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True Colors Part II Understanding Yourself and Others Presented for New Career and Technical Education Professionals February 2006
True Colors Presented by: Judy, Executive Administrator Institute for Transformational Synergism 5528 N. 4690 W. Road Bourbonnais, Illinois Phone 815/933 -5246 Email: JJudy [email protected] com
True Colors is a simple assessment of our preferences. Four basic colors are used to identify and categorize common preferences in people. Although we would like to think that we exhibit all preferences whenever they would be most appropriate, research has found that we tend to stick to the preferences outlined in one or two of the color descriptors. Hence we say that we have a dominant color or colors, that may be influenced or shaded by others.
True Colors- Part II Goal: Using “True Colors” to understand teaching and learning Understand that students utilize their dominant color(s) in how they learn; Learn how to increase learning by providing for learning in “all colors, ” which validates and dignifies the diversity. Learn how to adapt your delivery to reach more students. Understand our own preferences and why they don’t always work for others. True Colors was developed by Don Lowry of Communications Companies International. (CCI is no longer in business. )
True Colors Word Associations for Gold • traditional, organized, punctual, likes detail, loyal, responsible, value home and family, strong feeling of right and wrong----no gray!
True Colors Word Associations for Blue • romantic, sensitive, nurturing, strong need for relationships, cultivate the potential in others, honest, authentic, peaceful
True Colors Word Associations for Green • problem-solvers, analytic, abstract thinkers, curious, complex, futuristic, strive for perfection, in harmony with the environment, needs freedom to explore new solutions
True Colors Word Associations for Orange • high energy, need for immediate action, handson, seeks competition, carefree, commands attention, adventuresome, spontaneous, fun-loving
True Colors Gold Teachers prefer. . Blue Teachers prefer. . . Green Teachers prefer. . . Orange Teachers prefer. . .
True Colors-Teachers Color Gold Blue Green Orange Institutionoriented Student Centered Subject Centered Hands-on Has Structured Routine Uses imagination Logical in teaching presentation of material Dynamic, spontaneous teaching Firm Disciplinarian Involves students Reward intelligence Rewards innovation Matter-of-fact/ Predictable Comfortable room - but messy Credit given if justified Needs big picture- not details Step-by-step procedures Nurtures “whole” Uses causechild effect approach Non traditional style
Student Reaction to Gold Teacher Gold Student Blue Student Green Student Orange Student Loves the structure/rules Uncomfortable with all the rules. Questions why there is only one right answer. Would like more variety. Enjoys memorization. Hate it when other Feels okay in orderly students are made to environment. feel bad. Hates example when operation already understood. Likes their straightforward tests. The red check marks make me feel so dumb. Dislikes that the logic/ reason for doing something is not shared. Finds classroom boring. . All work and no games! Likes that “facts” Why can’t we roleare rewarded. play some of the stories. Dislikes that you can’t deviate from teachers plan. Resists all of the structure--finds excuses to move Knows how to get the “A”. Would prefer more applications over “facts” Would like more hands-on. Work, work and more work.
Student Reaction to Blue Teacher Gold Student Blue Student Green Student Orange Student Why talk about FEELINGS? ? Love that I can talk about feelings… Why there is so many “groupie” activities? Wish the presentations would vary. Dislike all of the role-playing Enjoy being able to choose how we complete the lesson. I prefer individual projects or discussing ideas with the teacher. Special projects are nice if we didn’t have to tell how it FEELS. Never enough practical examples I feel bad that she has to follow all of those administrator rules. I dislike having to write everything down. Like that she is understanding when my work is late Like that I feel important I love working in groups. We do so many fun projects. The teacher is kind, but doesn’t know as much as I know about. . There is never enough time to discuss ideas. Please validated my work. I’m glad we don’t have to memorize. I wish we would talk about more subjects. Why isn’t there discipline in class?
