This essay focuses on the developmental Talent Aptitude. The assessment process is described in detail in Chapter 7. Throughout the lesson

the developmental Talent Aptitude

As you become more adept at designing talent goals, begin to use cluster goals to provide more opportunities for learners to discover and develop specific strengths. Assessing the Creativity Aptitude Your talent goal and corresponding performance of understanding focus on developing creativity in the context of mastering specific knowledge and skills. You can assess evidence of creativity using the developmental

Talent Aptitude Learning

Progressions to compose rubrics (see Figure 4.5). The assessment process is described in detail in Chapter 7. Throughout the lesson module, learners are motivated by a self-directed goal that explicitly defines and describes creativity. Figure 4.5 Creativity Learning Progressions Creativity Emerging Progressing Advancing Teacher Rubric Demonstrates typical ideas; makes literal connections; works on assigned projects. Demonstrates divergent thinking when prompted; makes appropriate connections; is open to new projects.

Demonstrates divergent thinking

through unusual or clever ideas; makes unexpected or imaginative connections; initiates new projects. Student Rubric I sometimes think of ideas about how things could be improve. like to follow a model or pattern that already exists.  think of ideas for new projects and can imagine how things could be improve.

sometimes put these new ideas into practice. I enjoy thinking of different and unusual ideas. I often imagine what could be improved and discover new ideas for projects. 70 Teach to Develop Talent In addition to the aptitude rubrics, you’ll develop your own formative assessments for evidence as to whether students have mastered the specific knowledge and skills in the content standard and learning objective. 4. Insight Insight, the deep intuitive understanding that gives us new vision, is an important element in creative thinking and the innovation process.

Because insight comes as

a feeling or emotion from within, it conjures images of miraculous meditations. This  or mad scientists running from the lab shrieking, “Eureka! I’ve got it!” . We observe learners demonstrate insight when they are keenly observant and aware, intuitive, perceptive of patterns and relationships, and can readily grasp concepts to apply them in new situations. Innovators Use Insight While it may seem like a bolt from the blue, insight favors the prepared mind. In the Wallas four-stage creative process, insight is the illumination, or “aha” breakthrough, that follows a period of incubation and intense preparation in the domain.

17 Howard Gardner theorized

that it takes 10 years of preparation to develop the expertise needed for innovation.18 Malcom Gladwell in Outliers documents the 10,000 hours that prepared Steve Jobs as he was growing up in Silicon Valley.19 If insight follows preparation, then we can prepare future innovators today by targeting the aptitude of insight along with our goals to develop content expertise. According to Wallas, insight can’t be consciously will, but we can support learners’ development of insight as they move through the creative process of preparation (conscious pursuit of knowledge), incubation (unconscious process of free association), and verification (testing through application).

DETAILS;

Firstly, be keen

Secondly, be creative

Thirdly, process