DISCOVERING THE INTROVERTED STUDENT Kyle Miller SNWP – Summer 2012, University of Nevada, Las...

DISCOVERING

THE INTROVERTED

STUDENT

Kyle MillerSNWP – Summer 2012, University of Nevada, Las Vegas

Universtiy of Nevada, Las Vegas

Lightbulb

WHY did I make an assumption that

introverted students were the same as

SHY students??

D i l e m m a

? ? What is the difference ? ?

Introversion versus Shyness

Carl Jung

Carl Jung’s Terms: Early 1920s

Introversionand

Extroversion

Myers – Briggs Testing Inventory This self-scoring inventory is Not a

substitute for taking an MBTI ®

Considered a breach of professional ethics to administer an MBTI ® without person-to-person follow-up verification by a qualified practitioner

Am I this way because I learned it or is this just the way I am?”

Four pairs of preferences

Myers-Briggs Type Indicator (MBTI) Dichotomies (4)

Extroversion (E) (I) Introversion Sensing (S) (N) Intuition Thinking (T) (F) Feeling Judging (J) (P) Perception

Added up- Attitudes E or I Functions S or N T or F Lifestyle J or P

Fitting in along the continuum ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

MBTI continued

Quick Write (3 minutes) Share (1) minute, about where you feel your preference will be on the introvert / extrovert continuum.

Complete 4 questions, then use letters to create your personal code.

Ideas for extroverts

Question is posed Teacher assigns

pair Explainer & Listener

Explainer explains, listeners Clarify, Ask,

Disagree

Explain purpose Silently write ideas Share in a pattern

No other discussion Discuss or clarify Vote by ranking

T A P P S NOMINAL GROUP TECHNIQUE

Ideas for introverts

7 average, without framework “Innies” desire

framework & connection

Compare/Contrast Flow map

Careful grouping Say YES,

cooperative learning Be direct It’s not about

teaching and introvert to become an extrovert

7 + 2 CHUNKING

CAPT.ORG’s

16 Types at a Glance

Can I get some alone time?

Alani & Genesis

Alani, Grade 2.“. . in a group, I actually have more people to talk to” ( 0:20 – 1:04)

Genesis, Grade 5. “. . never. . . concentrate better. . .” (1:58 – 3:02)

Genesis, “. . . by myself, I can concentrate. . .” (7:00 – 7:37)

Alani, “. . Do something I don’t wanna do” (13:48 – 14:33)

Meixin - ELL

“. . . depends on who you work with” “you get to concentrate more by yourself. . .”

“help of a partner…if they’re on the right track…” 3:20 – 4:30

“use all my brain. . . Actually think. . . 5% of brain think“ 9:32 – 11:34

“ I don’t want a lot of people, you think it’s cool “ 11:50 -12:57

“ In the middle, I don’t like to share with them. . . I like to share with them after all. . .“ 14:29 – 16:00

“I don’t have a habit to do it every day “ –

Know yourself Know your

students’ learning styles

Use sound pedagogy

Recognize preferences

Work to strengths

Rise of the New Group Think

Common Core Standards Speaking and Listening (SL)

SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.11-12.1a SL.11-12.1b SL.11-12.1c 

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SL.11-12.1d 

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

NV 7.12.5

Listen to, provide, and evaluate constructive feedback

NV 7.12.5

Solve problems by identifying, synthesizing, and evaluating data.

Bibliography

(1) Adams, M. (2012) principal, Paradise PDS, Las Vegas, NV

(2) Cain, S. (2012). Quiet, The Power of Introverts in a World That Can’t Stop Talking. NY, NY Crown. Quoted – Szalavitz Maia.

(3) http://giftedkids.about.com/od/4/f/introvert_faq.htm 1 page

(4) http://www.psychologytoday.com/blog/self-promotion-introverts/201008/giant- step-backward-introverts 1 page

(6) Cain, S. (2012) Ted Talks Webinar. www.ted.com

(5) Jung, Carl (1995). Memories, Dreams, Reflections. London: Fontana Press. pp. 414–415. ISBN 0-00-654027-9.

(6) Cain, S. (2012) Ted Talks Webinar. www.ted.com

(7) Helgoe, Laurie (2008). "Introvert Power: Why Your Inner Life is Your Hidden Strength". Naperville, Illinois: Sourcebooks, Inc.

(8) "Mind Reading’: Q&A with Susan Cain on the Power of Introverts" (WebCite archive), Time Healthland, January 27, 2012; and Cook, Gareth,

(9) "The Power of Introverts: A Manifesto for Quiet Brilliance" (WebCite archive), Scientific American, January 24, 2012.

(10)www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php

(11) http://www.towerofpower.com.au/introvert-and-extrovert-personality-test

http://www.personalitypathways.com/type_inventory.html (myers briggs personality model)

(12) http://www.capt.org/mbti-assessment/type-descriptions.htm (myers briggs assessement)

"Ten Steps to Better Student Engagement," with ten strategies to increase student engagement.   

(13) Shindler, J. CSU, LA13 Teaching for the Success of all Learning Styles: 5Principles for Promoting Greater Teacher Effectiveness and Higher Student Achievement for all Students. http://www.calstatela.edu/faculty/jshindl/cm/Teachingacrosstype5Principlesv1.htm