*.

'tc. i.

8 f

1.. .1

,'-e".

-M

A.4.:

4.... -

X. ..7.

.....1,-,

-

t-

titz,

..

-\

,

...

.,,,..

..

,"."0!,,fi

tes."0,4-4-1.t a'

.--;,-o--....

-s-

.,t_iN". "

r.at,

411.4.42-

'1,

-'B

rihswea

_.-_--

..*....14'ii-

r4,-..'

.

,.''.' "A

i ,'i

,a

'... ..-rf " 1.01,

,.-

I.'t.

-'-,

'

.'ak_

1.04: V

'.

..,

.}-

Seo

Vorr:,./

1-7.'

t

004;

ID-,

..,:.-

--

-.40%-

z.,.." .....

,.....,

-

_I.-.7.r

.`

t_. _ t

Z . t

4-

...._,

oiit:

i -.

,L

..,_'',,,

.-, IAi

si-ti -,

.1

t 'ist

, 1T

.i

".4 V

,-

,Vs.

'.. sa,

a.

:#. 6.4)

,,.

,2,,ado

..7I

ii.-

gee.

'-'0.:;'Z

:

N,

-..:

;N..' laii

r'gip,

:,.tigaz

.,fa-.

lir1 1..,..1 .:,...

I

-<4

'..' ' ."' sib'

-....

,-...

.1i

1,

%-.

tri,:,!"-"P!,,,e,,

,,

,-

.,-

-' .c.4....,,,,

...z.4.

-...7

...,,,..,,,,... , A

i:.,....7,

:.I.,7,.

..- tfl)''.

!.

., ,t..... .

NM

._[...tp

Pfr'..,<' 't34e.A

ir l' '' '..1,tik

.T

6.7......,-.

.9 (.1,..'--,.... : ,......

0 ,2, '..,

N-or

IA. - ,

r

acrefr

t.

..15.̂-

1°.f*611

.c.a,,Q1,

r

'is°It

'...-

--

"If people had not been able to com-municate with one another, they couldnot have produced the pyramids ofEgypt, the Gothic cathedrals, the citiesof the ancient and the modern world.In fact, they could not have producedanything beyond the flint hatchet andthe bow and arrow."

Mario Pei

"Language exists only when it is listenedto as well as spoken. The hearer is anindispensable partner."

John Dewey

"By means of affective communicationby conversation and gesture when we

can see each other, but by literature andother arts when we cannot we cometo understand each other, to cease beingbrutishly suspicious of each other, andgradually to realize the profound com-munity that exists between us and ourfellow men. Science, in short, makes usable to cooperate; the arts enlarge oursympathies so that we become willing tocooperate."

S. I. Hayakawa

"Words can explode into bombs that de-stroy the world or into friendships thatbring it together."

Mauree Applegate

"We can communicate scientific facts toeach other without knowing or caringabout each other's feelings; but beforelove, friendship, and community can beestablished among men so that we wantto cooperate and become a society, theremust be, as we have seen, a flow ofsympathy between one man and another.This flow of sympathy is established, ofcourse, by means of the affective uses oflanguage."

S. I. Hayakawa

"The great task that affective communi-cation performs: It enables us to feelhow others felt about life, even if theylived thousands of miles away and cen-turies ago."

S. I. Hayakawa

"The cooperation that makes human so-ciety possible is almost wholly depend-ent on the skill with which we com-municate. If we do not understand eachother's needs, we cannot fill them verywell."

Don Fabun.

"I know you believe you understandwhat you think I said, but I am notsure you realize that what you heardis not what I meant."

Harriet Parker

"MAKING COOKIES"By Chris

First Grade -

94

GUIDELINES FOR COMMUNICATION TALENT

Communication Talent: Communication is the cor-nerstone of human interaction. Effective com-munication involves word fluency, expressionalfluency and associational fluency.Since there are so many barriers to communi-cation, i.e., cultures, mores, individual goals,national goals, etc., effective communicationskills become very important to sensitive under-standing.

The ability to communicate has several develop-mental facets. These, we have defined as:Expressional Fluency: Saying what you mean;

giving a concise expression of yourthoughts, ideas, and needs. Understand-ing non-verbal forms of communicationsuch as gestures, facial expressions, andbody attitude.

Association Fluency: Understand the inter-relation of things. How might my thoughtsand ideas be compared to other experiencesI might have in common with those withwhom I am communicating.

Word Fluency: Use words to give concise mean-ing. Use words to ad color, beauty, depthof expression. Use words to convey emotionand value.

Some criteria to help you evaluate communica-tion processes might include:

Expressional fluency: Help students to:Make themselves understood by others

--Communicate a need to someone else.Communicate a feeling.Express an emotional reaction which re-

lates to their past experience.Understand someone else's statement of

need.Understand someone else's emotional re-action.Communicate a message non-verbally.

Association Fluency: Can students:

See how words or actions are interrelated.Describe by comparing.

Use and understand analogies.Use and understand similies.Use adjectives and descriptive phrases.Compare ideas with experiences.Compare emotions with experiences.

Word Fluency Help students to:

Select words having a concise meaning.Use descriptive words or phrases to addcolor, beauty and depth to expression.

Describe emotion.Describe preference.

Describe their likes and dislikes.

Since a breakdown in communication skills mostoften precedes stress between individuals,groups, or nations, an increased ability to com-municate will lead to more depth and under-standing in the human interaction process.

TELLING SOMEONE ELSE

Talent Development Objective: To help studentsdevelop better communication skills by work-ing with descriptions and directions.

Teacher Note: In giving directions the studentbecomes much more critical of the communica-tion process. He must evaluate what he saysin terms of what he means and what someoneelse thinks he means. Often there is a need to

95

recommunicate until understanding is reached.These exercises not only help communicationskills on a verbal level, they increase listeningabilities.

Activity: Have the students describe their schoolroom to a child in another school or country.Tell what color the walls are painted, howmany windows are in the room, which way

the room faces, what the chalkboard lookslike, and what kind of furniture and equipmentis in the room.

Activity: Select one student from the class andask him to pretend that he is a tourist tele-phoning from the local airport. The touristwants to visit your school and wishes to knowhow to get there. Choose another student totalk to the tourist and give special directionsto get from the airport to the school.

Activity: Choose students to take turns givingdirections to their classmates on how to findtheir homes from the school. Have them givedirections to another room in the school.

Activity: Have the students take turns describinga friend according to his attributes as clearlyas possible, without telling the friend's name.Can you guess who the friend is?

Activity: Plan a treasure hunt. Ask the studentsto pretend that they have buried a treasure.Give the students a chance to give directionsto someone else which will lead to the treasure'sburial spot. If the student gives clear direc-tions, the treasure will be found.

Activity: Give each member of the class a pieceof paper and a pencil. Choose one student tocome to the front and describe an object.(Start with very simple objects first, such asa toothbrush, a water glass, ball, etc.) Instructthe rest of the students to draw what theythink the object is. The student describingthe object may not give the object's name orspecific use.

Activity: Have the students pretend that theycannot speak. Instruct them to find as manyways as they can to communicate withoutusing a spoken language.

Activity: Have students originate and decide upona set of classroom signals or cues which com-municate: clean up, come to the carpet, silence,etc.

Activity: Choose one person to follow directions.Choose another person or group of people togive directions. The group giving directionswill decide upon some activity (such as iron-

96

ing, driving a car, etc.) and will tell the receiverof the directions what to do with his hands,arms, feet, head, etc. You cannot tell him whathe is doing, only how he should do it. Then,the other students will guess what the personis acting out.

Remember that the person following directionsdoes not know what he is doing, he is onlyacting as directed.

Activity: Create "universal" traffic signs and sig-nals which can be immediately recognized bypeople regardless of language.

Curriculum Related Activities:Language ArtsUse students as teachers;

allow them to give directions relating toany learning process. Let students directcreative writing experiences, Haiku, lim-ericks, how to build suspense in a story,how to write a letter or punctuate a sen-tence.

Let students interview one another, letother class members direct the interviewerand applicant.

MathTell students to give directions toanother class member for an arithmeticprocess or a series of processes. Dictate amathematical problem to be solved.

Have student give a mathematical sequenceto test others for number sequence recall.

ScienceHave students give directions, stepby step, to other students on how to doan experiment, prove a theory, or how toshow a cause and effect relationship.

Social StudiesHave a student give directionsto be charted on maps by other studentsof routes from one location to another; oftrips of explorers; of migration routes; olpaths of conquering armies; etc.

Let students select a site and then senda message giving the location of their ship-wrecked crew. They must direct a rescueteam to their present location.

ArtLet students direct other students in themixing of colors, hues, blends. Compare

c:;)

the results of participants, why did colorresults differ?

Let a student give direction to a friend orthe class on how to organize a mural or howto use different art media.

MusicLet one student tell another studenthow to put an instrument together, howto play it, how to clean it.Let students try to teach others how toread music.

Physical EducationGive students the oppor-tunity of explaining a new game or the

rules of a game to the class.Divide class into small groups. Have eachgroup learn a simple skill or game and thenhave the groups teach what they havelearned to a class of younger students.

Evaluation: Have each student construct a geo-metric figure. Students will then describe theirfigure in writing (orally if they do not write)so that it can be reproduced by others fromtheir description.

GUESS WHAT

Talent Development Objective: To help the stu-dent develop expressional fluency, associationalfluency and word fluency through descriptions.

Teacher Note: This exercise is designed to helpthe student to become a more effective com-municator. Because descriptions are an inte-gral part of communications, the developmentof skills in describing becomes the goal ofthese exercises. In order to encourage thestudent to rely upon descriptive words, specifywhat can and cannot be allowed in the de-scription. For example, stipulate that you listthe attributes of an object but you may nottell what the object is.

Activity: Have the students describe how theywould feel if they were a tire on a bicycle.

Activity: Have the students feel an unidentifiedobject. On the basis of touch have the studentsdescribe what it is and how it is used.

Activity: Put an object in a sack. Have the stu-dents feel the sack and allow children to shakeand move it. Have them describe what theythink is inside the sack.

Activity: Bring an unfamiliar object or an unlab-eled box. Have children describe what theysee and what they think might be inside.

Activity: Have students decide upon an object oran occupation. Have them describe what they

97

kr;

are or what they do in general terms. Do notlet the child tell what he is or give specificinformation as to a specific function. The limi-tations will depend upon the age of the student.

Examples:Primary grades: "I help people. You can callme on the telephone. I come to your house.I put out fires. Who am I?"Intermediate grades: "I wear waterproof cloth-ing. I sometimes drive heavy equipment. I usewater and chemicals to help me to do my job.I work at airports, in cities, in towns for largecompanies. I am always on call. Who am I?"When using the occupation of fireman with anolder child the rules might state that the wordfire and man could not be used in any way.This set of limitations forces associational flu-ency, word fluency and expressional fluencyas the child tries to describe himself in a givenrole.

Activity: Prepare a box of unrelated items. Theitems might include an old toothbrush, stapler,shaving brush, boQk of matches, shotgun shell

include any oas and ends you can findaround the house or the school.Select a child and ask him to look at the itemsin the box. Do not reveal any of the objectsto the rest of the class. Ask the student todescribe one of the objects. Based upon the

student's description, have class members guesswhat is being described. Work within a timelimit. If the class has not guessed the item,show it and then have the rest of the classhelp with the description of the item. Exampledescription: (a stretch watchband) "It ismetal, it is silver, something connects to eachend; it stretches; you wear it." A variation ofthis activity would be to have one studentdescribe an object and the rest of the classdraw what they think it is.

Activity: Bring walnuts to school. Have the stu-dents carefully break them in half. Ask chil-dren to collect and to put inside the shellas many items as possible. Write a descriptionof the items they put within their walnut shells.Let other class members try to guess whatthey have hidden in their shell.


Language ArtsIn the form of a descriptiveparagraph, poetry, Haiku, or prose, havethe students describe a scene in nature; anevent they have witnessed or experienced;or textures, smells, tastes, sounds, andemotions that they have experienced.

MathHave students give a description of amathematical process f o r geometricalshapes.

ScienceHave students describe an experimentor process. Describe things as they arefound in nature.

Social Studies Have students describe asetting, an event, an historical figure, anera in history, working of governmental sys-tems, social forces, religious trends.

ArtHave the students describe a work of art.Describe the setting or background for aplay or a mural.Describe different art media and the effectsthey achieve.

MusicHave the students describe the scenethat they think a musical selection suggestsor how it makes them feel.

Physical EducationHave the students de-scribe a sports event or game.Have students write a sports news cast forradio or newspaper describing the plays.

Evaluation: Have each student describe love.

DESCRIPTIONS AND COMPARISON

Talent Development Objective: To develop bettercommunication skills, associational fluency,and word fluency, through the use of compari-sons and descriptions.

Teacher Note: Use the differences and likenessesof things to build fluency and effective com-munication skills. For lower grades, this typeof exercise is often used to teach oppositemeanings of words. For upper grades it canbe used to encourage the use of adjectives anddescriptive phrases to add detail and depthto their written and spoken descriptions.

Activity: Have students describe their mother andfather, teacher, uncle, etc.

Activity: Have the children look at the threehouses.

98

List the ways in which they are alike. Howis number 1 like number 2? How is it different?How is number 2 different from number 3, etc?