Student Reaction to Green Teacher Gold Student Blue Student Green Student Orange Student Why can’t the expectations be clearer? I am uncomfortable having to defend my response. WOW--a teacher who I wish our work knows so much and is could be more willing to explain things. original. It’s hard to get an “A” if the answer is explained! Why should I track my grades. . Isn’t that the teacher’s job? I’m finally rewarded for my prior knowledge. Sometimes my questions are ignored! The teacher is disorganized, but does seem to know the subject. I wish the teacher would be interested in me, not just the things we study. I love it that I can verbally tell the steps instead of having to write them down. I wish the assignments would be more practical. I like that there are high standards. Why are there so many correct answers? I always know why I got the grade I did. At least my ideas are accepted. I just wish it were more organized. Uncomfortable with all the rules I think we learn more by having to analyze. Being able to question is great!
Student Reaction to Orange Teacher Gold Student Blue Student Hate the lack of structure/ organization. All of jumping around Questions why there is makes me only one right answer uncomfortable. It’s great that we get to “think out of the box. ” Why can’t homework be collected regularly? I think I am liked, I wish we would stick to but the teacher never the subject, instead of tells me. jumping all around. All of the choices of projects really energizes me. Our lessons seem to jump all around. I like being about to be creative. I wish we could study it logically and orderly. Essay tests explain our thinking…not just list the facts. Why do we always need to “imagine”? I’m glad we don’t have to remember all of the details. I don’t think there ever I like being able to is an outline for what we think about the study. future, not the past. She does require us I like hearing to think. laughter in the class. Green Student It’s great the we get to support our answers. Orange Student I have fun in this class.
True Colors Discovering The “True Colors” Of Your Students
True Colors “GOLD” Students “My learning style is structured. ” Gold (responsible) Students: These students function most comfortably in a wellstructured classroom and with clear and detailed instructions; they value organization, orderliness, responsibility, following rules and regulations, tradition, and fairness. To teach GOLD Students: 1. Provide direct instruction with structured and clearly defined course content. 2. Introduce abstract ideas and concepts after the foundations are presented. 3. Provide step-by-step instruction. 4. Share in the responsibilities and duties of the classroom. Praise their usefulness. 5. Connect learning to real world situations. 6. Understand their traditional values.
True Colors “BLUE” Students “My learning style is interactive. ” Blue (warm) Students: These students enjoy interactive activities with peers and adults; situations in which they are able to use their verbal talents can also be a successful teaching tool; they value harmony, cooperation, teamwork, creativity, warm and genuine human contact, and individuality. To 1. 2. 3. 4. 5. 6. teach Blue Students: Provide an open, interactive atmosphere. Praise their uniqueness! Understand their sensitivity. Remove conflict and upsetting events as much as possible. Allow social interactions. Encourage their imaginative dramatic, and creative talents. Provide group learning opportunities.
True Colors “GREEN” Students “My learning style is independent. ” Green (curious) Students: These students enjoy solving problems independently and they respond well to time allotted for individual study at various learning centers throughout the classroom; they value autonomy, ingenuity, learning the “why” about everything, insight, and intelligence. To teach Green Students: 1. Immerse your student in a topic/subject through discovery and inquiry instructional methods. 2. Explore uncharted concepts and ideas. Avoid repetition. 3. Understand their analytic talent. 4. Provide independent study opportunities. 5. Be logical and theoretical in presentation. Understand their need for depth. 6. Reward prior learning and competence in a subject. Reward their ideas.
True Colors “ORANGE” Students “My learning style is competitive. ” Orange (adventurous) Students: These students learn through art activities, games, performing, and hands-on experiences; they value action, freedom, sensory stimulation, play, variety, skillfulness, and agility. To teach Orange Students: 1. Provide students with “real world” hands-on experiences. Understand their futuristic perspective. 2. Make learning fun and exciting. Limit routine and structure. 3. Have students develop a product which demonstrates their knowledge and skills. 4. Provide independent study opportunities. 5. Praise their energy and skill. 6. Design learning experiences that are competitive and have immediate results.
