True Colors Part II

True Colors Part True Colors Part IIII

Understanding Yourself and Others

Presented forNew Career and Technical Education Professionals

February 2006

True ColorsTrue Colors

Presented by:Judy Judy, Executive AdministratorInstitute for Transformational Synergism

5528 N. 4690 W. RoadBourbonnais, IllinoisPhone 815/933-5246

Email: [email protected]


True Colors is a simple assessment of our preferences. Four basic colors are used to identify and categorize common preferences in people. Although we would like to think that we exhibit all preferences whenever they would be most appropriate, research has found that we tend to stick to the preferences outlined in one or two of the color descriptors. Hence we say that we have a dominant color or colors, that may be influenced or shaded by others.

True Colors- Part True Colors- Part IIII

Goal: Using “True Colors” to understand teaching and learning

Understand that students utilize their dominant color(s) in how they learn;

Learn how to increase learning by providing for learning in “all colors,” which validates and dignifies the diversity.

Learn how to adapt your delivery to reach more students.Understand our own preferences and why they don’t always

work for others.

True Colors was developed by Don Lowry of Communications Companies International.(CCI is no longer in business.)


Word Associations

for Gold• traditional, organized,

punctual, likes detail, loyal, responsible, value home and family, strong

feeling of right and wrong----no gray!


Word Associations

for Blue• romantic, sensitive, nurturing, strong need

for relationships, cultivate the potential

in others, honest, authentic, peaceful


Word Associations

for Green• problem-solvers,

analytic, abstract thinkers, curious,

complex, futuristic, strive for perfection, in

harmony with the environment, needs

freedom to explore new solutions


Word Associations for Orange

• high energy, need for immediate action, hands-on, seeks

competition, carefree, commands attention,

adventuresome, spontaneous, fun-

loving


Gold Teachers prefer....Blue Teachers prefer...Green Teachers prefer...Orange Teachers prefer...

True Colors-TeachersTrue Colors-TeachersColor

Gold Blue Green OrangeInstitution-oriented

Student Centered

Subject Centered

Hands-on

Has Structured Routine

Uses imagination in teaching

Logical presentation of material

Dynamic, spontaneous teaching

Firm Disciplinarian

Involves students

Reward intelligence

Rewards innovation

Matter-of-fact/ Predictable

Comfortable room - but messy

Credit given if justified

Needs big picture- not details

Step-by-step procedures

Nurtures “whole” child

Uses cause-effect approach

Non traditional style

Student Reaction to Student Reaction to GoldGold TeacherTeacher

Gold Student Blue Student Green Student Orange StudentLoves the structure/rules

Uncomfortable with all the rules.

Questions why there is only one right answer.

Would like more variety.

Enjoys memorization.

Hate it when other students are made to feel bad.

Feels okay in orderly environment.

Hates example when operation already understood.

Likes their straightforward tests.

The red check marks make me feel so dumb.

Dislikes that the logic/ reason for doing something is not shared.

Finds classroom boring.. All work and no games!

Likes that “facts” are rewarded.

Why can’t we role-play some of the stories.

Dislikes that you can’t deviate from teachers plan.

Resists all of the structure--finds excuses to move

Knows how to get the “A”.

Work, work, work and more work.

Would prefer more applications over “facts”

Would like more hands-on.

Student Reaction to Student Reaction to BlueBlue TeacherTeacher

Gold Student Blue Student Green Student Orange StudentWhy talk about FEELINGS??

Love that I can talk about feelings…

Why there is so many “groupie” activities?

Wish the presentations would vary.

Dislike all of the role-playing

Enjoy being able to choose how we complete the lesson.

I prefer individual projects or discussing ideas with the teacher.

Special projects are nice if we didn’t have to tell how it FEELS.

Never enough practical examples

I feel bad that she has to follow all of those administrator rules.

I dislike having to write everything down.

Like that she is understanding when my work is late

Like that I feel important

I love working in groups. We do so many fun projects.

The teacher is kind, but doesn’t know as much as I know about..

There is never enough time to discuss ideas.

Please validated my work.

I’m glad we don’t have to memorize.

I wish we would talk about more subjects.

Why isn’t there discipline in class?

Student Reaction to Student Reaction to GreenGreen TeacherTeacher

Gold Student Blue Student Green Student Orange Student

Why can’t the expectations be clearer?