Activity: Ask the class how observant they are?Choose one person to stand in front of theclass. Ask everyone in the class to look at thatperson. Now ask the student to step out ofsight. Then ask other students to describe:1 The color of his hair.2. The color of his eyes.3. The color of his shoes.4. The color of his glasses (an especially good

question to see if they even noticed whetheror not he wore glasses).

Add anything else to this list that you wouldlike.

Activity: Have the students write a poem or adescription about something beautiful they sawon the way to school today.

Activity: Instruct your class to paint a pictureof the clouds they can see in the sky. Havethem write a story or a poem describing howthe clouds looked to them.

Activity: Have the students bring a flower anda weed to class. Observe the flower carefully.Take turns describing the flower noting color,texture, aroma, beauty, size, type, etc. Care-fully observe the weed. Take turns describingthe weed observing the color, texture, aroma,beauty, size, type, etc. On the board list allthe things that are alike and all of the thingsthat are different about the flower and theweed.

Activity: Have the students compare two occupa-tions. How are they alike? How are they dif-ferent?Compare members of the family and what theydo. How are they alike and how are they dif-ferent?

Activity: Have each member of the class pretendto be a florist. Have them take turns express-ing some of the experiences they have had withdifferent flowers and the people who buy them.What kind of a person buys roses? What kindof a person buys violets? What kind of aperson buys orchids?

99

A variation of this activity could be to pretendyou work in a pet store. What kind of peoplebuy what kind of dogs, cats, birds, etc?Pretend to be a car salesman. What kind ofpeople buy what kind of cars?

Activity: Have each student pretend they are acertain kind of flower. Have them describewhat they look like and how they smell. Havethe students tell why they chose to be thatparticular flower.

Activity: Suppose you wereAsk the students to suppose they were trappedin a mine; snowbound; lost in the woods. Howwould things change for them? What would bedifferent from living in yu-ar home or being inschool?

Activity: Select a student to call, "Teacher, teacherI've lost my friend." Then have the studentgive the description of another student in theclass. The student acting as a teacher mustguess who has been lost on the basis of thedescription given and the answers he receivesto questions. Example:Student:Teacher:

Student:

"Teacher, I've lost my friend.""Is it a boy or a girl?""It is a boy."

Continue with answer and response until themissing person is identified.

Activity: Have students bring an assortment ofmaterials then describe the feel of the varioustextures. Ask the students to tell how thetextures are alike and how they are different.


Language ArtsGive a list of words to thestudents. Ask them to find likenesses anddifferences in the words. Example: algebra,animal, apple, ant. Ways alike: all startwith "a", they all have the short "a" vowelsound.Ways they are different: one is math, oneis a conjunction, one is a fruit, one is living,none have the same number of letters.Have students compare two stories. Howare they alike? How are they different?

s6

As a class, study the writing of two famouspoets. How is their work similar? Howis it different?

MathHave students describe how additionand multiplication are alike? How are theydifferent?Have students describe how measuring de-vices are alike and how they are different.

ScienceGrow a bean or other seed in theclassroom. Let the students compare theplant to other growing things. What arethe likenesses and the differences?

Social StudiesAfter studying a different cul-ture, have students compare likenesses anddifferences between that culture and theirown. Have students compare beginnings ofcivilizations and discover likenesses anddifferences.

ArtHave the students compare paintingsdone by one famous artist. Have them tell

how the paintings are alike and how theyare different.

Display several works of art (photographs,painting, sculptures, design). Compare like-nesses and differences.

MusicPlay a variety of records and ask theclass to describe the feelings they haveabout the different records. Then ask thestudents to describe how the recordingswere alike and how they were different.

Physical EducationHave students describetwo different kinds of ball games. (Ex-ample: baseball, football). Then ask thestudents to compare them and find thingsthat are alike and things that are differentabout the games.

Evaluation: Have each student compare Mondaywith Friday at school.

WHAT DOES IT MEAN?

Talent Development Objective: To help the stu-dent develop expressional fluency, associationalfluency, and word fluency or communicationskills by gaining a better understanding ofword meaning.

Teacher Note: To help students learn to communi-cate effectively, we must help them gain theskills necessary for using our language. Thefollowing activities are designed to help stu-dents see that a word can have more than onemeaning; to help students expand their vocabu-lary; to help students read for comprehensionrather than read words. By letting students,as a group, discuss meanings of words theygain insights into other people's experiences.This helps them to understand each other aswell as to understand word meanings.

Activity: Collect pictures to use with homonyms.Show picture and say, "Who can play thisgame with me?" The deer live in the moun-tains. She is a dear little girl. Continue togive examples, until someone wants a turn.

100

Have the children verbalize about how to playthe game. Let the class collect pictures to usewith homonyms which can be mounted forother language games.

Activity: Write the word train on the board. Askthe students to think all the meanings theycan for the word train. Have the studentsuse the word in sentences to demonstrate thechange of meaning.Example: The train was stopped by bandits.

The bride had a long train on herwedding dress.

Richard is trying to train his dog.

Other words to use:can tieair rollpool handsplant runstory

Activity: Show the .class a picture of a symbolsuch as a star, a crown, a key, or a book. Se-lect students to tell their ideas about the

symbol. Does it have the same meaning foreveryone? Share your different ideas.

Activity: Ask the students to make a list of"heavy" words. Have them tell why they chosethose words. Have the students make a list of"moving" words. Have them tell why theychose those words. Ask students to think of"happy" words. Record these words on theboard and discuss as a group why they wouldbe categorized this way. If someone disagreeswith a word given, allow him to give hisreasons.

Activity: Write the word respect on the board.Ask the class to tell words that describe themeaning of respect. List these words on the.board. Then ask which word best describesrespect? Each time a word is given, ask howthese key words are related and how are theyunrelated. Example:

RespectAbility Responsible

Obey LoveRespectability

Ask: How is the word responsible related torespect? How is ft unrelated? Other good wordsto use in an exercise such as this are:

Courage Discipline FreedomVariation: Build words prefixes, suffixes,compound words.

Activity: The teacher or a student could panto-mime a situation showing several emotionshave students decide what emotions are shown.Select students to come in front of the classand pantomime emotions of anger, happiness,

sadness, surprise. Choose others to identifythe emotion, and explain how they were ableto identify it.

Activity: Show any films from "Magic MomentsProgram", Encyclopedia Britannica. Have thestudents give their impressions of the film.

Curriculum Related Activities:Language ArtsHave the students find words

that have more than one meaning and usethem in sentences.

MathHave the students find as many pos-sible ways as they can to arrive at a givennumber.

ScienceAfter studying weather and cloudformations, have class watch the sky forstorm warning or good weather signs andmake a bulletin board or charts of whatthey see.

Social Studies Have the students interprethow different maps relief maps, politicalmaps, road maps or contour maps are used.

ArtShow several paintings to the class andhave the students relate how each paintingaffected their feelings.

MusicPlay excerpts from several musical se-lections and have the students relate howeach movement makes them feel.

Physical EducationShow the students imple-ments of different games and have themtell how the game is played and what im-provements could be made in the game.

Evaluation: Have students describe what alle-giance means as it is used in the pledge to theflag.

VISUALIZATION

Talent Development Objective: To develop thestudents associational fluency and visualizationas aids to better communication.

Teacher Note: The ability to visualize something,to see it in the mind as it is or as it will be,becomes very important to adequate communi-cation and associational fluency. It is the

101

ability to visualize an area that makes it pos-sible for someone to give accurate instructionsor directions (how you get from the school tomy house). This ability to "think what itlooks like" or "think what it will look like"is required if a student is going to be able tocommunicate plans; communicate somethinghe has seen in descriptive terms; enumerate

£13

the qualities of something when explaining anitem or a situation to another; or give direc-tions that can be followed and "seen" byanother person. Visualization is not the onlycommunication tool, but it becomes a veryvaluable recall tool and helps to facilitate com-munication skills.

Activity: Ask students to think about their ownfootprint. Then instruct the students to drawtheir footprint. Have the students make a foot-print in plaster of paris, on paper, in clay,with paint, etc. Compare your actual footprintwith your drawing.Use a leaf or a cutout of a leaf. Show the leafto the class, now ask them to draw a pictureof the leafdraw the outline. Show them theobject and have them trace and compare theiroutline with the real outline.

Activity: Have students think about the shapeand draw a picture of the outlines of: a friedegg; a piece of bread; spilled milk. Use anobject that is mostly flat because depth, aswell as outline configuration, might tend toconfuse the children. Compare these with thereal thing.

Activity: Draw an outline of a location. Draw theoutline of the room, your school, your bedroom,your state, your country, another country. Re-calling the outline, trying to see if from a"bird's eye view" is something that many chil-dren cannot do. Use outline shapes to trainfor visualization recall.

Activity: Make outlines of a room you would liketo decorate. Put outlines of the furniture in it.

Activity: Have the students arrange three itemson their desk. First have them think whatthe items will look like. Now have the stu-dents place the items as they saw them intheir mind. How do they look?Have the students think of a furniture arrange-ment. Use a square piece of paper and arrangefurniture cutouts or arrange furniture in a dollhouse.

Activity: Ask the students to think of a thing.An example might be for everyone to thinkof a toy. Have them tell about the toy theyare thinking about. Be sure they tell how big

102

it is, what color it is, and where they keep it.Have them tell all about it and make us seeit in our minds. This activity can include anyobject or set of circumstances. The main ob-jective is for the children to be encouraged totry to "see in the mind's eye" an object andcommunicate that object.

Activity: Show the students three objects or threepictures of simple objects. Hide the objectsand ask the students to recall what they were.This activity might include a tray of objects,a few simple objects, a grouping of any size.Recall the objects, or ask which object hasbeen removed, or ask which is new and hasjust been added or use flash cards with threecombinations to be learned.

Activity: Show an object to the class. Tell themto look at it carefully. Now hide the objectfrom the student's sight. Ask them to thinkwhat it looks like. Tell them to try and see itin their mind. Then, ask specific questionsrelating to the object:1. What was the object? Listen to verbal re-

sponse.

2. What color was it? Listen to verbal re-sponse.

Discuss agreement and disagreement.Whenever you feel it the right moment, showthe object again. Stress the ability to look atit and then to try to recall it when it is nolonger in their sight.3. What was there that was unsual?4. What was unusual about the color?Use an unusual object to help the children torecall in terms of a mental image. Ask a fewquestions, then present the item, then removethe item and question for recall.

Curriculum Related Activities:Language ArtsHave the students write a de-

scription of something they have seen orexperienced.

Have the students write Haiku verse todescribe nature.

MathHave students describe and illustratemathematical processes or problems.

e.9

Make up a magical square or a numbermachine.

ScienceHave students describe what theythink it would be like inside an egg, acacoon, etc.Have students describe the world from thepoint of view of an animal or an insect.

Social StudiesHave students draw the inter-ior of a home of another age.Have the students describe what they wouldexpect to see if they were actually locatedat a given point on the map.

ArtAsk the students to draw a picture oftheir home as it would appear from an air-plane.

Ask the students to think of the membersof their family and to draw them as theywere dressed this morning. Compare yourrecollection with the people involved.

MusicAsk the students to discuss how mu-sical titles and music are related. Afterlistening to an unfamiliar musical selection,ask the students to give it a descriptivetitle.

Physical EducationHave the students usemodern dance and interpretive movementto show how someone or something elsefeels.

Evaluation: Have students describe what clothingwill be like in fifty years as they visualize it.

SAYING WHAT YOU MEAN

Talent Development Objective: To help studentsdevelop associational and expressional fluencyto aid in communicating specific informationand mood.

Teacher Note: It is important for students tounderstand the multiple aspects of communica-tion. Use group discussion and small groupor committee discussion to list many ways inwhich we communicate.

Discussion should also include the many dif-ferences there are in communication and whatthings cause confusion in communication.Some examples might emerge such as language,dialect, cultural differences, idioms, body move-ment, voice inflection, facial inflection, andsituations in which communication occurs.

Activity: Collect from magazines several picturesof faces. Cover the bottom half of the faceand have students try to see what the eyesseem to communicate. Uncover the entire faceand see if the expression of the whole faceconfirms what they thought the eyes "seemedto say".

Activity: Stress on words changes communication.Read the sentence. Stress the boldface word.

103

::

How does the difference in emphasis changewhat the sentence says?I like the children in our school.I like the children in our school.I like the children in our school.I like the children in our school.I like the children in our school.I like the children in our school.Print each word on a card. Give one cardto each of seven students. Have the student'sarrange themselves in the order of the abovesentences. Let the students take turns instressing different words.

Activity: Make several word cards. Have differentnouns, verbs, adjectives, and articles. Distrib-ute the cards and ask students to arrange themin a meaningful sequence. Students can lineup and hold word cards in front of them forthe class to read. Or have the students arrangesentences at their desks.

Activity: Compare news items. Bring a currentnews item from two or three different news-papers or magazines and note the differencein reporting style. How might they be re-ported differently? Discuss propaganda as it

100

relates to a point of view. You might askstudents to:1. Write the item from the student's point of

view.2. Write the item from the teacher's point of

view.3. Write the item from a parent's point of

view.4. Write the item from a policeman's point

of view.Activity: Use role playing to demonstrate a prob-

lem that might occur on the playground oramong a group of students. Discuss the com-munication that occurred during the "stagedincident". Ask: How did the children feel?How could you tell? What did the children do?What else could they have done? How canpeople solve these kinds of problems? Whatwould you do?

Activity: Without dialogue have puppets act outa situation. Discuss what you think is happen-ing. What did the actions communicate?

