Theorists

=__Type notes about favorite theorists here!!__ Just click on "edit this page" above and type under or add to!= __**Remember to click SAVE at right on top or bottom when finished typing!**__ = = __ **Benjamin Bloom- Bloom’s taxonomy (M. Hill)** __ Evaluation Synthesis Analysis Application Comprehension Knowledge __ **Carol Ann Tomlinson- Differentiation (M. Hill)** __
 * __Paul Torrance- Creativity (M. Hill)__ **
 * Easily defines what it means to be creative
 * Fluency, originality, elaboration, abstractness of titles, and resistance to premature closure
 * Helpful in teaching creative students
 * Become better productive thinkers, problem-solvers, innovators, and creative writers
 * Torrance Test of Creative Thinking - defines creativity (J. Bumpers)
 * 4 scales
 * fluency-total number of different ideas
 * flexibility-different categories
 * originality- how much orignal thought
 * elaboration- amount of detail
 * __Howard Gardner- Theory of Multiple Intelligences (M. Hill)__ **
 * Linguistic, logical, bodily-kinesthetic, visual-spatial, musical, intrapersonal, interpersonal, and naturalistic
 * Plan lessons that include many intelligences
 * Allow differentiation to address multiple intelligences
 * Must plan activities that concentrate on higher-level
 * Rethink essential question and understandings
 * Modifies curriculum for needs of learners
 * Broad issues, themes, or concepts
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">Multiple disciplines into one study
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">In-dept learning of a self-selected topic
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">Independent study
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">Higher-level thinking
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">Open-ended tasks
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">Creative challenging products
 * <span style="color: rgb(255,57,0); font-family: Times New Roman;">In-service other teachers

Type 1 experiences can involve the following: Providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a selective problem Acquiring advanced-level understanding of knowledge (content) and methodology (process) Developing authentic products Developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision-making, and self- evaluation Developing task commitment, self-confidence, and feelings of creative accomplishment. <span style="color: rgb(0,21,255);">**de Bono thinking hats (Kim Jordan)** Edward de Bono invented the six thinking hats. "Six Thinking Hats" is a powerful technique that helps students look at important decisions from a number of different perspectives. The White Hat=The White Hat calls for information known or needed. The Red Hat=The Red Hat signifies feelings, hunches and intuition. The Black Hat=The Black Hat is judgment -- the devil's advocate or why something may not work. The Yellow Hat= The Yellow Hat symbolizes brightness and optimism. The Green Hat= The Green Hat focuses on creativity: the possibilities, alternatives and new ideas. The Blue Hat= The Blue Hat is used to manage the thinking process. __**Maslow (J. Bumpers)**__ Hierarchy of needs; Starting from top: Self-actualization - creativity/problem-solving esteem- self-esteem, respect love/belonging-friends, family safety- security, health physiological-food, water, sex
 * Renzulli’s Triad Model ** (J. Bumpers)
 * Type 1 Enrichment Activities ** –exposes students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not be covered in a regular classroom.
 * Contacting speakers
 * Arranging demonstrations, trips, and/or performances
 * Using varied materials such as films, slides, videos, print and non-print media
 * Type 2 Enrichment Activities- ** promote the development of thinking and feeling. Activities can include some of the following:
 * Creative thinking, problem solving, and critical thinking skills
 * A wide variety of specific learning how-to-learn skills
 * Skills in the use of advanced-level reference materials
 * Written, oral, and visual communication
 * Type 3 Enrichment Activities ** - involve pursuing self chosen areas (within guideline topics) for advanced content achievement and process training in which students assume the role of first-hand inquirer. The goals of these type activities include the following:

**__Terman (J. Bumpers)__** Revised Binet's test many times and standardized it to a group of white, middle class Americans. The result is the Stanford-Binet Intelligence Test.

THESE ARE REALLY ROUGH DESCRIPTIONS. PLEASE ADD INFORMATION IF YOU HAVE IT, ESPECIALLY ON THE EMPTY ONES. :)  ** Dabrowski ** : Theory of Positive Disintegration       Overexcitabilites- used to predict gifted.     ** Dacey and Lennon ** : “nature vs. nurture”       2 types of control:    <span style="font-size: 10pt; color: black; line-height: 150%; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·    Immediate control-routine, schedule, behavior    <span style="font-size: 10pt; color: black; line-height: 150%; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·    Self-control-insight, faith, vision      ** Feldhusen: **  Three-Stage Enrichment Model     **Gagne:** Conditions of Learning; The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments. In addition, the theory outlines nine instructional events and corresponding cognitive processes: (1) gaining attention (reception) show variety of computer generated triangles (2) informing learners of the objective (expectancy) pose question: "What is an equilateral triangle?" (3) stimulating recall of prior learning (retrieval) review definitions of triangles (4) presenting the stimulus (selective perception) give definition of equilateral triangle (5) providing learning guidance (semantic encoding) show example of how to create equilateral (6) eliciting performance (responding) ask students to create 5 different examples (7) providing feedback (reinforcement) check all examples as correct/incorrect (8) assessing performance (retrieval) provide scores and remediation (9) enhancing retention and transfer (generalization) show pictures of objects and ask students to identify ** Maslow: ** Hierarchy of needs: basic needs at bottom ** Piirto ** : They Piirto Pyramid of Talent Development ** Reis ** : ** Renzulli ** : Triad Model; Secondary Triad Model; SEM; Multiple Menu Model ** Silverman ** : ** Sternberg ** : Sternberg's triarchtic theory Analytical Intelligence Experiential / creative intelligence Contextual / practical intelligence Sternberg’s view is compatible with Gardner’s theory of multiple intelligences but differs in being processrather than content-oriented. Sternberg also emphasises that the three intelligences are at their best when all are employed together. (J. Bumpers)
 * Psychomotor-energy and activities
 * Sensual-feelings; physical and mental
 * Imaginational-thinkers; dreamers
 * Intellectual-usual definition of giftedness
 * Emotional-intensity of emotion
 * Self-actualization-creativity/problem solving
 * Esteem-respect
 * Love/belonging-friends, family
 * Safety-security, health
 * Physiological-food, water, sex
 * Talent
 * Cognitive
 * Emotional
 * Genetic
 * Traditional notion of intelligence
 * Abstract thinking and logical reasoning
 * Verbal and mathematical skills
 * Creativity
 * Divergent thinking (generating new ideas)
 * Ability to deal with novel situations
 * 'Street smarts'
 * Ability to apply knowledge to the real world
 * Ability to shape one's environment; choose an environment

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