I am uncomfortable having to defend my response.

WOW--a teacher who knows so much and is willing to explain things.

I wish our work could be more original.

It’s hard to get an “A” if the answer is explained!

Why should I track my grades.. Isn’t that the teacher’s job?

I’m finally rewarded for my prior knowledge.

Sometimes my questions are ignored!

The teacher is disorganized, but does seem to know the subject.

I wish the teacher would be interested in me, not just the things we study.

I love it that I can verbally tell the steps instead of having to write them down.

I wish the assignments would be more practical.

I like that there are high standards.

Why are there so many correct answers?

I always know why I got the grade I did.

At least my ideas are accepted.

I just wish it were more organized.

Uncomfortable with all the rules

I think we learn more by having to analyze.

Being able to question is great!

Student Reaction to Orange Student Reaction to Orange TeacherTeacher

Gold Student Blue Student Green Student Orange StudentHate the lack of structure/ organization.

All of jumping around makes me uncomfortable.

Questions why there is only one right answer

It’s great that we get to “think out of the box.”

Why can’t homework be collected regularly?

I think I am liked, but the teacher never tells me.

I wish we would stick to the subject, instead of jumping all around.

All of the choices of projects really energizes me.

Our lessons seem to jump all around.

I like being about to be creative.

I wish we could study it logically and orderly.

Essay tests explain our thinking…not just list the facts.

Why do we always need to “imagine”?

I’m glad we don’t have to remember all of the details.

I don’t think there ever is an outline for what we study.

I like being able to think about the future, not the past.

She does require us to think.

I like hearing laughter in the class.

It’s great the we get to support our answers.

I have fun in this class.

True ColorsTrue ColorsDiscovering The

“True Colors” Of Your Students


To teach GOLD Students:1. Provide direct instruction with structured and clearly defined

course content. 2. Introduce abstract ideas and concepts after the foundations are

presented. 3. Provide step-by-step instruction. 4. Share in the responsibilities and duties of the classroom. Praise

their usefulness.5. Connect learning to real world situations.6. Understand their traditional values.

“GOLD” Students“My learning style is structured.”

Gold (responsible) Students: These students function most comfortably in a well-structured classroom and with clear and detailed instructions; they value organization, orderliness, responsibility, following rules and regulations, tradition, and fairness.

True ColorsTrue Colors“BLUE” Students“My learning style is interactive.”

Blue (warm) Students: These students enjoy interactive activities with peers and adults; situations in which they are able to use their verbal talents can also be a successful teaching tool; they value harmony, cooperation, teamwork, creativity, warm and genuine human contact, and individuality.To teach Blue Students:

1. Provide an open, interactive atmosphere. 2. Praise their uniqueness! Understand their sensitivity.3. Remove conflict and upsetting events as much as possible. 4. Allow social interactions. 5. Encourage their imaginative dramatic, and creative talents.6. Provide group learning opportunities.

True ColorsTrue Colors“GREEN” Students“My learning style is independent.”

To teach Green Students:1. Immerse your student in a topic/subject through discovery and

inquiry instructional methods. 2. Explore uncharted concepts and ideas. Avoid repetition.3. Understand their analytic talent. 4. Provide independent study opportunities. 5. Be logical and theoretical in presentation. Understand their need for

depth.6. Reward prior learning and competence in a subject. Reward their

ideas.

Green (curious) Students: These students enjoy solving problems independently and they respond well to time allotted for individual study at various learning centers throughout the classroom; they value autonomy, ingenuity, learning the “why” about everything, insight, and intelligence.

True ColorsTrue Colors“ORANGE” Students“My learning style is competitive.”

To teach Orange Students:1. Provide students with “real world” hands-on experiences.

Understand their futuristic perspective.2. Make learning fun and exciting. Limit routine and structure.3. Have students develop a product which demonstrates their

knowledge and skills. 4. Provide independent study opportunities. 5. Praise their energy and skill.6. Design learning experiences that are competitive and have

immediate results.

Orange (adventurous) Students: These students learn through art activities, games, performing, and hands-on experiences; they value action, freedom, sensory stimulation, play, variety, skillfulness, and agility.