Activity: Have the students pantomime the fol-lowing situations. In each example arrive ata solution.

Spilled milk at homeGetting ready for schoolPlaying a recordBrushing your teethPainting a pictureAfter watching a person or group demonstrateone of the above situations without usingwords, have the class discuss what their actionstold: how they felt; what they did; what mighthappen next?After a pantomime list words or things a personseemed to say; what ideas the person expressed;what they could have done to communicatebetter what they wanted to say?

Activity: Study the different dialects and idiomsof our country and find words that have dif-ferent meanings to people in different partsof the country. As resources use books orinvite people who have lived in different partsof the world or country.

Activity: Have the students express their feelingsthrough creative dance. They could depicta winter storm or a spring rain; other seasons;

special holidays like Halloween, Valentine'sDay, April Fool's. They could also expressthrough dance, the various ages; young child,teenager, or grandparent. The students shouldalso be involved in picking out appropriatebackground music for the different expressions.

Activity: The students could pantomime in anexaggerated form various situations commonto our society. Some examples are: A ques-tioned call of an umpire, a frustrated motorist,a hungry teenager, a flight, or various move-ments of animals.The other class members could guess what thestudent is pantomiming and tell what form ofcommunication helped best in making his de-cision.


Language ArtsShow a picture of your choiceto your class. Have the class describe ortell about the picture in one short sentence.Display several pictures (preferably somedone by the students). Have students makea title for their picture stressing how thetitle will communicate meaning intendedby the artist.Read a poem to the class. Then have stu-dents tell in one short statement what thepoem communicated to them.

MathHave students write or illustrate storyproblems for the class to solve.

ScienceDemonstrate a science experimentand then have one or more students tellwhat he saw. Compare descriptions.

Social StudiesHave students write descrip-tions about their community or culture fortheir grandchildren to read.Locate pen pals in other countries. Ask thestudents to describe themselves, theirschool, and their community to their penpal.

ArtHave the students draw how they feelwhen they are very happy, very sad, orvery frightened.

MusicPlay a recording of marching bandmusic and have students give a short de-scription of how the music made them feel.

104

Then play a recording of a Viennese waltzand ask the students to compare it withthe marching band music. Study the dif-ferent musical instruments in terms of theirunique sounds and describe the differentfeelings that each one portrays.

Physical EducationHave students demon-strate specific skills to other classes. Ex-press feelings by creative dance.

Evaluation: Have each student convey a messageto the class without using words.

HOW DO ANIMALS COMMUNICATE?

Talent Development Objective: To help studentsdevelop sensitivity to non-verbal communica-tion and associational fluency.

Teacher Note: Help students to understand thatall life, to exist, must and does feel pain.Develop sensitivity to the need for humaneconsideration of all living things. For example:It hurts a grasshopper just as much when itsleg is pulled off as it would hurt you. Allanimals must feel pain in order to survive.What would happen if you could feel no pain?

Activity: Ask the students to tell all the waysin which animals communicate with man.Ask why there is a need for this level of com-munication. Discuss ways that animals com-municate with each other, and why they feelthis need.

Activity: Select one child each day for a weekto bring an animal to school. Strive for avariety. Have the students keep a record oftheir observations cf the animal for a shortperiod of time (1-2 hours). Share the observa-tions and list them on the board. Some ques-tions that might be discussed are:How do you know when a dog is happy?How do you know when a pet is hungry?How do you know when an animal isn't feeling

well?How do you know when your dog or pet is

nervous?How do you know when your pet needs love?List all the ways the pet acted. WIlat couldeach action indicate?

Activity: Have the students keep a daily recordat home for a week telling when and whytheir pet communicated with them. Did thepet communicate something with its eyes, tail,or feet? How do you know?

105

yr

Activity: Visit a zoo and observe animals in cap-tivity. Discuss observations. Have the stu-dents pretend to be one of the animals theyobserved. ,What would the animal say, do,feel, think, etc? Ask why they choose to bethat particular animal.

Activity: Do research on and observe, where possi-ble, animals in their natural environment.Discuss how wild animals' lives differ fromdomestic animals' lives. Try to find ways theseanimals might communicate to others or topeople.

Activity: Have a classroom pet show. Find outif the animals liked each other or if they com-municated angry feelings toward each other.Try to determine if they all responded to theclass the same way. Were some more friendlythan others? Why?

Activity: Show animal pictures. Have the childrendescribe the animals. Make up things the ani-mals might be saying in the picture. Writecreative stories about an adventure one ofthe animals might have. Have the animal bethe one telling the story.

Activity: Invent animals. Use parts of animalsand combine them to make one imaginaryanimal. Now decide what the animal wouldeat, where it would live, how it would com-municate.

Activity: Discuss animal behavior and human be-havior. What are the similarities? When doanimals become frightened, aggressive, danger-ous, or comfortable? Let students extend thelist of behaviors. Using the same list, definewhen people act this way. Are there similaritiesbetween behavior and conditions when compar-ing the animal behavior evaluation and the

man behavior evaluation? How does this changeyour feelings about animals? Have studentsexplain, "Man is the most dangerous animalin the woods".

Activity: Have role playing activities where onechild is a human being and the other a pet.See if the "animal" can communicate his feel-ings to the human. If he fails to communicatelet him talk about his feelings of frustration.


Language ArtsHave the students write aconversation between two animals.Ask the students to write a story in whichanimals have human characteristics.

MathHave the students gather informationconcerning the speed at which differentanimals travel. Compare them. Comparelife patterns or living requirements of dif-ferent animals statistically.

ScienceHave students compare animal be-havior as it relates to needs. Ask studentsto explain "survival of the fittest". Askthem to compare the physiology of an ani-

mal to the animal's habitat and environ-mental adaptations.

Social StudiesWhen studying different areasof the world, pay particular attention toanimals indigenous to each region.Have students relate the culture of man tothe animal life available for food.Discuss with students diet as it relates toanimal life.

ArtHave students draw cartoons showinganimals in conversation or have themillustrate a story.Illustra te an animal nursery rhyme.Diagram or illustrate reports on animals.

MusicProvide the students with music com-posed to describe animals. How was themusic descriptive of each animal?

Physical EducationHave students act as ifthey were a particular animal.In gymnastics, have students do stunts suchas elephant walk, duck walk, etc.

Evaluation: Have each student observe an animaland report on how it communicates.

BE A REPORTER

Talent Development Objective. To help the stu-dent develop systematic sequential reportingskills as well as expressional and word fluency.

Teacher Note: Have a class discussiOn of "thenews". Stress that news is information of com-mon interest to many people. News is excitingwhen it is unusual, when it solves a problem,when it is surprising, or gives information. Itdeals with the past, present, and future. Itcovers a variety of subjects and is carried byvarious media. News might announce the in-vention of the automobile, or the discoveryof penicillin. News might analyze what effectsan event has had upon people, like the inven-tion of the automobile, or the industrial revo-lution's effect on occupations such as the black-smith. Discuss the various news media.

Activity: Tell the class that they must report

a new discovery to the world. Ask them forsuggestions. Some possibilities might be thediscovery of penicillin, rocket travel, the firsttelephone, interplanetary communication, orthe cure for cancer. Tell the class that it istheir responsibility to make a news report.Ask how would they report this news to theworld? List all possible news media: news-papers, television, radio, telephone, conversa-tion, gossip, letters, telegrams, cables. Let stu-dents expand this list. Have all students makea news report using the same topic and thesame news media.

Variation: Have students choose their own topicand report through the media of their choice.

Activity: Have the class break into groups. Askeach group to develop a message and choosewhich media they will use to report the mes-

106

sage. Share the completed messages and choosethe ones that seem to be the most effectiveor interesting.

Activity: Have students report what it is like to be:a new penny, a library book, a car in a junkyard, a germ, a kindergarten child on thefirst day of school, a duck flying south, a turtlein the winter.

Activity: Have the students tell or write aboutthe funniest thing that ever happened to them.This activity might include the most frighten-ing thing, the most unusual thing, or the mostembarassing thing.

Activity: Have the students report about the mostinteresting thing that ever happened to themin school.

Activity: Have the students report on a trip theyhave taken. Where did they go? What didthey do? Did they enjoy the trip? Why orwhy not?

Activity: Have the students discuss rumor. Dis-cuss how a rumor is started. Evaluate thedangers of rumor as a way of gathering newsand why and when it could be useful.

Activity: Choose students that wish to volunteerfor a 30 second impromptu speech. Time thestudent for exactly 30 seconds. When the stu-dent stands, give him a fun topic on whichto speak, such as: All you know about words;why it is good to be in the navy; good thingsto serve for dessert; the life of a baby bird;how to be a baby bird; how to be a poor sportor a poor loser; things to think about whenyou are standing in a long line, etc.

Set up an evaluation criteria. When a stu-dent finishes his 30 second talk, take time forthe whole class to evaluate:

What did you like about the speech?Why was the delivery good?Was the speaker easy to listen to?

Activity: Present this problem to the students:"There has been a world-wide power failure.How will the world communicate when thereis- no more electrical power?"

107

Activity: Have the students write news articles asif they were living sometime in ancient historyor give a news report telling of the "news ofthe day". Times from which the student couldreport might include the Crusades, news fromthe Pilgrims sent back to England, news byColumbus sent to Spain, or headlines reportingdiscoveries of any of the new world explorers.

Activity: Select, ahead of time, a few students forrole playing. Arrange with them to have afight, an argument, or to cause a disturb-ance of some kind. Plan to let the selectedstudents choose a time during which the dis-turbance will occur. Do not let the rest ofthe class know the disturbance will occur.Treat the disturbance as a real problem. Askthe students to write down what happened,what they saw, what the people did, and whythe disturbance took place. Evaluate each stu-dent's response. Determine what the facts are.Then, define the disturbance as planned andgo over it again. Compare reports with facts.

Activity: Have students pretend they are news-boys selling papers. They are calling an inter-esting headline "Read all about it,

" Verbalize what they wouldsay about:

1. A big fire2. An election result3. The end of the war, etc.

Discuss which headlines are the most effectiveand why.

Discuss headlines that would appeal to differ-ent kinds of people.


Language ArtsHave students report on howto converse on the telephone.

MathHave students report on how to solvea mathematical problem.

ScienceHave students report on what they.think is the greatest scientific discovery.

Social StudiesHave students report eventsfrom history (past and future).

ArtHave students report on known artistsand their works.

1.04

MusicHave committees report on the devel-opment of different musical instruments.

Physical EducationHave groups report onthe sports of different countries.

108

Evaluation: Have students report about the peacetreaty that will end all wars, or have studentswrite a news report about the best schoolroom,school, country, or city in the world.

i

"To set the stage . . . for the steadysupport of creative manifestations in anychild, youth, or adult, our schools shouldget beyond the dull, the safe, the ortho-dox. Any excitement lost to our schoolswill be lost to our communities ten timesover."

--George D. Stoddard

"Education, above all, gives us the lei-sure when young to think about theseissues (in world affairs) and to work alifetime toward their solution. Perhaps,in future, adult education in many formswill give new and extended meaning tothe constant search. Every unit of workfor work's sake should be matched, andovermatched, by measures of thoughtand art and brotherhood."

George D. Stoddard

"We must cultivate talent in the waysoil nurtures a seed. It provides for thegrowth of the seed but it does not tellthe seed what to become."

Sidney J. Parnes

"We are told by one and all to facereality. The question is, whose reality?"

George Stoddard

"The pressing need today is to educatefor an accelerating rate of change . . .

Change is so swift that the 'latest thing'today may be old-fashioned by the timeyoung people enter adulthood . . . Sothey must be taught in such a way thatthey can learn for themselves the newthings of tomorrow."

John W. Gardner

"What tomorrow needs is not masses ofintellectuals, but masses of educatedmen men educated to feel and to actas well as to think."

Charles Silberman

"Since we can't know what knowledgewill be most needed in the future, it issenseless to try to teach it in advance.Instead, we should try to turn out peo-ple who love learning so much and learnso well that they will be able to learnwhatever needs to be learned."

John Holt

"To construct and to create are quitedifferent. A thing constructed can onlybe loved after it is constructed, but athing created is loved before it exists."

Gilbert K. Chesterton

"AIR POLLUTION"By Jackie

First Grade

GUIDELINES FOR FORECASTING TALENT

Forecasting Talent: Forecasting events, in the nextinstant or in the distant future requires con-ceptual foresight penetration or minute analiza-tion of related criteria, and social awareness.

Any prediction or evaluation of future eventscalls upon forecasting talent. The student mustbe able to evaluate cause and effect. He needs toconsider what he wants to do, what the effectsof his actions will be, what consequences he mayanticipate.

The ability to forecast is developmental. Train-ing for forecasting talent should include develop-ment of the following skills:

Conceptual foresight: What are my goals? Basedupon what I now know to be so and whatI have done, or has been done in the past,I predict that this will be the result of situa-tions or actions I contemplate.

Penetration: What are the details? What do Iknow and what do I need to know beforeacting? How will situations or conditionschange requiring an adjustment in my actionsor approaches?

Social Awareness: How will other people feel oract? Will change cause disorder or destruction.

Will changes impose unpleasant or unaccept-able conditions upon others? How doeswhat I want to do effect the needs ofothers? Will my behavior be responsible?

Conceptual foresight: Helps students to:Establish goalsUse their present knowledge and back-

ground to predict an outcome of a situa-tionThink before they act

Penetration: Encourages students to:Consider their present knowledge alongwith things they need to know beforeacting

Become aware of how conditions willchange with their actions

Social awareness: Helps students to:Become aware of others and how their

actions will affect othersRecognize any destruction or harm theiractions may cause

Be sensitive to any actions that wouldcause discomfort to others

Become confident with their knowledgeas being acceptable

CAUSE AND EFFECT

Talent Development Objective: To develop withinstudents conceptual foresight, penetration, andsocial awareness by forecasting and evaluatinga series of activities.

Teacher Note: You may wish to begin each oneof these activities with the divergent thinkingapproach by having the students list as manypossibilities as they can for each situationgiven. You may then want to converge byhaving them decide which possibilities mighthappen in their situation. It is usually bestto begin this type of activity orally with groupinteraction and reinforcement. After doing a

111

r

108

few of the activities a discussion of the valueof forecasting skills might be helpful.

Activity: Give the students the following situa-tions:Your parents decide to adopt a new brother orsister. What are some things that might hap-pen?You brought a lost animal home with you.What are some things that might happen?You are seen taking something that belongs tosomeone else. What are some things that mighthappen?

You yelled at your mother. What are somethings that might happen?You run into the street. What are some thingsthat might happen?Your friend asks you to help him with his workall the time. What are some things that mighthappen?You didn't finish your homework. What aresome things that might happen?You leave school without telling anyone andsomeone sees you. What are some things thatmight happen?You forgot your boots on a rainy day. Whatare some things that might happen?You bump into a teacher carrying a huge stackof paper. What are some things that mighthappen?Your brakes failed while driving down the hill.What are some things that might happen?You wake up one morning and find that youhave turned into a rabbit. You can still thinkas you do now, but cannot talk. How couldthis change you and what are some things thatmight happen? How will your condition affectothers?You are sent to the store and while payingfor your groceries, you discover you do nothave enough money. What are some thingsthat might happen or that you could do?You are separated from your group while on acamping trip in the mountains. What will youdo to say alive? What are some things thatmight happen?You are on the desert in a sandstorm andyour leader gets lost. What are some thingsthat might happen?Your best friend is mad at you. You writeyour friend a note saying you are sorry andwant to make up. What are some things thatmight happen?There is a shortage of teachers. Your school,with the same number of students, will haveonly half as many teachers next year. Whatare some things that might happen?Both polar ice caps are melting. What effectswill this have on plant, animal and human life?

What things will change and how will it affectthe way people live?

In the following situations how will each oneaffect you and others around you?

A. You broke your leg.B. You are bed ridden for 6 months.C. You have become blind.

Activity: Now reverse the process. See how manycauses the students can list for each effectgiven. The only food available was spinach.What are some possible reasons?School was held 12 months of the year. Whatare some possible reasons?You had to eat and live at school. What aresome possible reasons?We no longer had money. What are some pos-sible reasons?

All reading materials, books, magazines, weredestroyed. What are some possible reasons?We had a day when there were no laws. Whatare some possible reasons?The power company only worked 8 hours aday. What are some possible reasons?Everything came in only one color. What aresome possible reasons?We had no teachers and we learned from eachother. What are some possible reasons?

Everything was like it was 50 years ago. Whatare some possible reasons?

The government banned the use of all internal-combustion engines. What are some possiblereasons?

You hurry to the telephone and call the police.What are some possible reasons?There is no more food being delivered to thegrocery stores. What are some possible reasons?


Language ArtsHave a student misspell wordsin a story or an assignment and then havesomeone else read it.

MathHave students tell what would happenif they calculated the money wrong for buy-ing a class treat.

Have students tell likely consequences oisudden computer failure.

ScienceAsk students to find out why theleaves turn different colors in the fall andfall from the trees. Find out why someplants do this and others do not.

Social StudiesHave class discussion aboutresults of overpopulation, and how we canbest deal with increased population.

ArtHave students make posters depicting aproblem such as dead trees lying allover. Ask what was the cause.

MusicShow pictures of people doing folk orsocial dancing. Ask why are they dancingthat way.

Physical EducationAsk students to tell theeffects of overeating and not getting enoughexercise.

Discuss the effects of poor nutrition.

Evaluation: Give the students this situation: Thewage earner (or earners) in your family haslost his job. What happens now?

WHAT WOULD HAPPEN IF?

Talent Development Objective: To help the stu-dents develop their forecasting talents throughthe use of a variety of activities.

Teacher Note: The children will show conceptualforesight by being able to recognize a goal andpredict the consequence and results of thegoal. Penetration can be determined by howmany details a student includes in his goal.Social awareness will be shown when the childrealizes the effect his goal has on others.

Present the following activities to your classorally. Responses may be written or spoken.Group and individual work can be used. Re-member to accept all responses. Encouragedeeper thinking by pointing out the variouspossibilities of a situation.

Activity: Ask the students to respond to the fol-lowing situations:

What would your family be like if you hadnot been born?

Some people say we have too many pets. Whatwould happen if there were no more pets?

What if we had no garbage collectors? Whatif we had no mailmen? What if we had nopolicemen?

What would happen if you were a raindrop, asnowflake, a mudball, an old coat, or a newhat?

113

110

What would happen if the custodian or sec-retary didn't come to school for a week?

What would happen if the electricity went offin the school?What would happen if summer didn't come thisyear? What would happen if school didn't startnext year?

What would happen if this was the last day ofschool in your life?

What would happen if all the gas stationswere closed?

What would happen if there was no moreChristmas?

What would happen if the atmosphere of theearth started to thin out.

What would we do if all the present fuel sup-plies were depleted?

What do you think would happen if man couldno longer take food from the sea? Where wouldwe find another food source? What world prob-lems would this create?

Activity: Use true to life social situations as aprediction.

Ask your students what would happen if . . .

a student crowded in line?you saw a student steal an eraser?you saw a classmate steal a candy bar?

What are the things you can do to make anew child comfortable in your classroom; inyour neighborhood? How would you make achild from another culture feel welcome?

Activity: Use role playing and have the studentsdescribe what would happen after the storyended and they were: Goldilocks; Cinderella;The Ugly Duckling; Little Red Riding Hood.

Activity: Show pictures depicting a situation.Have the students predict what will happennext.

Curriculum Related Activities:Language ArtsAsk students how they would

communicate an important news item. Cre-ative writing will often follow a what if . . .

discussion.

MathAsk children to find new ways of ex-pressing mathematical ideas. What if:1. There were no zero.2. We had a base 7 number system.3. Geometry had never been discovered.4. Einstein's laws of relativity were proven

false.

Explore with students the base 10 numbersystem and the possible relationship toman's ten fingers. What if men had 12fingers?

ScienceSelect for discussion any physical lawor phenomena. Ask students to explore

what would happen if this physical lawwere inoperable, if there were no gravity,no action-reaction, etc.

Social StudiesAny social situation can beanalyzed by exploring an alternate outcome.Examples might be: What would happenif all fathers were housewives and mothersall worked?What would happen if the losing candidatehad, instead, won the election?

MusicStudy the structure of musical com-position or the kinds of instruments usedin the world. Discussions concerning lackof tempo, lack of a conductor, the failureof a composer to be born, or the develop-.ment of an instrument in some cultureother than the one in which it originatedcan be explored.

ArtLet students produce artistic examplesof possible social situations, outcomes, oralternatives.Have the students draw what the worldwould be like if there were no green color.

Physical EducationTeam problems can bedealt with through a forecasting apProachsuch as the following: What would happenif there were no rules; we didn't take turns;we got no exercise;, everyone cheated?

Evaluation: Ask the students: What would happenif they became lost in the woods or the moun-tains?

TIME IN REVERSE.--

Talent Development Objective: To help studentsdevelop conceptual foresight, penetration, andsocial awareness by projecting situations in thefuture or the past.

Teacher Note: The opportunity of assuming thatyou are actually in another time or anotherplace is one the students seem naturally toenjoy. In depth analysis, however, requiresteacher questioning and guidance. Here aresome suggested questions that might be usedto help student's analyze the past.

114

1. What would you expect to see that wasdifferent?

2. How would your life change?3. How would you have to change?

Activity: Have students pretend to take a journeyback in time. Pretend they are going to livein the time of Robin Hood. Ask students todo the following:1. Make a list of everything you have learned

and all the things you can do.

2. Look over your list. Select from this listthose things you feel will be most helpfulduring this adventure.

3. Plan how you will travel through time.4. Who will meet you when you arrive?5. How will you feel? How will they accept

you, a stranger?6. What will you talk about?7. What will interest you most during your

stay?8. What will you try to change while you are

there?

Activity: Choose an historical event or person.Ask students to write a diary telling how theyfelt and what it was like when:(1) They were part of a Spanish expedition

as they explored a new land.(2) They traveled with Jedediah Smith in his

exploration of the west.(3) They were a sailor on a Viking ship.

Activity: Ask students to suppose they were

(1) Suppose you were living in the MiddleAges and you had to prove you were nota witch or a warlock.

(2) Suppose you could spend a day in Christ'stime.


Language ArtsUse written student narrativesto explain the past.Have students interview one another leteach student be a famous person.Ask students to plan and produce a newsbroadcast that might have been heard inanother time.

MathCompare systems of weight and meas-ure with students.

ScienceHave students select and re-enact mo-ments of scientific discovery.Present superstition or fallacy such as"bleeding" a sick person. Ask students todevise some method of teaching the peopleof that time that they are wrong and thatthere is a better way to help themselves.

Social StudiesDirect students to pretend.Pretend you are Whatare your problems, feelings, opinions? Somechoices might be:Paul Revere Marie AntoinetteKing Arthur Chief Crazy HorseJudas Iscariot A Sioux warriorNero Gen. George ArmstrongNapoleon CusterAsk students to plan and report an his-torical event from the point of view of bothsides. Example: the American Revolutionfrom the colonists, and the colonist loyalistand the English point of view.

ArtHave individuals design bumper stickersappropriate to a given time.Have students design advertising for anilliterate culture.

MusicProvide examples of music from differ-ent periods. Ask students to compare themusic to the cultural values.

Physical Education Have students inventgames pertinent to a time past.Study the development and history ofsports.

Evaluation: Have the students respond to the fol-lowing questions:

1. What will be man's major problems in 1999?

2. What were man's major problems in 1899?

COMPARING PEOPLE

Talent Development Objective: To help studentsdevelop empathy and social awareness as theyrelate to other people.

;

Teacher Note: Forecasting requires conceptualforesight, penetration and social awareness.While many students are capable of conceptualforesight and penetration they very often lack

115

the empathy needed for social awareness re-lating to the needs of others. The ability tocompare and to evaluate people is an importantleadership ability. Forecasting as to how peo-ple will work together, what their needs willbe, and how these needs can best be met,involves important social forecasting skills.Such forecasting skills are empathetic andevaluative in nature. Most needed for thistype of forecasting is social awareness eventhough conceptual foresight and penetrationare required.

Activity: Direct students to discuss or write aboutthemselves and/or others. Some ideas for con-sideration are: List all the ways in which youare like the other people in your class.List all the ways in which your classmates arealike or different.

Activity: Consider a specific activity such as teamsfor a game, a writing group, a study group, agroup working on a science experiment or anyother small group activity that might be usedin your classroom. Ask students to considerthe following: What is the nature of the activ-ity? Who, in the class, would like to do thistype of activity? What people would work welltogether? Why did you select those people?

Activity: Ask the students to list all the ways inwhich animals are alike and different. Askthem to consider wild animals and domesticanimals. Discuss the needs of pets.

Activity: Ask students to design or bring in cos-tumes worn by people of another culture oranother time. Analyze why people of this ageor culture wear this kind of clothing. Askstudents to wear the costume for a day andthen to write how wearing this costume madethem feel and how they would feel if they hadto wear this costume all of the time.

Activity: Ask students to discuss how behaviorof a group determines what the group willaccomplish. Why?Does the behavior of an individual affect othermembers of a class? How? Why?

Curriculum Related Activities:Language Arts: Have students write about

people's feelings and needs. What are thesimilarities?

116

Have students write advertising slogans forInternational Brotherhood Week.Have students write letters to someone inanother country.Have students describe themselves and theway they live.

MathAs a class, establish what you thinkwould be a realistic budget for a family offour. Compare this with real family ex-,penses. Find out how much money a familyon welfare is allowed. How would youbudget this amount of money?Set a figure for a student's allowance. Howwould you spend this amount of moneyand for what?What is the cost of drug addiction per day?Where would a person find the income nec-essary to pay for drug addiction?Find out how income is related to educa-tion and/or job training.

ScienceDiscuss how likenesses and differ-ences relate to scientific disciplines ofstudy?Have students plan a zoo. Have them de-cide what animals they would put togetherand why?Study a grazing area. How does the areameet the needs of the animals that mustlive there?

Social StudiesSet the following type of situa-tion with the class: You have friends whoare using drugs. What are their reasonsfor doing so? What will you do? What willyour relationship with the drug users beif you decide not to use drugs when they do?Compare world cultures and see how theyare alike.Compare family members, how are theyalike and different in terms of needs androles.Ask the students: What is prejudice? Howdoes it begin? Can it be changed?Specify a climate. How does climate effectthe needs of people?

Specify an occupation. Ask the studentshow clothes effect the job a person does?Why do some occupations require uniforms?

F.-413

a-

Why do some occupations require specialkinds of clothing?

ArtAfter discussing the similar needs of peo-ple and the likenesses of people, have thestudents design posters, political cartoons,or advertising slogans aimed at helpingpeople to better understand one another.

