This essay focuses on Learning Progressions Logical Reasoning. The complete assessment process is discussed in detail

Learning Progressions Logical Reasoning

The talent goal and corresponding performance of understanding focus on developing logical reasoning in the context of mastering specific knowledge and skills. You can assess evidence of logical reasoning using the Talent Aptitude Learning Progressions to compose rubrics (see Figure 4.3). The complete assessment process is discussed in detail in Chapter 7. In addition to using the rubrics to assess the talent aptitudes, use your own formative assessments to collect evidence as to student mastery of the specific content knowledge and skills in the standards and objectives.

Figure 4.3 Logical Reasoning

Learning Progressions Logical Reasoning Emerging Progressing Advancing Teacher Rubric With guidance and modeling, can draw conclusions from evidence to make sound judgments and arguments. Applies systematic thinking to draw conclusions from evidence in order to make sound judgments and sensible arguments.

Consciously selects a systematic process to form a hypothesis, draw conclusions from evidence, make sound judgments, and develop sensible arguments. Student Rubric I use evidence to draw conclusions and form arguments. I draw conclusions and form sensible arguments based on evidence. I use evidence to make convincing arguments and justify sensible solutions. 66 Teach to Develop Talent 3. Creativity Creativity is one talent aptitude that many people openly will claim not to have. Those who say “I’m not creative” are most likely referring to what Abraham Maslow named “Big C”—the artistic genius of creatives like Van Gogh or Martha Graham. In contrast, “little c” creativity is the kind that is essential to our humanness. Maslow applied the term “creative” not only to products but to people.

This  activities, attitudes, and organizations.

12 In our homes and classrooms, children exhibit creativity when they express new or unusual ideas and connections; enjoy imagining, inventing, and divergent thinking; and initiate new projects based on their ideas. Creativity researcher E. Paul Torrance, known as the “Father of Modern Creativity,” derived four creative. This  thinking abilities from studying the real-life creative achievements of famous scientists and inventors as well as from examples of everyday creativity. He maintained that the creative thinking skills of fluency, flexibility, originality, and elaboration.

This  can be taught.13 Moreover, Torrance’s research using his tests of creative thinking showed that creativity is a separate construct from intelligence as measured by IQ. Nor do creativity test scores manifest the “achievement gaps”. This  among groups that are characteristic of other ability/achievement tests.14 Creativity, it seems, is culture-fair.