I agree with Pink. I think the future does belong to those who are innovative and creative. You see it all the time in education. We need to remain on the cutting edge.
I like how Pink discribes "the right hemisphere(of the brain)is the picture; the left hemisphere is the thousand words." I am more of a visual person and learn by seeing.
Jason, I agree. I also like the examples Pink gave about recognizing design such as looking at design magazines, making notes of great designs, and observing designs that annoy us. These suggestions are valuable because observing design is not an everyday concept to some readers.
It is so true that we have not placed proper value on many skills that we now deem critical for success. As educators, we must be aware of this so we can nurture and treasure these gifts in others.
We have known for many years in education that the tests used to measure "giftedness" identify for only certain traits. For example, Renzulli's assessments for intellectual giftedness miss the creastively gifted by about 80%. He does have tests to measure creativity, and these probably miss the intellectually gifted. The bottom line for me is that giftedness is less measured by instruments we define than by recognition of what is produced by the "producer." We all are gifted.
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I agree, but would like to add that there needs to be consistency and the need and drive to pursue it.
I like how Pink discribes "the right hemisphere(of the brain)is the picture; the left hemisphere is the thousand words." I am more of a visual person and learn by seeing.
Jason,
I agree. I also like the examples Pink gave about recognizing design such as looking at design magazines, making notes of great designs, and observing designs that annoy us. These suggestions are valuable because observing design is not an everyday concept to some readers.
It is so true that we have not placed proper value on many skills that we now deem critical for success. As educators, we must be aware of this so we can nurture and treasure these gifts in others.
We have known for many years in education that the tests used to measure "giftedness" identify for only certain traits. For example, Renzulli's assessments for intellectual giftedness miss the creastively gifted by about 80%. He does have tests to measure creativity, and these probably miss the intellectually gifted. The bottom line for me is that giftedness is less measured by instruments we define than by recognition of what is produced by the "producer." We all are gifted.
I agree that in testing to find the "intellectually gifted," we miss most gifts...
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