MusicHave the students compare musicalcompositions from different cultures, com-posers, or ages.

Compare oriental, African and Europeanmusic. Ask why American jazz is unique?Study the development of popular music asit relates to society at the height of itspopularity.What makes a "hit" song?

How does cultural dance relate to the needsof people and the cultural patterns ofpeople?

Physical EducationAsk the students howknowledge of the needs and talents of peo-ple helps in setting up teams?

How could you encourage someone to dobetter or to try harder when playing agame?

Why do people play games?

Do games reflect cultural needs? Whatgames are similar to many cultures?

Evaluation: Tell students that one student in theclass seems very upset and worried. Have stu-dents tell what they could do to help?

JUST PRETEND

Talent Development Objective: To help studentsdevelop conceptual foresight, penetration, andsocial awarenes by gaining greater understand-ing and empathy by practicing projective think-ing.

Teacher Note: Asking your students to be some-one else or something else helps to free theirthinking. It frees them to take a whole newapproach or look at the subject at hand. Ithelps to increase the depth of their involve-ment. They will discover insights, relation-ships and dimensions which will increase theirunderstanding and will help them to forecastpossible outcomes.

Activity: Have your students pretend they area roller skate wheel. Ask the following ques-tions: What are all of the surfaces on whichyou might ride? How would these differentsurfaces make you feel? Which ride would youlike best and why? What would your life belike if you belonged to a child? How wouldyour life be different if you belonged to aprofessional skater? How would you feel ifyou were left out in the rain, the snow, thecold?

117

Activity: Show the class two or three kinds ofscrewdrivers. Then ask them to pretend theyare one of the screwdrivers and ask: In whatways might you be used? How do you feel whenyou are being used to put screws into a newtoy? How do you feel when someone uses youfor another purpose such as a lever to helpthem pry something up, or a hammer, or tomix paint?

Activity: Ask students to "be a library book".Ask them to describe how they feel when abook lover handles them. How does carelesshandling make you feel? What kinds of bookor what specific book are you? Describe in asmany ways as you can how you look and whatyou contain. Convince the class that theyshould read you.

Activity: Ask students to suppose that they werean old tin can somewhere out in the rain.Relate the greatest adventure in your life asa tin tan. What are all of the things you sawor did between the grocery store and whereyou are now? Draw a map of the route youhave traveled. What do you wish you could

have done differently with your tin can life?What would you like your future use to be?

Activity: Ask students to be a flag. Ask: Whatkind of flag are you and where are you dis-played? Describe some of the events and sightsyou have seen and how they made you feel.

Activity: Ask students to assume that they havejust been inaugurated as President of theUnited States. Ask the following questions:What do you think are the greatest strengthsof our country? What are the problems facingthe U.S.? What do you think are the threemost important problems that should be givenimmediate attention? What makes you happy?Sad? What are all the ways and methods youmight use to convince the citizens of the U.S.or the world to agree with your point of view?

Activity: Ask the students to describe how theywould feel if no one in the class liked them.How would you feel about yourself? How wouldyou feel about school? How would you act inschool? How would you treat other people?How could you make other people feel differ-ently about you? What could you do, howwould you act, etc.?

Activity: Have students pretend they are in thefollowing situation: You are new to the coun-try and to the school. You cannot speak thelanguage. How does this new experience makeyou feel? What thoughts do you have aboutthe new school and the new country? Whatmight the teacher do to make you feel at ease?What might the students do to help you? Howcould others help you to learn the new lan-guage?

Activity: Have students pretend to be a big, redball used on the playground. Ask them thefollowing questions: What happens to you?How do you feel? How would you feel a youwere left out on the playground? How wouldyou feel if you were being used in an exciting'game? How would you feel if you were thrownup on the roof of the school? How would youfeel if you were kicked? How would you feelif you were lost?

Curriculum Related Activities:Language ArtsHave students write impres-

118

sions from the point of view of somethingor someone else.Have students describe how they thinksomeone else feels when they are angry,sad, happy. Compare their own feelingswith their descriptions of the feelings ofothers. Design protest signs, bumperstickers, billboard advertising or othermedia advertising from the point of viewof a thing. Example: What kind of a pro-test sign might a lung make? What pointmight feet try to make in advertising?What might a redwood tree have to say?

MathHave the students describe what itwould be like to be a numeral.Write story problems as individuals or asa class in which inanimate objects speakor give the facts. Example: I am a fancynew automobile. I have the following qual-ities and cost this much.Let them describe how they would feel asa math paper or problem.

ScienceHave students respond to the fol-lowing possibilities. Suppose you were agerm. How would you feel about soap? Howwould you feel about dirty hands? Whatgerm are you? Suppose you were an atom.Which atom are you? Suppose you werea hurricane, a tornado, a raindrop, a snow-flake, or suppose you were water freezing,a snowman melting, or a crystal forming?

Suppose you are the earth and you arehaving an earthquake in the area of yourSouth America. How do you feel? Whatis happening, etc.?

Social StudiesHave students select a famousperson in a specific situation. Ask them toassume that they were that person andwere in that situation, then decide whatthey would do. Examples: You are a pil-grim; you have just arrived at PlymouthRock; it is cold and you have to decidewhat to do first. What would you do?

Suppose you were an Indian child. Howdid you feel when the first white men came?What did they look like to you? What didyou tell your friends?

115

You are an explorer (name specific). Howdid you feel when you first arrived at ....

ArtAsk students to produce abstract designsor pictures which include items importantfrom the point of view of something else.Example: What might you include in apicture showing those things valued by anear.

Choose an inanimate object for "pop art"designs.

MusicAsk students to consider the point ofview of the composer as they perform orlisten to the performance of his music. Dis-cuss how the composer tries to communicatehis feelings in terms of musical notation.Ask students to assume they are a musicalinstrument. Then ask, how would you feelif played well, if mistreated etc.?

Ask students to be a musical selection.

Ask: How would you feel if performed bybeginners, if performed by a great sym-phony?

Physical EducationStudents can try to seewhat it would be like from the point ofview of other people, parts of the body,or athletic equipment. Some suggestionsmight be: Suppose you were never chosento be on a team. How would you feel?Suppose you were a back. How would youfeel if someone were tumbling incorrectly?Suppose you were a bat. What care doyou need?

Evaluation: Be someone else. Have students pre-tend they are their best friend. What thingsmake you happy? Sad? What do you like anddislike? How can your friends help you?

PREDICTING YOUR OWN FUTURE

Talent Development Objective: To help each stu-dent develop forecasting abilities, he is askedto describe himself in a future situation.

Teacher Note: The following activities will helpeach child become more aware of his futureproblems and situations based upon his knowl-edge of the present. These exercises willenable one to think ahead and to forecastwhat might happen. This talent is very im-portant in developing each person's ability tothink ahead, to set realistic goals in terms ofindividual interest, talent, and ability.

Activity: Have the students respond to the fol-lowing kinds of questions:When I grow up I would like to be . . .

When I get older I would like to see . . .

What will it be like for me in the next grade . . .

What kind of adult (or parent) would I liketo be . . .

What friends that I have now, would I liketo have when I grow up . . .

What might I look like . . .

119

111. e1.1

Where might I live . . .

What might my home be like . . .

What style of clothes would I like to wear . . .

What amount of money might I earn . . .

What job would provide that income . . .

If my job requires that I work only three daysa week, how will I spend my spare time . . .

What kind of transportation might I use . . .

What things that I consider to be importantnow, will I want to teach to others . . .

Is it possible for me to make some contribu-tions to society . . .

What things might I do to make me a betterperson . . .

What pmparations can I think about now toprepare me for reaching my goals in the fu-ture . . .


Language ArtsStudents may discuss or writethe following kinds of forecasts. Write astory, poem, newspaper article or descrip-

116

tion of some event they see as being pos-sible and/or important to their future.Have the students describe themselves asan adult and then write an autobiographyof their life.

MathDiscuss with the class the nature ofeconomic change and the need for forecast--ing both by individuals and by large cor-porations.Discuss future construction costs. Havestudents forecast how much they think itmight cost to build a house (specify size),to carpet a room, to support a family offour?As a class study the stock market. Havestudents decide upon an investment. Havethem follow the listing and graph the infor-mation.Contact an industry. Find out how salesforecasts are made. Have students try tomake a sales forecast. Interview industrialpersonnel if possible.Have students forecast what their life wouldbe like as an adult if they didn't know howto use mathematical skills.

ScienceAsk students to consider discoveriesof the past. Discuss some of the unsolvedproblems of the present.Forecast as to future discoveries or ptob-lems in the scientific world. Some sugges-tions might be:What will be the future's most importantdiscoveries in the field of medicine?How might weather forecasting or earth-quake forecasting help people?Based upon past information, write aweather almanac for the coming year.

Social StudiesAsk the students to study thelives of people they admire (real or histor-ical). What would be considered "turningpoints" in the lives of these individuals?Ask students to predict at what times, and

120

if possible, what events might be turningpoints in their own lives or futures.

Predict as a class or on an individual basis,what occupations or social problems willexist in the future that do not exist now.

Ask the students to describe what prob-lems society has now that will no longerexist in the future. Explain why.

MusicHave students tell how music effectspublic attitude, individual performance, ormass performance. Ask how music mightbe used for psychological effect in the fu-ture? Have students collect examples ofmusic to illustrate their point.

Ask students to give their ideas about howmusic of the future will differ from themusic of the past or present.

ArtHave students draw a plan of the :lousethey would like to own; the car; etc.

Have students draw themselves twentyyears from now.

Choose a committee to illustrate clothingstyles of the future.

Ask students what they think high-riseapartments will be like 20 years from now.

Physical EducationTell the students spacein the future will be limited. Ask them howthey would change the games we now playso that they would be played in a smallerarea. How would the rules be changed?

Ask what future problems might exist forthe maintenance of physical fitness? Havestudents plan a physical fitness program.

Discuss what changes in physiology mightwe expect in the future? Study changes inthe past such as average height, weight,etc.

Evaluation: Have students tell or write aboutthings that are happening in the world todaythat they think will affect their future.

BY THE YEAR 2000

Talent Development Objective: To increase thestudents awareness of social situations andinterrelations of events as they apply to pre-dictions of the future.

Teacher Note: These activities are planned to in-volve students in situations that are real andto increase their foresight by making themmore aware of our society. Listed below aresome situations to present to your students.Make them as real as possible.

Activity: Tell your students they have found theyare going to move away from their home butthey may choose where they wish to live. Havethem decide where they would like to live andtell why they would choose to live there.

Activity: Explain to your class that there is ashortage of food and it is their responsibilityto solve the shortage problem and to providemore food for everyone.

Activity: Discuss the price of progress. Then havethe students respond to the following situa-tions: What would you do if you found outa machine was coming to your home to destroyit and to make room for a super highway?How will an increase in population affect thepeople? What effect will an increase in popula-tion have upon cultures and relationships be-tween people? How will an increase in popula-tion add stress and friction to society? Howcould the society be changed to ease the stressand friction?

Ask the students to forecast what and howthey would change laws, governments, religiousand educational institutions to enable increasednumbers of people to function?

Activity: Have the students predict what theythink would happen if people could live to be200 years old?

Activity: Select a committee to list predictions forthe new medical discoveries to be made in thenext 20 years.

Activity: Have each student make a list of whatthey or their family could do to help stop

121

re

g .044 .oft

118

pollution. What are future possibilities forrecycling?

Activity: Have your students forecast the types ofjobs, laws, and people it will take to helpalleviate the poverty in the world.

Activity: Have the students forecast the headlinesin the newspaper for the year 2000. List onthe chalkboard all the responses received fromthe class when you ask them questions like:(Use these questions only if your studentscan't come up with some of their own.)1. How many people will be earning their liv-

ing in the year 2000?2. Who will be our leaders?3. How will people spend their leisure time?4. What machines will people use at home,

at work, or for travel?5. What will our country's relationship to

other countries be?6. Who will be our country's friends or ene-

mies?

7. What kind of money will we use?8. Will we be exploring other lands? Planets?After several areas have been discussed, divideyour group up into various reporting areas,i.e., news, sports, society, etc. Groups can bedecided by the class members. Have themwrite headlines for their section of the paper.From these headlines have another group pre-dict by writing a story that would fit theseheadlines.


Language ArtsHave students plan and pro-duce the following:Prepare a preprimer for the year 2000.Write a poem describing the nature of thefuture.Plan a newscast for the year 2000.

MathUse statistical information to projectgrowth and world needs. Have the studentscompare population growth and city prob-lezns.

Have students predict wages and costs ofliving in the future.

Have committees plan and draw scalemodels of a future building or home.

SCienceAsk students to:Write a report, story, or poem describingthe lakes and/or oceans of the year 2000.

Design a chapter for a science text book forthe year 2000.

List all information that might be obsoleteby 2000.

Social StudiesHave students discuss the na-ture of politics, what kinds of politicalstructures might you expect in the future?

ArtHave students draw any picture show-

ing the future. Include homes, forests,clothing, transportation.

MusicDiscuss the meaning of innovation inmusic.

Have the students analyze music that hasbeen innovative in its time and predictfuture innovations, compositions, and in-struments.

Physical EducationExplore with students thepossibilities of new environmental condi-tions. Have students decide how this wouldeffect sports and recreation. Include lim-ited space on earth as well as life on otherplanets.

