Which factors that support intrinsic motivation (autonomy, competence, involvement) do you think are the most important in your own motivation? Which do you think are the most needed in today’s schools and workplaces?

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CHAPTER 1. WHY TEACH TO DEVELOP TALENT

  1. Do you believe that we have a “talent development crisis?” Why or why not?

 

  1. What has been your experience with a “test-targeted” culture?

 

  1. The Golden Circle was developed primarily for businesses as a concept for motivating inspiring organizations. How could you apply this concept to your own life?

 

  1. How is Sir Ken Robinson’s metaphor of today’s schools as “fast food restaurants” helpful in motivating transformation in education?

 

  1. Incentives DO produce results (p. 4). So why not rely on them to boost achievement?

 

  1. Review the summaries of the upcoming chapters, 2 – 8. What concepts or practices caught your attention or interest?

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 2. YOU CAN MOTIVATE AND ENGAGE TOMORROW’S INNOVATORS TODAY

This chapter develops six Key Understandings (p. 14). Use these to guide your reading, and review them again at the end of the chapter to check for understanding.

  1. Which factors that support intrinsic motivation (autonomy, competence, involvement) do you think are the most important in your own motivation? Which do you think are the most needed in today’s schools and workplaces?

 

  1. The concept of “flow” is introduced here as the optimum state of engagement. What is your understanding of “flow?” How have you experienced it?

 

 

 

  1. This chapter introduces the five stages of talent-targeted teaching and learning. The paradigm shift in this approach centers on our goals for learners. As a student, do you think your learning experiences would be different if your classes had talent-targeted goals? Why or why not?

 

 

  1. The aptitudes of innovators and STEM and humanities aptitudes are introduced in this chapter (p. 19). These will be developed in detail in Chapters 4, 5, 6. Reflect on how education would differ if we focused on teaching these aptitudes.

 

 

  1. This chapter introduces the talent goal frame planning process and the sample talent-targeted learning studies. You will be applying these processes in your own Differentiated Lesson Plan and Differentiation Unit Plan.  There will be many more examples in Chapters 4 – 8.  For now, however, make notes of what is

 

  • CLEAR:

 

  • CONFUSING:

 

  • DONT HAVE A CLUE ABOUT: