This essay focuses on the progress we are making. The lessons are designed to engage you in new interests and discover

the progress we are making

What’s the point of all this talk about talent? It’s about talent-targeted teaching and learning. In the next few weeks, we’re going to be doing some things differently. In our lessons, we are going to focus on developing our talent aptitudes. Each lesson will have a talent goal along with the usual content and skill mastery goal. The lessons are designed to engage you in new interests and discover and develop your talents. You will begin a Talent Development Portfolio and record your progress. This portfolio is something we will share with each other and our families to show the ways in which we are uniquely talented and the progress we are making.

Moving on to Phase Two

The “What Is Talent?” quiz and debriefing are essential to the first phase of creating a talent development mindset in your school community. By uncovering misconceptions and reseeding these with new attitudes, students are ready to explore finding out more about their own talent aptitudes in Phase Two: The Talent Aptitude Survey. Phase Two: Pre-Assess With the Talent Aptitude Survey As discussed in Chapter 2, we are eager to know what we can do to motivate our students and engage them more deeply in learning. We know that goals focus energy and attention, and the nature of these goals determines whether we develop our talents.

The Talent Aptitude Survey

introduces students to the intrinsically motivating and engaging discovery of their individual strengths and how to develop them. How to Administer and Score the Survey There are two versions of the Talent Aptitude Survey—one for STEM and one for humanities (visit the companion website at www.resources.corwin.com/ DevelopTalent for downloadable resources). Given that students in the intermediate and secondary grades are often taught in “departmentalized” or subject-specific courses, the mathematics or science teacher might administer the STEM survey, and the language or social studies teacher, the humanities survey. 38 Teach to Develop Talent Figure 3.1 Humanities Talent Aptitude Survey Directions: This survey helps you to identify your unique talents and aptitudes.

Answer each question

as honestly as you can. There are no right or wrong answers, only what is true for you. Often Sometimes Seldom details; 1.firstly,  I think about how things work or why things are the way they are. 2.Secondly,  I ask questions that I explore and investigate. 3. Thirdly, Give me the facts, and I’ll identify the problem and a solution. 4. Further, I come up with convincing arguments.

5. I think of new, unusual, or imaginative ideas. 6. I work on many different projects. 7. I don’t give up when I face a difficulty. 8. I look for ways to improve and get better, even if it’s hard. 9. I know my strengths and how to use them to my advantage. 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 spend time outside of school in arts-related activities. Each survey has 24 questions, with the first 14 on each quiz assessing the seven cross-disciplinary aptitudes of innovators. The remaining 10 questions on each survey assess either the five STEM or five humanities domain-specific aptitudes. If you are administering both surveys to one group of

students in a non-departmentalized setting, eliminate the repeated 14 questions on the second survey (see Figures 3.1, 3.2)

dETAILS;

Firstly, be sober

Secondly, integrity

thirdly, be fast

further, be cautious

further, integrity

Lastly, be passionate

Finally, be creative

Finally, be innovative