Evaluation: Ask the students to assume they cansee into the future. They are all 25 years ofage. What will they be doing and what willtheir lives be like?

122

I-19

"The favorable circumstances (for prob-lem solving) is that the problem shouldbe sensible and meaningful for thelearner. By contrast, solutions learnedby rote processes or by not-understoodformulas are likely to be less well re-membered and less satisfactorily appliedto new situations."

Ernest R. Hilgard

"When a person makes creative deci-sions, he first speculates on what "mightbe" from the variety of viewpoints; thenhe senses and anticipates all conceivableconsequences or repercussions of thevariety of actions he has contemplated;finally he chooses and develops his bestalternative in full awareness."

Sidney J. Parnes

"The vast majority of problems or deci-sion situations which confront us dailyare those which do not have just oneanswer. Several solutions are usuallypossible. Logic suggests that if one canmentally generate many possible solu-tions, the more likely it is that anoptimum solut:on will be reached. Thisis a creative process the formation ofnew and useful relationships."

Richard E. Manelis

"There is no more miserable human be-ing than one in whom nothing is habitualbut indecision."

William James

"Not every choice that a child makes isa critical experience, nor is every productof a child's originality a gem. What isimportant is the process of choosing andthe process of producing. Through actioncomes a confidence by which a childknows that he is free to choose and freeto produce his own contribution withoutthreat, censor, or guilt from the environ-ment."

Harold H. Anderson

"If self-initiated learning is to occur, itseems essential that the individual be incontact with, be faced by, a problemwhich he perceives as a real probam forhim. In our culture we try to insulatethe student from any and all of the realproblems of life, and this constitutes adifficulty. It appears that if we desireto have students learn to be free andresponsible individuals, then we must bewilling for them to confront life, to faceproblems."

Carl R. Rogers

"SPACE FLIGHT"By Todd

First Grade

124

GUIDELINES FOR DECISION MAKING TALENT

Decision Making Talent: Decision making involvesexperimental evaluaton, logical evaluation andjudgment.

A decision is a statement of preference or pre-ferred action. The ability to make decisions isbasic to living and interacting. People who cannever "make up their minds" cannot cope withlife effectively. Decision makers, on the otherhand, are usually leaders.

To develop decision making talents it is im-portant to understand the decision making pro-cess. Real decision making is not just choosingbetween two predetermined objects or circum-stances. Rather it is the careful evaluation of dataprior to making a preferred judgment. Decisionmaking training must include:

Experimental Evaluation: How many alterna-tives are there? What are existing limita-tions and conditions? Who will be affected?How does what I want or need relate to mydecision?

Logical Evaluation: What are the best possiblealternatives? What are my main goals?What can I accomplish? What sequence doI follow?

Judgment: In view of the alternatives and con-ditions and my preferences I decide to

or I decide thatSome guides to help you to evaluate decision

making activities are:

Experimental Evaluation: Helps students to:See all possible alternatives

Understand all the alternativesRecognize the limitationsBecome aware of the existing conditionsRecognize and appreciate others that will

be effected by their decision

Logical Evaluation: Helps students to:List all the possible alternatives and then

choose the best of the alternativesEvaluate each from the list of best alter-natives

Become aware of what can be accom-plished by the decisionAlways keep their main goals in mind.

Judgment: After weighing all possible alterna-tives, help students to:Arrive at a decisionHave alternatives or change of direction

in mindAct according to the decision

In training for decision making you must helpstudents to: (a) discuss the situation; (b) examineall possibilities or arguments for and against; (c)give weight to arguments presented or expressed;(d) come to a conclusion and be able to (e) defendor support their decision as the best decisionaccording to their logic and evaluation.

WHAT IS YOUR IMPRESSION?

Talent Development Objective: To help developexperimental evaluation and judgment by help-ing students evaluate first impressions.

Teacher Note: Your first impression is based upon:What you knowYour past experiencesHow you feel at the timeYour emotional involvement with the situation

125

This is an excellent exercise for children tohelp them see how past experiences and valuesaffect each person's impression of specifiedcircumstances. Discuss how first impressionsmight be invalid; how people might jump toconclusions; how snap judgments might bemade; and how they might be correct and incor-rect.

Activity: Read the following statements. Have thestudents write or tell what they think hashappened.

The black and white car drove slowly downthe dark street.The red light went on and off, on and off, onand off.The toys were all in the middle of the room.The man was on the grass.The child was crying.The lady was waving her arms.

Activity: Have the students write a one sentencestatement. Example: My bicycle has a flattire. Turn the paper over and write what hashappened. Pass the one statement sentenceto somone else. Have them read your state-ment and write underneath what they thinkhas happened. Compare the two statements.

Activity: Have the students stage a fight, an acci-dent, or an interaction between people thatthe children can observe. When the situationis over ask the children to tell what theysaw.

Activity: Have the students stage a mock trialbased on prearranged evidence and testimony.Have the students decide what the verdict orlegal decision should be.

Activity: Have students look at a broken item(window, cup, pencil, crayon). Have them de-cide what happened.

Activity: Show a picture. As a class, study thepicture and discuss what happened.

Activity: Have students draw a picture. Havethem give it to a friend and have them writea story or tell a story about their picture.

Activity: Have students write endings to open-ended stories. Then, have the students writewhat happened in the beginning. Example:Write the beginning . . .

. . . the family decided to change their plansso that everyone could have a chance to sharein the way things were done.. . . so all the children put their books away,lined up and went to see what had happened.. . . she began to cry and all of her friends toldher that it really didn't matter. The way peo-ple acted and the way they felt on the insidewas the thing that counted.

126

Activity: Have students write story endings. Letanother student write the beginning.


Language ArtsHave students write news-paper articles or devise a newscast thattries to prevent an unbiased report.Have students analyze news reporting.

MathHave students use statistics to helpenforce a point of view.As a class, study several kinds of graphs.Have students decide how graphs help tocommunicate meaning.

ScienceAfter watching a science experimentwith no previous explanation, have studentsexplore all things they think might havecaused the action.Have students look for wrong impressionsor incorrect conclusions in science.Have students try to explain the differencebetween fact and theory.

Social StudiesHave the students give theirimpressions about what happened before anargument started on the playground.Have the students collect and bring a var-iety of advertisements. What impressionsdo the advertisements make?

ArtHave the students use color and designto convey mood and action. Evaluate theeffect of color.

Have students draw their impressions ofthe color of love.Show children examples of modern art.Have them react and give their first impres-sions. Read about the painting and see ifthis changes their preconceived ideas.

MusicHave the students discuss the relation-ship of music and mood. Ask students totell how or when they think music effectsemotions.

Physical EducationAsk this question: Whatis popularity? Encourage students to ana-lyze how a team creates an impression sothat the crowd or the public will reactfavorably or unfavorably? Have the stu-dents role play and then discuss how actions

123

make them feel. Compare slow, easy move-ment and active agitated actions.How is dance used to create mood? Havestudents create dance movements and haveother children respond by guessing the par-ticular emotions or situation the danceris trying to express.

Evaluation: Tell the students that a new substi-tute teacher may take over the class nextweek. The new teacher will evaluate eachstudent at the end of her first week. Askstudents to imagine and write what they thinktheir own evaluation might say.

-

DECIDE WHAT OR WHY

Talent Development Objective: To help studentsdevelop experimental evaluations, logical evalu-ation, and judgment, by making decisions asto what they would do or what others shoulddo in a variety of situations.

Teacher Note: These kinds of activities includethe whole decision making process. Childrenwill experiment with different points of view,logically evaluate on the basis of their experi-mentation and form a logical judgment.

Activity: Ask your students to describe the attri-butes of a friend. What kind of people dothey like to be their friends? What is thedifference between a best friend and someother person? How does a new person becomea best friend? What would they do if theywanted to become someone's best friend? Whydo friends fight? How can friends make up?Should they say they are sorry if they arenot? Have students write rules that would helpthem to be a better friend.

Activity: Tell your students to think of their fu-ture. What kind of a person do they wantto be when they grow up? Why did they makethis choice? What will they then have to knowor what will they have to learn to enable themto reach their stated goal? If this is the case,on what changes in their behavior, their atti-tude, their education will they have to work.

Activity: Ask your students to think about thereasons for war. What sorts of things do theythink cause difficulties between countries? Atwhat points do disagreements develop into hos-tilities or into wars? At the point of conflictwhat might countries do to avoid wars? Are

127

there alternatives to war? Do they think warssolve problems?

In an atomic war with Russia, if our countrydid win, what problems would be solved andwhat problems would arise? In weighing theproblems created and the problems solved, whatconclusions can they make concerning atomicwarfare.

Activity: Should censorship of TV, movies, radio,etc., be allowed? Ask students to considerwhether parents should censor what theirchildren watch on television? If yes, whatshould they use to help them choose what isgood and bad? If no, why should completefreedom of choice be allowed? Do their parentscensor their television time? Might there beother reasons for not allowing children towatch anything they want anytime?

Do your parents impose any standards uponyour tele-viewing?

If you were a parent, would you impose anystandards upon young children?

Would you change the viewing rules to fitthe different ages of different children?

Is censorship of television ever good? Is it everbad? Could anyone ever effect the kind ofprogramming on the air? How, when, and why?

Activity: Ask students the following questions:

1. Why did you wear the clothes you have ontoday?

2. What are all of the things that might in-fluence your decision? To help encouragethinking ask about fads, coloring of clothes,

124

cleanliness, color combination, seasonalproblems, mother's direction, friend's influ-ence, country, community, what peopleexpect you to wear, culture, your own taste.

3. What do you think were the most importantreasons for your selection of clothes today?

4. What should you consider when you dresseach day? What consideration must youmake in terms of your family, and theirincome, and the needs of others in yourfamily unit?

5. Why did you make your decisions?

Activity: Why are there laws or rules?1. What is freedom under the law? Why are

rules necessary?

2. What would your life be like without law?In an orderless society, which of the free-doms that you now enjoy would be mostendangered? How could you maintain yourfreedoms in an orderless society?

3. What are the most important things in-volved in helping people live and worktogether in a primitive society, in an islandsociety, in our society?

4. Write a short set of laws or rules necessaryto maintain society.

5. Why do you consider rules necessary?

Activity: Have the following discussions with theclass:

1. In a democracy people live by majorityrule. What if a member of the minoritystrongly disagrees with majority decisionson moral grounds. To what extent is hebound by his conscience and to what extentthe law of the land? What if you had livedin Hitler's Germany? What if you are amember of a minority? How might you actor react in terms of your conscience andthe law of the land?

2. What are your responsibilities as an indi-vidual if you disagree and feel a law or anaction is incorrect? How can people effectchange in a democracy?

3. What could you do to change a bad law ora bad social action?

128

4. Is your way the best of all possible ways?Why or why not?

Curriculum Related Activities:Language ArtsAsk students to decide what

or why on any given issue. Then plan andpresent a debate, a newscast, a documentaryfilm or presentation, a newspaper story oran essay.

MathAsk students to explain what happensin an arithmetic process and why theanswer is correct or incorrect. Have stu-dents write story problems of their own inwhich they decide what information is be-ing sought.

ScienceEncourage students to analyze whyand how evaluation of scientific phenomenahas led to new discoveries.

Social StudiesDecide what was the real rea-son for an historical event: For example:What really caused the American Revolu-tion, Civil War? Why was Columbus'voyage really significant?

Why has Christianity survived?ArtExamine abstract art and sculpture. Ask

students to give their impressions.Have students make cartoons of animals.Encourage then, to decide which character-istic of a particular animal makes it dif-ferent from other animals. Exaggerate thisin the drawing.

MusicAsk students questions such as: Whatmusic do you prefer? Why? Why do indi-vidual's taste in music vary? Why do tastesin music change from one era to another?

Physical EducationUse a what and whyapproach to determine the best way to playa game, encourage participation, increaseskill, settle disputes, etc.Have children choose or invent an exerciseor stunt for other children to follow. Letthem decide which muscle of the body willbe strengthened by this particular exercise.

Evaluation: A toy manufacturing company hasjust been' turned over to you. How are yougoing to determine the types of toys you aregoing to produce?

.425.{;

WHAT IS YOUR CHOICE?

Talent Development Objective: To help studentsmake aesthetic choices thus developing experi-mental evaluation and judgment.

Teacher Note: This exercise is designed to helpthe student become more effective in makingchoices. The students should be given manychances to select and defend their choices.With experience, the students will probablymake more mature selection.

Activity: Have the class listen to a variety ofmusical selections which might include classi-cal, jazz, semi-classical, or rock. Have themlisten specifically for patterns, melody, accentu-ation, uniqueness, instrumental combinations,variety of sounds. Then have students choosethe recording that was the most interesting orpleasing to them. Have them give reasons fortheir choice. Then ask the following questions:

What feelings did you have while listening toeach of the recordings? What did each of therecordings make you want to dopaint, dance,fly, cry, laugh, make rhythm, etc? Why?What things did you picture in your mindwhile you were listening to each selection?Why?

Using the media of art, creative writing, poetry,dance, etc., have the students express theirfeelings about the music they chose.

Activity: Show several famous paintings to theclass. Have the children choose the paintingthey would prefer to have in their own homeand tell why they chose it.

Activity: After studying different geological loca-tions, ask students where they would like togo for their summer vacation and why. Or,have students list all the places they havebeen on summer vacations and then choose theone they liked the most and decide why thatvacation was the best.