Learning Styles Affect how one gets their energy and information! Meyers-Briggs Type Indicator Extraversion Introversion Sensing Intuition Energy comes from things and people. Energy comes from inner world of ideas, concepts, and abstractions. Information obtained from five senses. Want details and facts. Information found in patterns and relationships in the “big picture. ” Learn by explaining to others. Often need to chunk information for mastery. Disconnected chunks -just information. Knowledge means interconnecting the ideas in “big picture” Need organized, linear, and structured lectures. WMBK method (What must be known? ) Like “discovery” learning - finding the reasons underlying theorem. Joe Friday, from Dragnet was a sensing detective. “Just the facts…. ”
Learning Styles Affect how one gets their energy and information! Meyers-Briggs Type Indicator Thinking Feeling Judging Perceptive Decisions based on analysis, logic, and principle. Decisions made by focusing on human values. Decisive, oranized, and self-regimented with a focus on completing the task. Curious, adaptable, and spontaneous, they start many tasks at once. Like clear course and topic objectives. (Bloom’s taxonomy works well for these learners. ) Value harmony. Good a persuasion and facilitating differences among group members. They plan their work and work their plan. Note taking and test taking help these learners. Constantly wanting more information, it is important to have several deadline within a project. Mr. Spock, science office of starship Enterprise. Dr. Mc. Coy… Sometimes are toodemonstrated quick and need to preference for feeling. “second-look” before acting. Use audio tape with sub-assignments for continuous feedback.
True Colors The six functions of the classroom setting: security and shelter task completion social contact personal expression pleasure intellectual growth How does one’s preference affect how these needs are obtained?
True Colors “Golds” feel stressed when: • work assignments are inefficient • there is a lack of order • those they work with are unreliable • there is no cooperation • they don’t know what’s expected • time won’t allow them to get it done RIGHT • others don’t respect time, rules, and procedures
True Colors Create an effective classroom for “Golds” by: • • assigning work which requires detailed planning defining tasks in clear and concrete terms being punctual and reliable providing a well-structured, stable work environment taking the work ethic seriously praising heir neatness, organizational capabilities and efficiency recognizing their need to be straightforward, dependable, responsible, and business-minded • giving tangible recognition for their work
True Colors Set up a positive climate for Gold Students by: Start class on time Post/hand out assignment by unit (or month) Provide immediate feedback whenever possible Be consistent - don’t change directions in mid stream Be dependable, loyal Respect their need for security
True Colors Blues” feel stressed when: • • • they don’t feel loved, nurtured, acknowledged they are in disharmony with others they are being yelled at they are with cool, reserved people they are asked to paperwork with lots of details the people around them are insensitive
True Colors Create an effective classroom for “Blues” by: • • creating a warm and personal environment interacting openly and honestly avoiding conflict and hostility showing your support, caring, and appreciation by offering a touch, a hug, or a hand-shake • allowing them freedom to express feelings and time to heal emotional wounds • praising heir imaginative and creative approach • providing them with one-to-one feedback
True Colors Set up a positive climate for Blue Students by: Spend quality time one-on-one with them Communicate in a positive, construction manner Listen to them with your entire attention Be supportive and encouraging Share your thoughts and feelings Praise their imagination and creativity.
True Colors “Greens” feel stressed when: • the system is disorganized and/or rigid • there are unreasonable emotional outbursts • their prior thinking is not recognized (I did it for a reason!) • schedules make no sense • others and/or self is perceived incompetent • rules/people get in the way of executing strategies
True Colors Create an effective classroom for “Greens” by: • assigning projects which require analytical thinking and problem-solving • discussing the “big picture” with them • inspiring them with futuristic ideas and potentialities • allowing them freedom to improve the system • praising them inventiveness and ingenuity • understanding their need to avoid redundancy and repetitive tasks
True Colors Set up a positive climate for Green students by: Be aware of their curiosity about life Give things that challenge their problem-solving abilities Respect their need for independence Allow them to obtain ownership of what is being done Respect their inventions and ideas.