Learning Styles Affect how one Learning Styles Affect how one gets their energy and gets their energy and

information!information!

Extraversion Introversion Sensing IntuitionEnergy comes from things and people.

Energy comes from inner world of ideas, concepts, and abstractions.

Information obtained from five senses. Want details and facts.

Information found in patterns and relationships in the “big picture.”

Learn by explaining to others. Often need to chunk information for mastery.

Disconnected chunks -just information. Knowledge means interconnecting the ideas in “big picture”

Need organized, linear, and structured lectures. WMBK method (What must be known?)

Like “discovery” learning - finding the reasons underlying the theorem.

Joe Friday, from Dragnet was a sensing detective. “Just the facts….”

Meyers-BriggsMeyers-BriggsType IndicatorType Indicator

Learning Styles Affect how Learning Styles Affect how one gets their energy and one gets their energy and

information!information!

Thinking Feeling Judging PerceptiveDecisions based on analysis, logic, and principle.

Decisions made by focusing on human values.

Decisive, oranized, and self-regimented with a focus on completing the task.

Curious, adaptable, and spontaneous, they start many tasks at once.

Like clear course and topic objectives. (Bloom’s taxonomy works well for these learners.)

Value harmony. Good a persuasion and facilitating differences among group members.

They plan their work and work their plan. Note taking and test taking help these learners.

Constantly wanting more information, it is important to have several deadline within a project.

Mr. Spock, science office of starship Enterprise.

Dr. McCoy… demonstrated preference for feeling.

Sometimes are too-quick and need to “second-look” before acting.

Use audio tape with sub-assignments for continuous feedback.

Meyers-BriggsMeyers-BriggsType IndicatorType Indicator


The six functions of the classroom setting: security and sheltertask completionsocial contactpersonal expressionpleasureintellectual growth

How does one’s preference affect how these needs are obtained?


“Golds” feel stressed when:• work assignments are inefficient• there is a lack of order• those they work with are unreliable• there is no cooperation• they don’t know what’s expected• time won’t allow them to get it done RIGHT• others don’t respect time, rules, and procedures

True ColorsTrue ColorsCreate an effective classroom

for “Golds” by:• assigning work which requires detailed planning• defining tasks in clear and concrete terms• being punctual and reliable• providing a well-structured, stable work environment• taking the work ethic seriously• praising heir neatness, organizational capabilities and

efficiency• recognizing their need to be straightforward,

dependable, responsible, and business-minded • giving tangible recognition for their work


Start class on timePost/hand out assignment by unit (or

month)Provide immediate feedback whenever

possibleBe consistent - don’t change directions

in mid streamBe dependable, loyalRespect their need for security

Set up a positive climate for Gold Students by:


• they don’t feel loved, nurtured, acknowledged• they are in disharmony with others• they are being yelled at• they are with cool, reserved people• they are asked to paperwork with lots of details• the people around them are insensitive

Blues” feel stressed when:


• creating a warm and personal environment• interacting openly and honestly• avoiding conflict and hostility• showing your support, caring, and appreciation by

offering a touch, a hug, or a hand-shake• allowing them freedom to express feelings and

time to heal emotional wounds• praising heir imaginative and creative approach • providing them with one-to-one feedback

Create an effective classroom for “Blues” by:


Spend quality time one-on-one with themCommunicate in a positive, construction

mannerListen to them with your entire attentionBe supportive and encouragingShare your thoughts and feelingsPraise their imagination and creativity

.

Set up a positive climate for Blue Students by:


“Greens” feel stressed when:• the system is disorganized and/or rigid• there are unreasonable emotional outbursts• their prior thinking is not recognized (I did it for a reason!)• schedules make no sense• others and/or self is perceived incompetent• rules/people get in the way of executing strategies


• assigning projects which require analytical thinking and problem-solving

• discussing the “big picture” with them• inspiring them with futuristic ideas and

potentialities• allowing them freedom to improve the system• praising them inventiveness and ingenuity• understanding their need to avoid redundancy

and repetitive tasks

Create an effective classroom for “Greens” by:


Be aware of their curiosity about lifeGive things that challenge their problem-solving

abilitiesRespect their need for independenceAllow them to obtain ownership of what is being

doneRespect their inventions and ideas

.