Activity: Play a recording such as Debussy's "Clairde lune" or "Prelude to the Afternoon of aFaun" while children are fingerpainting. Allowthem to share their creations and tell why theydrew what they did. See if each person can

129

tell why their fingers made the motions theydid.

Activity: Have the students study and compareshapes of leaves and sizes of trees. Have stu-dents choose a tree that they would like to beand tell where they are growing and why theychose to be that particular tree. Go on anature walk and look at the different trees,shrubs, flowers, and have students choose theones they would prefer to have planted intheir yard. Tell why.

Activity: Have the students choose three colorsfrom their crayons or water colors. Instructthem to paint a picture using only those threecolors. After the painting is finished havethem decide on other combinations to tryanother time.

Activity: Have students write all the things theylike about school. Have them give reasonswhy they chose what they did.

Activity: Have the class pretend they are in a bignew shopping center with all kinds of newstores. Have them write down five things theywould like to buy. See if they can give rea-sons for selecting the things they did. Next,tell the class they each have $5.00 to spend inthat shopping center. What would they shopfor? Would they choose to spend the moneyon one thing or would they like to buy asmany things as they could with the money?Have the class share ideas and decide as aclass who made the best buy.

Acivity: Have students put their heads on theirdesks with their eyes shut while they listento a chord played on a musical instrument.Then have them listen to a discord played onthe same instrument. Have the students tellor write all the feelings they had when aregular chord was played and then have themwrite or tell all the feelings they had when adiscord was played. Have students relate topleasant singing voices and shouting. Havestudents relate this activity to instrumentsplayed incorrectly.

Activity: Arrange for the bandmaster to giveyounger students a demonstration with his

band students to acquaint the non-band stu-dents with the different kinds of instruments.Have the students give their impressions ofthe different instruments. Have each studentdecide which one they might like to learn toplay.

Curriculum Related Activities:Language ArtsHave students decide which

kind of a reporting method or what typeof media could best describR a news event.After evaluating several books or stories,ask students to select their favorite andwrite or give a book review.

MathHave the students decide what theywould like to buy for Christmas and howthey might get the money.Set up a family budget and then decide howthey could earn enough money to meetthat budget.Have students set up a budget for them-selves and decide how they could earn themoney they need.Have the students decide what they woulddo with $10.00 if it were given to them.

ScienceAsk students what in their opinionwas the world's most important scientificdiscovery? Why?

What is the most important discovery in aparticular scientific field? Why?

Choose the best way to prove a scientificprinciple. . After students have made deci-sions, have them give their reasons formaking their decisions.

Social StudiesHave students choose to bea statue or a national shrine. Ask themto give reasons for their choice.

ArtHave students decide upon an item (food,flower, or color) then have them designposters attempting to show their point ofview to others.

MusicHave students select a favorite compo-sition or form of musical expression. Havethe students give reasons for their selection.

Teach children to distinguish high and lowtones by playing single notes on a pianoor tone bells. Have them decide whethera note is higher or lower than the last noteheard by having students raise and lowertheir hands.

Physical EducationAllow students to selecta favorite activity, game or dance and tryto convince the other class members thatthis activity should be used for a classperiod.

Evaluation: Ask the students to choose their fav-orite adult besides their parents. Have themgive their reasons for choosing this person.

DECIDING

Talent Development Objective: To give the stu-dent opportunities to make decisions, evaluatetheir decisions and make a judgment as towhy a decision was made.

Teacher Note: Decisions are based upon judgmentsand evaluations. Good decisions require eval-uation of past experiences, present needs, andjudgments as to the demands of the future.Before complex decisions can be made, studentsneed experiences making and evaluating simpledecisions. They need to develop pride in theirability to take a stand based upon their ownneeds and judgments.

130

7

Activity: If you could be any kind of an animal,which would you choose to be? After eachstudent decides, have each list or tell all ofthe reasons they can for making this par-ticular animal their choice. Then write or tella story pretending they are the animal. Con-vince others that they had a good time beingthat animal.

Activity: Have the students draw a picture of ananimal they would like to be. Write or tella story about their picture.

Activity: Have students combine parts of animalsand invent a new animal. If they could be a

121

perfect animal, what traits from other animalswould they like to have?Example: Run like a deer

Eyes like an eagleFly like a hawkThink like a man, etc.

Ask what would the invented animal look like?Have them give the newly invented animal aname.

Activity: What community helpers are most neces-sary for the smooth functioning of our com-munity. Why? Choose a community helper;draw a picture of him doing his job, tell whyhe is important.

Activity: Which professions do they think are moreimportant to society . . . doctors, teachers,lawyers, scientists. Ask the students to givereasons for their choice.

Activity: If you could have one pet, what petwould you choose? Why? Have students pre-tend to be the pet of their choice. Then askthem to tell how they would like to be treated.

Activity: Suppose you were a (putin the name of any animal or any person).What things would be important to you? Why?

Activity: Suppose a great famine, or any disaster,came to this country. Where do you thinkwould be the best place to live (in the cityor country in mountain or plains, etc.)? Havestudents give reasons for their choices.


Language ArtsYou are an animal. Write astory from the point of view of an animalin the zoo; in the jungle; or in a forest.Write poetry describing how an animalfeels; what makes him happy. Write a diaryof the lib of an insect.

MathHave students select a number. Youare that number. In how many ways mightyou be used during a day?Have students state a wage they wouldlike to receive at their age. What wouldthey do with their money? Is it a reason-able wage?

ScienceDirect students to choose any livingor non-living thing within a given category.Explain and defend their choices. Chooseto be a plant, a rock, a bird, an insect, anatom, etc.

Social StudiesHave students discuss whichfamous person in history they would liketo be; in which country or period of timethey would like to live. Have studentsexplain their choices. Such a decisioncould be simple or complex.

ArtAsk students to illustrate any previouschoices made in the above activities. Letthem design advertisements that will con-vert someone else to their point of view.

MusicAsk students to select their favoritekind of music based upon the assumptionthat they will be part of' a group perform-ing this music.

Have students choose to be a composer.Have them explain their choice.Have students choose to be an instrument.Explain thdr choice.

Physical EducationPortray animals in relayraces.

Have students choose to be a piece of sport-ing equipment. Tell how would you liketo be treated.

Evaluation: Ask the students to evaluate why hu-mans must care for so many animals todaywhen at one time animals cared for themselves.

WHERE CAN I LIVE?

Talent Development Objective: To help the stu-dent develop logical evaluation and judgmentby making a variety of decisions concerningplans where people live and work.

181

128

Teacher Note: Decision making is a process thatrequires evaluation of possible choices, selectionof the best possible choices through logicalreasoning and then making a decision on

the basis of the best possible answer for theindividual.

Given a specific set of instructions or condi-tions, such as geographic location or historicalsetting, make some decisions related to adapta-tion and survival. Decide:

What you would do . . . ?What you would need to change . . . ?How you would adapt or change your-self . . . ?

All possible alternatives that you wouldhave to consider; i.e., climate, weather,resources, etc. . . .

Activity: Ask students to make decisions basedupon the following questions:lf you could move anywhere in the world,where would you go?Why would you select that spot?How is the new place you choose different fromthe place in which you are now living?What materials would you use to build yourhouse? Why?Where, in this new place, would you buildyour home: on a mountain, lake shore, oceanbeach? Why did you select the spot you did?

Activity: Have students think of a perfect house,or bedroom, or school room. What would youchange to make your house pe'lect? Why wouldyou make that change?

Activity: Ask students the following questions:What would you do if all the world's electricalpower ceased to function? How would you haveto change the way you live?How would you feel if the snow storm or rainshould not stop?Hor would you feel if you were an early pio-neer? Where would you choose to establish anew settlement? Why?How would you feel if you were an explorerof the planets of the Solar System? Wherewould you put a new "out-post"? Why did youselect that particular spot?

Activity: If you had to live in the arctic, or thejungle, or a rain forest, what new inventionwould make your life most comfortable?

Activity: All of your friends have decided to livein a hippie commune. Would you choose tojoin them to live in this kind of an environ-ment? Why or why not? Suppose they feltthat the taking of drugs was good and im-portant and you did not agree. What wouldyou do?

Activity: Suppose you could change your schoolroom and put your desk any place in the room.Where would you move it? Why?

Activity: If you could change just one thing aboutyourself, what would you change and why?

Activity: Suppose you could change your school?What one thing most needs changing; howwould you make the change? Have studentsgive reasons for their decisions.


Language ArtsDescribe in poetry or storyform, the ideal place to live. Have stu-dents decide which books they wouldchoose for their home library? Have stu-dents find all the books they can that tellabout homes of people or animals.

MathHave students select the carpeting,drapes, and furnishings for their home andcalculate the cost. Select carpeting for aschool room and figure costs.

ScienceHave students consider the differentclimates in their country or the differentkinds of soil and water conditions; thenhave them make a decision as to wh:chclimate or soil conditions they prefer.

Social StudiesStudy the homes of childrenaround the world and then let the studentsdecide upon a country in which they wouldlike to be an exchange student. Have stu-dents give reasons for their decisions.Have students pretend to be an Indianchild of long ago. Specify time, tribe, andconditions. Ask them how being this In-dian child would change the way in whichthey live? Compare life as an Indian childwith life as a child in our modem society.

ArtHave students draw the animal homethey think is the most interesting.Have students decide what type of a stereo

132

129

system they would like to build in theirhome.

Physical. EducationAfter the students havedecided where or how they would like tolive, have .hem decide what sports wouldbe appropriate in that place or time andwhat kind of facilities they would like orexpect to have close to their home (tennis

court swimming pool, golf course, ski resort,boating facilities, bowling alley, open field,jousting arena, etc.).

Evaluation: Give the students this situation: Yourfamily is going to move to Helena, Montana(or some other place). What decisions shouldbe made and what should be considered?

WHAT IS THE BEST SOLUTION?

Talent Development Objective: To help studentsdevelop experimental and logical evaluation byworking with problem situations.

Teacher Note: This exercise is designed to helpchildren learn to make simple decisions. Muchpraise should be given for being able to makeup their minds about something. Don't tryto lead students to what you consider to bethe best solution. In leaving the solution open,you help atudents to experiment with ideas,evaluate their ideas in terms of what theyknow, and judge the effectiveness of their ideas.Set the stage by providing a situation thatcould call for more than one apecific solution(often problems or situations new to studentswill be most effective). Be sure to define thesituation and be willing to answer any ques-tions that are asked for clarification.

Activity: (Lower grades) Have the students puttheir crayons on top of their desks. Thenask thcm to choose one crayon and hold itup for:the best color for an applethe best color for hairthe best color for skinthe best color for nightthe best color for happyAccept every child's choice. Give praise forjust holding up the crayon.

Activity: Select a weather condition. Have thestudents think about all of their clothing anddraw the best thing to wear for this weather.

Activity: Have the children project themselvesinto the following situation or other similar

133

k` "

situations: Someone sits next to you, they keeptalking to you and you can't get anythingdone. What can you do?

Activity: Have the students pretend they are anIndian child and must move with the tribe tobetter hunting grounds. They can take onlywhat they can carry. They will be walking forseveral days. What will they take with them?

Activity: Have students imagine that they arebeing forced to move with their family to adesert island under these conditions: You willhave all of the food and materials you needbut your reading material will be limited tojust ten books. Since you will be out of touchwith anyone else for at least 20 years whatten books will you choose to take? You maytake any size book, but only ten.

Activity: Have each student plan and stock anunderground shelter for their family.

Activity: Tell students only one television pro-gram will be broadcast at a time. There areonly six hours per week when any televisionwill be seen. What programs would they select?

Activity: Individually, or in groups, have studentsmake a list of the most important people tobe included in a world wide pesce conference.Discuss reasons for these decisions.

Activity: Have children project themselves intothis situation: You are on the moon. Youand your companions have just completed yourlast moon walk. All samples have been col-lected and you are just getting ready to returnto your space craft. Suddenly, all communica-

130

tions with Earth are lost. Since all your plansfor lift off and re-entry depend on computerinformation from Earth, you are now com-pletely on your own. You have many problemsas you view the situation. If you wait, youuse up precious oxygen needed to support life.All of your communication systems are oper-able. The problem must be from Earth. Youdo not have many minutes in which to makea decision as the exact instant for lift-off can-not be delayed. You are an astronaut, youare in charge, you must decide what to do,when to act, and how to act, keeping thegreatr.sst safety of the greatest number in mind.

Curriculum Related Activities:Language ArtsHave students make decisions

as to why certain literature was written.During reading have children decide whichword attack skills or rule applies in certainwords. Explain why.

MathWhat type of logic should we use insolving story problems?

ScienceHave students choose, prepare, andperform individual science experiments forthe class. Class members decide what hap-pens and why.

Social StudiesAsk students what is meantby cause and effect in human relationships

constant and logical.

Have children suppose that their family ismoving west in a covered wagon. Space islimited. What will your family need totake? What things of your own will youtake? (choose only ihree) Let children listall choices and then narrow their choicesas they evaluate and ''ecide.

ArtHave students make decisions as to theappropriate colors to use when paintinga particular seasonal scene.

Illustrate any of the other activities inthe exercise.

What colors could best be used to illustratehappy, angry, or sad?

MusicHave students choose music that wouldbe appropriate for certain events -- i.e.,background for a play, art fair, sportsmovie, art lesson or choral reading.

Physical Education Have students lookthrough physical training books and havethem choose exercises to teach youngerchildren exercises for specific skills, etc.

