This essay focuses on purpose of defining the constructs. work on many different projects” instead of “I like to” (but in reality, may not

purpose of defining the constructs

The survey questions are written as declarative present tense actions, crafted to elicit the most honest and accurate responses: “I come up with convincing arguments” instead of “I can” (but in reality, don’t); and “I work on many different projects” instead of “I like to” (but in reality, may not). The statements are rated as often, sometimes, or seldom true. Student are reminded that there are no right or wrong answers, only “what is true about you.” Scoring the Talent Aptitude Surveys To score the survey, students use the Talent Aptitude Survey Key for either STEM or humanities. Both are available in the digital appendix found online at www.

resources. corwin.com/DevelopTalent.

The answer key categorizes the questions according to the talent aptitude and so serves the dual purpose of defining the constructs for students as they score them (see Figure 3.3). They transcribe their responses to the 10. I think about my mistakes and how I can improve next time. 11. I’m quick to get the answer, see the pattern, or make the connection. 12. I trust and follow my gut feelings or inner voice. 13. I encourage and organize others to complete a project. 14. I stick with my goals even when others don’t go along. 15. I am interested in science, technology, engineering, and math (STEM) activities. 16. I look for ways to become involved in STEM activities. 17.

I ask questions and search

out answers by collecting data. 18. I display the data I collect and explain what it means. 19. I solve problems accurately, using multiple strategies. 20. I figure out why my problem-solving strategy worked or didn’t. 21. I see images and objects and remember them. 22. I picture in my mind how objects fit together. 23. I find the patterns in numbers or shapes and figure out the rules. 24. I learn math concepts quickly and apply them accurately. Figure 3.2 (Continued) Available for download from resources.corwin.com/DevelopTalent online resources three

• Create a Talent

Development Mindset 41 scoring key using the same often, sometimes, and seldom ratings. However, the score key directions specify that they should record all of their “often” question responses first, which focuses their attention on strengths. They are reminded in the directions that a “seldom” rating does not mean that they don’t have this aptitude. Perhaps with new opportunities, they will yet discover and develop it. In scoring the survey, the pattern of strengths emerges visually as students see the areas that may be “often/ often” or “often/sometimes” in contrast to “seldom/seldom or “sometimes/seldom.” Does the Survey Motivate and Engage? What the Students Say

The aim of talent-targeted

teaching and learning is to increase students’ intrinsic motivation, engagement, and achievement. We’ll keep revisiting these concepts in order to understand how each component of the model, like the Talent Aptitude Survey, is strategically designed to accomplish those goals. This section contains student feedback from a class who completed the talent-targeted study Perspectives in Art and Culture. Figure 3.3 How to Score the Talent Aptitude Survey Directions for Scoring: Use your Talent Aptitude Survey to . .

. 1. First, record checks for questions you rated as often true about you. These are evident strengths. 2. Next, record checks for the questions you rated as sometimes true. These are areas of potential growth. 3. Finally, record the seldom answers.

This doesn’t mean you don’t have the aptitude. Perhaps through new experiences you will discover and develop this talent as well. Talent Aptitudes Often Sometimes Seldom Curiosity 1. I think about how things work or why things are the way they are.  2. I ask questions that I explore and investigate.  Logical Reasoning 3. Give me the facts, and I’ll identify the problem and a solution.  4.  come up with convincing arguments.  Creativity 5. I think of new, unusual, and imaginative ideas.  6. I work on many different projects.  Persistence 7.  don’t give up easily when I face a difficulty.  8.

look for ways to improve and get

better, even if it’s hard.  42 Teach to Develop Talent Intrinsic Motivation Through the steps of completing, scoring, and reflecting upon the Talent Aptitude Survey, learners are intrinsically motivate by the autonomy, competence, and involvement inherent in the process. Autonomy—the sense of “self-power” that “I am in control”—is reinforce in each of the 24 “I statements.” Students then identify their levels of competence as they rate the “I” statements as , sometimes, or seldom” true about them. With that information, they establish goals for growth.

The survey creates a sense of involvement and belonging in a mutually respectful community of learners that recognizes, affirms, and values the diversity of each individual’s talent aptitudes. It is accept that each of us has strengths in certain areas, but not all.

As one intermediate-grade

student said, “By taking the Talent Aptitude Survey, I was able to learn what I am good at and what I need to get better at, which motivated me to work harder.”

details;

Firstly, be sober

Secondly, integrity

thirdly, passion

Further, be keen

Further, adaptability