Set up a positive climate for Green students by:


“Oranges ” feel stressed when:• deadlines/time constraints• too many facts, repetition• lack of humor and fun in work • others around them are boring and incompetent• they have to wait for answer or solution• there is only ‘one’ way


• assigning projects which are action-packed• using their natural abilities as a negotiator• allowing them freedom to do the job in their own style

and in non-traditional ways• keeping a good sense of humor and avoiding boredom• praising their gifts of originality and flair• allowing freedom of movement and understanding their

preference for action over words• Valuing their playfulness, generosity , and need for

spontaneity

Create an effective classroom for “Oranges” by:


Provide active learning opportunitiesBe spontaneous and fun using humor

appropriatelyCompete in a positive mannerBe adventuresome and optimisticBe energetic and have students involved

.

Set up a positive climate for Orange Students by:


Establish effective rules and classroom procedures.* Golds require structure* Blues feel the need for “community” and a way to

support others* Greens need to know the rational behind the rules* Oranges need to understand the consequences


Understand the relationship between discipline and learning styles.

If students understand the different color preferences, they can accept that there may be different consequences for different students. The goal of discipline is to help the students understand the:

• need for a positive learning environment for everyone

• to respect everyone’s right for dignity and pursuit of happiness.


Maintaining personal resilience

Know yourself and your expectations about teaching and learning. It is difficult for you to be an effective teacher and learner if your stress level is high, and you don’t feel that you have the resources to copy with the numerous challenges that face you daily. Make sure that you take time to build the personal resilience needed by nurturing your preferences.

True ColorsTrue ColorsCharacter Descriptors

GOLDI need to follow rules and respect authority •Loyal, Dependable, Prepared

I have a strong sense of what is right and wrong in life • Thorough, Sensible, Punctual

I need to be useful and to belong • Faithful, Stable, OrganizedI value home, family, and tradition •Caring, Concerned,

Concrete I am a natural preserver, a parent, a helper.

• AT WORK, I provide stability and can maintain organization. My ability to handle details and to work hard makes me the backbone of many organizations. I believe that work comes before play, even if I must work overtime to complete the job.

True ColorsTrue ColorsCharacter Descriptors

BLUEI need to feel unique and authentic • Enthusiastic, Sympathetic, PersonalI look for meaning and significance in life • Warm, Communicative,

Compassionate I need to contribute, to encourage, and to care • Idealistic, Spiritual, SincereI value integrity and unity in relationships • Peaceful, Flexible, Imaginative I am a natural romantic, a poet, a nurturer

• AT WORK, I have a strong desire to influence others so they may lead more significant lives. I often work in the arts, communications, education, and the helping professions. I am adept at motivating and interacting with others.

True ColorsTrue ColorsCharacter DescriptorsGREENI seek knowledge and understanding •Analytical, Global, Conceptual

I live life by my own standards • Cool, Calm, Collected I need explanations and answers • Inventive, Logical, PerfectionistI value intelligence, insight, fairness, and justice • Abstract, Hypothetical, Investigative I am a natural nonconformist, a visionary, a problem-solver.

• AT WORK, I am conceptual and an independent thinker. For me, work is play. I am drawn to constant challenge in careers, and like to develop models, explore ideas, or build systems to satisfy my need to deal with the innovative. Once I have perfected an idea, I prefer to move on, leaving the project to be maintained and supported by others.

True ColorsTrue ColorsCharacter DescriptorsORANGEI act on a moment’s notice •Witty, Charming, Spontaneous

I consider life as a game, here and now • Impulsive, Generous, Impactful I need fun, variety, stimulation, and excitement • Optimistic, Eager, BoldI value skill, resourcefulness, and courage •Physical, Immediate, Fraternal I am a natural troubleshooter, a performer, a competitor.

• AT WORK, I am bored and restless with jobs that are routine and structured. I am more satisfied in careers that allow me independence and freedom, while utilizing my physical coordination and my love of tools. I view any kind of tool as an extension of self. I am a natural performer.


Focus on a challenging class. Identify three or four students who fit the gold, blue, green and orange descriptors. Take on learning goal and create a lesson plan which fits each of their learning styles.

Understand that your teaching style may have to include other “tools” so you can best meet all of the students needs. Start slowly…. Celebrate your growth, as well as your students’.

Documents

True Colors Part II