Evaluation: Give students a problem situation (re-late to student level). Have students makeindividual decisions as to how the problemshould be solved. Have students supply fivereasons as to why their decisions were made.

WHAT CAN IT BE?

Talent Development Objective: To help developexperimental evaluation through the use ofunfamiliar vocabulary.

Teacher Note: Students are often asked to decidewhat something is or what something means.Students need to experiment with possiblemeanings, evaluate the logic of the possibilitiesand judge the best possible choice. These abili-ties are important to the learning processespecially as students hear language, learnlanguage, and develop language skills.

Activity: Write the word SNERFOIL on the board.Explain that the word has no meaning. We

134

131

need to invent a meaning and give reasons forthe meaning we have chosen.SNERFOIL . . .

What does it mean?Is it a thing or an action?Use the word in a sentence.Tell a story in which you use your new

word.

Encourage students to invent other nonsensewords and decide what they might mean. Writeor tell stories in which the new word is used.

Activity: Use a nonsense word in a sentence. Havestudents decide, on the basis of the word usage,what the word means.

Example: The crift is under the table.He is crifting the ball.The girl was taking a ,:rift lesson.

What does the word mean? How did the word"A" used in the sentence give you a clue?

Activity: Give nonsense directions. Ask students:What would you do if someone told you to:Flumwit with a farple.Put the grichit on the stark.(Note: Many terms or directions given to chil-dren use words unfamiliar to the students.Activities, such as these, help children under-stand the communication process on a deduc-tive level.)

Activity: Make sentences using real, but unfamiliarwords to students. Have students decide whatthese words might mean.

Activity: Draw a red horizontal line bisected bya blue vertical line, making four equal areas.Place snowflakes, alphabetical letters, or num-bers at various points in the areas. Say, "Ihave chosen a snowflake and you may guesswhich one it is by asking questions whichcan be answered by yes or no.Example: Child might ask . . . is it at thetop? Is it at the left top? Is it touching thered line? etc.

Questions continue until position is identified.

Curriculum Related Activities:Language ArtsHave students collect old Eng-

lish spelling and sayings. Try to deter-mine what they mean. Let students try tolocate real words the class members don'tknow. Use the words in context or play

"20 questions" until class members can de-fine the new word.Give nonsense spelling words emphasizingblends and vowel sounds. After checking,have students use the nonsense word in asentence.

MathHave students learn and discuss thespecialized language of a mathematics dis-cipline. Have student write a problem andinvent a new word to describe the arith-metic process.

ScienceHave the studentr invent words. In-vent names for plants or animals that aredescriptive of that plant or animal. Com-pare to real Latin names.

Social StudiesHave students find the originof first name and sur-name. Have eachstudent find out what hi name means.Have students select a new name that de-scribes themselves such as an Indian name.

ArtUsing an imaginary nonsense word, havestudents draw what they think the word is.

MusicHave students make up titles to musi-cal compositions. Learn some of the tech-nical words relating to music study.

Physical EducationAsk students to inventa new name for a game, invent names forthe player's positions.Have each student devise and name a newexercise and teach it to the class.

Evaluation: Have each student create a new animalthat could live in their geographical area andwhich would be useful to man. Have themname, decide, and describe all of the character-istics of this new animal.

132135

LESSON PLAN EXAMPLE

Objective: To help children plan and participatein a creative activity using finger paints incombination with unusual objects that willproduce texture and design: to increase com-munication skills while labeling and discussingpainted productions.

Teacher Note: Vital to the creative process isthe ability to combine seemingly unfamiliaritems or situations in such a way that a prob-lem can be creatively solved. It is this abilityto combine and recombine ideas that contri-butes to the development of children who arefluent, flexible, original, and creative problemsolvers.

This lesson plan was written by a first gradeteacher. It is important to note that WHENA DISCUSSION QUESTION WAS ASKVD,ALL STUDENT RESPONSES WERE DIS-CUSSED, rather than just those ideas heldto be important by the teacher.Use questions to stimulate thinking. Theorder of questions is not important, the think-ing on the part of the student is. Use thequestions suggested in the lesson plan as wellas questions of your own to help students tobecome creative problem solvers.

Materials Needed: Wheat paste or liquid starch,powder paint, pre-cut heavy paper, towels andwash cloths, paint shirts, newspapers to covertable, gadgets such as lids of all sizes, cutpiece of cane, blocks, wide tongued fork, comb,etc.

PRIOR TO PAINTING

Talent and thinking areas stressed would be:Learning How to Plan Making Decisions

Thinking Things Through Forecasting

Teaching Procedure: Use questions such as thefollowing to stimulate student thinking andinvolvement.

Does anyone know what a gadget is? Whatdo you think it could be? Discuss, evaluateresponses, define the word.

How many of you have done finger paintingbefore?

Tell us what you did, how you did it, whereyou did it.

Finger painting means painting with fingers,but we don't have to use our fingers only.How else could we paint? What gadgets wouldbe fun to use?Let us call our painting "gadget painting"rather than finger painting.What will we need if we want to gadget paint?Chart student responses as to materials. Wherewill we work? How will we prepare our work

space?

Chart final suggestions as part of the workplan. With whom will you work and how willyou decide? Would you like to have musicwhile we paint? Why or why not?If students decide to have music, what kindof music would you like to hear?Who can bring records from home?Who can bring gadgets from home?Chart those who will help with materials.

How can we each help to make the paintingday a successful day?

Chart student responses as behavioral guide-lines.

PAINTING DAY

Talent and thinking areas stressed would be:Planning Evaluating Reviewing Procedures

Decision Making

Preparation of Materials: Be sure to have washcloths and towels ready. Have finger paintsmixed and ready to use. Have heavy paperpre-cut. Have enough paint shirts available.Have newspapers for table and gadgets ready.

Planning Review: Review the plans by askingquestions such as:What are we going to do?

137

133

What are some rules that you have suggestedthat we will have to remember if this is tobe a fun day for everyone?What will you do when your painting is done?How will we clean up?

Decision Making: Everyone must make a decision.Each of you must decide what color you willuse. Choose the color you would like to usefor your gadget painting. The choice of colorsdepends upon what colors you as the teacherhave made available.

Forecasting: Look at all of the interesting gad-gets we have collected. Which one do youthink will make the most interesting design?What gadgets will make something look roughor textured?What gadgets do you think will form an in-teresting shape?

ACTIVITYGADGET PAINTING

Talent and thinking areas stressed would be:Creativity Divergent Thinking

Communication of Ideas and Experiences

Teaching Procedure: Converse with students asthey paint. Encourage them to think by ask-ing questions. Tell students to be creative andto experiment. Show them how to erase andthen how to start over. Here are some ques-tions and directions that will encourage themto explore and to create.

Paint with your hands, use your fists, yourelbows, one finger, more than one finger, theside of your hand, both hands at once, onehand, only your palm. Think of a new wayto paint with your hands and arms.

What do the patterns remind you of?

Use some gadgets to help you to make pat-terns and designs. Choose what you thinklooks interesting?

Did the gadget make the kind of a design youexpected?

What design ar pattern do you like best?

, 138

i. 134

Where would you like your picture displayedwhen it is done?

Evaluation, Individual:What do you like best about your picture?What do you like best about the color or colorsyou decided to use?How does your painting make you feel?

Evaluation, Group:

What did you enjoy about gadget painting?Did we have any problems? Discuss behaviorwithout .mentioning names!How could we improve it next time?How did you feel while you were gadget paint-ing?Did the music (if it was used) help you? Whyor why not?

DESCRIBING AND NAMINGTHE PICTURES

Talent and thinking areas stressed would be:

Creative Convergent Thinking EvaluationCommunications

Teaching Procedure: Encourage the students todiscuss their own paintings and the paintingsof others. Ask them to tell what they see thatis interesting, what is unusual, what does itmake you think of, what do they like about thepainting? Some of the students might like totell how they produced a certain effect.Discuss a title, turn the paper all directionsso students can see it at different angles, andthen ask each student or class to tell what thepicture looks like. The titles need not bespecific, but will probably describe impres-sions such as balloon in the air, rolls of ribbon,etc. Some other language art experiences mightinclude writing a story or a poem about thepainting.Forecasting can be encouraged by asking stu-dents if their title would change had theyused another color.Display gadget paintings and title where thechildren can enjoy seeing and reading abouttheir creative productions.

BIBLIOGRAPHYApplegate, Mauree. EASY IN ENGLISH. New

York: Harper & Row, Pub., 1963.

Applegate, Mauree. HELPING CHILDREN TOWRITE. New York: Row Peterson and Co., 1954.

Anderson, Harold H. (Ed.) CREATIVITY ANDITS CULTIVATION. New York: Harper & Row,Pub., 1969.

Fabun, Don. COMMUNICATIONS. Beverly Hills,California: The Glencoe Preis, 1968.

Gardner, John W. EXCELLENCE. New York:Harper & Row, 1961.

Gardner, John W. SELF-RENEWAL. New York:Harper & Row, 1964.

Gordon, William J. SYNECTICS. New York: Harper& Row, 1961.

Guilford, J. P. "The Sbucture of Intellect," Psycho-logical Bulletin LIM 1956, 277-95.

Guilford, J. P. "Three Faces of Intellect," AmericanPsychologist, XIV, 1959, 469-79.

Guilford, J. P. THE NATURE OF HUMAN IN-TELIGENCE. New York: McGraw Hill, 1967.

Guilford, J. P., et al. "A Factor-Analytic Study ofCreative Thinking. I. Hypotheses and Descriptionof Tests." Los, Angeles: Uniersity of SouthernCalifornia, 1951.

Hayakawa, S. I. LANGUAGE IN THOUGHT ANDACTION. New York: Harcotirt, Brace & World,Inc., 1939.

Holt, John. HOW CHILDREN F4IL. New York:Pitman Pub. Corp., 1964.

Holt, John. HOW CHILDREN LEARN. New York:Pitman Pub. Corp., 1967.

IMPACT '70. Project Impact Sourcebook. PolkCounty Board of Education, Des Moines, Iowa,1970.

Manelis, Richard E. "Enriching Creative Talents"AUTOMATION. July, 1970. -

May, Rollo, MAN'S SEARCH FOR HIMSELF.New York: W. W. Norton & Co., 1953.

Michael, William B. (Ed.) TEACHING FOR CRE-ATIVE ENDEAVOR. Bloomington, Indiana: In-diana Univ. Press, 1968.

Osborn, Alex F. APPLIED IMAGINATION. NewYork: Charles Scribner's Sons, 1963.

Parnes, Sidney J. CREATIVE BEHAVIOR GUIDE-BOOK. New York: Charles Scribner's Sons, 1967.

139

Parnes, Sidney J. "Can Creativity Be Increased?"Art Education III No. 1 Fall, 1961, 39-46.

Parnes, Sidney J. and Harding, H. F. (Eds.). ASource Book for Creative Teaching. New York:Charles Scribner's Sons, 1962.

Pei, Mario. THE STORY OF LANGUAGE. Phila-delphia, Penn.: Mentor Book, J. B. Lippincott Co.,1965.

Piaget, Jean. SCIENCE OF EDUCATION ANDTHE PSYCHOLOGY OF THE CHILD. NewYork: Orion Press, 1970.

Rogers, Carl R. CREATIVITY AND ITS CULTI-VATION, New York: Harper & Row, Pub., 1959.69-83.

Rogers, Carl R. FitEEDOM TO LEARN. Columbus,Ohio: Charles E. Merrill Pub. Co., 1969.

Smith, James A. SETTING CONDITIONS FORCREATIVE TEACHING IN THE ELEMEN-TARY SCHOOL. Boston: Allyn and Bacon, Inc.,1966.

Taylor, Calvin W. "Clues to Creative Teaching: (Aseries of ten articles) THE INSTRUCTOR (Sep-tember - June), 1963-64.

Taylor, Calvin W. CREATIVITY: PROGRESSAND POTENTIAL. New York: McGraw-HillBook Co., 1964.

Taylor, Calvin W. WIDENING HORIZONS INCREATIVITY. New York: John Wiley & Sons,1964.

Torrance, E. Paul (Ed). CREATIVITY. Minneap-olis: Univ. of Minnesota Center for ContinuationStudy of the General Extension Division, 1959.

Torrance, E. Paul. CREATIVITY: ITS EDUCA-TIONAL IMPLICATIONS. New York: JohnWiley & Sons, Inc., 1967.

Torrance, E. Paul. GUIDING CREATIVE TAL-ENT. Englewood Cliffs, N.J.: Prentice-Hall, lnc.,1965.

Torrance, E. Paul. REWARDING CREATIVE BE-HAVIOR. Englewood Cliffs, N. J.: Prentice-Hall,Inc., 1965.

Williams, Frank E. "Practice and Reinforcement ofTraining Factors in Creative Performance." Doc-toral dissertation. Salt Lake City, Utah: Univ. ofUtah. June, 1965.

Williams, Frank E. "Model for Experimental Demon-stration Schools Project for the teaching of Produc-tive-divergent Thinking." Saint Paul, Minn.: Ma-calester College. 1965.

135

PRINTED IN THE U.S.A.LYNN LLOYD REID ENTERPRISES

14 EAST 2700 SOUTHSALT LAKE CITY, UTAH 84115 1 36

Documents

Otfice of Education (MU), Washington, · 2013. 10. 24. · INTRODUCTION. Multi-Talent Potential. Calvin W. Taylor. Professor of .2sychology. University of Utah. This paper is being