True Colors “Oranges ” feel stressed when: • deadlines/time constraints • too many facts, repetition • lack of humor and fun in work • others around them are boring and incompetent • they have to wait for answer or solution • there is only ‘one’ way
True Colors Create an effective classroom for “Oranges” by: • assigning projects which are action-packed • using their natural abilities as a negotiator • allowing them freedom to do the job in their own style and in non -traditional ways • keeping a good sense of humor and avoiding boredom • praising their gifts of originality and flair • allowing freedom of movement and understanding their preference for action over words • Valuing their playfulness, generosity , and need for spontaneity
True Colors Set up a positive climate for Orange Students by: Provide active learning opportunities Be spontaneous and fun using humor appropriately Compete in a positive manner Be adventuresome and optimistic Be energetic and have students involved.
True Colors Establish effective rules and classroom procedures. * Golds require structure * Blues feel the need for “community” and a way to support others * Greens need to know the rational behind the rules * Oranges need to understand the consequences
True Colors Understand the relationship between discipline and learning styles. If students understand the different color preferences, they can accept that there may be different consequences for different students. The goal of discipline is to help the students understand the: • need for a positive learning environment for everyone • to respect everyone’s right for dignity and pursuit of happiness.
True Colors Maintaining personal resilience Know yourself and your expectations about teaching and learning. It is difficult for you to be an effective teacher and learner if your stress level is high, and you don’t feel that you have the resources to copy with the numerous challenges that face you daily. Make sure that you take time to build the personal resilience needed by nurturing your preferences.
True Colors Character Descriptors GOLD I need to follow rules and respect authority I have a strong sense of what is right and wrong in life I need to be useful and to belong I value home, family, and tradition I am a natural preserver, a parent, a helper. • Loyal, Dependable, Prepared • Thorough, Sensible, Punctual • Faithful, Stable, Organized • Caring, Concerned, Concrete • AT WORK, I provide stability and can maintain organization. My ability to handle details and to work hard makes me the backbone of many organizations. I believe that work comes before play, even if I must work overtime to complete the job.
True Colors Character Descriptors BLUE I need to feel unique and authentic I look for meaning and significance in life I need to contribute, to encourage, and to care I value integrity and unity in relationships I am a natural romantic, a poet, a nurturer • • Enthusiastic, Sympathetic, Personal Warm, Communicative, Compassionate Idealistic, Spiritual, Sincere Peaceful, Flexible, Imaginative • AT WORK, I have a strong desire to influence others so they may lead more significant lives. I often work in the arts, communications, education, and the helping professions. I am adept at motivating and interacting with others.
True Colors Character Descriptors GREEN I seek knowledge and understanding • Analytical, Global, Conceptual I live life by my own standards • Cool, Calm, Collected I need explanations and answers • Inventive, Logical, Perfectionist I value intelligence, insight, fairness, and justice • Abstract, Hypothetical, Investigative I am a natural nonconformist, a visionary, a problem-solver. • AT WORK, I am conceptual and an independent thinker. For me, work is play. I am drawn to constant challenge in careers, and like to develop models, explore ideas, or build systems to satisfy my need to deal with the innovative. Once I have perfected an idea, I prefer to move on, leaving the project to be maintained and supported by others.
True Colors Character Descriptors ORANGE I act on a moment’s notice • Witty, Charming, Spontaneous I consider life as a game, here and now • Impulsive, Generous, Impactful I need fun, variety, stimulation, and excitement • Optimistic, Eager, Bold I value skill, resourcefulness, and courage • Physical, Immediate, Fraternal I am a natural troubleshooter, a performer, a competitor. • AT WORK, I am bored and restless with jobs that are routine and structured. I am more satisfied in careers that allow me independence and freedom, while utilizing my physical coordination and my love of tools. I view any kind of tool as an extension of self. I am a natural performer.
True Colors Focus on a challenging class. Identify three or four students who fit the gold, blue, green and orange descriptors. Take on learning goal and create a lesson plan which fits each of their learning styles. Understand that your teaching style may have to include other “tools” so you can best meet all of the students needs. Start slowly…. Celebrate your growth, as well as your students’.