Becoming A Brilliant Star

1. Becoming A Brilliant Star William G. Huitt, Ph.D. Department of Psychology & Counseling Valdosta State University

2. Becoming A Brilliant Star There is much discussion in education and psychology about the need to • “develop the whole child” • prepare children and youth for adult success in the 21st century But what exactly does that mean?

3. Becoming A Brilliant Star • Need new • Paradigm • Vision • Vocabulary • Methods of facilitating development • Assessment and evaluation techniques

5. Becoming A Brilliant Star • Fundamental concepts: • Individual is complex, involving multiple components • Context is complex and multi-layered • Reciprocal determinism: relationship between individual and context is bi-directional

6. Becoming A Brilliant Star

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8. Becoming A Brilliant Star

9. Becoming A Brilliant Star

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11. Becoming A Brilliant Star Focuses attention on three critical issues facing young people today Dreams and goals of what is possible and desirable to do Vision The knowledge, values, attitudes, and skills that link to successful adult performance Competence The habits or patterns of moral behavior; using competencies for justice and caring for self and others Character

12. The Ecology of Human Development

13. The Brilliant Star Model

14. The Brilliant Star Model

15. Becoming A Brilliant Star Must use a variety of resources to develop knowledge base relating to methods • Science • Religion • Philosophy • History • Arts

16. Becoming A Brilliant Star Adults must develop social capital • The connections and networks among individuals and social institutions that facilitate cooperative action • Family, school, neighborhood, community connections especially important • State, national, regional, global

17. Becoming A Brilliant Star Adults must develop their own human capital • Continue to develop potential in core elements and domains of the Brilliant Star model

18. Becoming A Brilliant Star Adults must help children and youth develop their human capital • No single individual or institution is totally responsible for holistic development of the next generation • Every institution must accept some responsibility

19. Becoming A Brilliant Star W.Y.M.I.W.Y.G What You Measure Is What You Get • Any construct or domain that is not consistently attended to through assessment, measurement and evaluation will decline rather than develop

20. Becoming A Brilliant Star Must address multiple core elements and domains simultaneously • Academic achievement and character • Academic achievement and emotional development • Academic achievement, emotional development, and character

21. Becoming A Brilliant Star Must also address connecting children and youth to social capital • Parents have expectations for academic achievement • Friends have influence on vision and choices • Community provides opportunities for providing service

22. Resources • Historical exemplars • http://chiron.valdosta.edu/whuitt/ • brilstar/brilsexm.html • Philosophy of education: Recommended readings • http://chiron.valdosta.edu/whuitt/ • brilstar/brilsphl.html

23. Resources • http://chiron.valdosta.edu/whuitt/ brilstar/chapters.html • Becoming a Brilliant Star: An introduction • Moral and character development • Spiritual development • Physical development • Information processing and memory • Cognitive development and constructivism • Affective development • Racial equity

24. Resources • To be developed • Assessment and evaluation (focusing on formative/process evaluation) • Personal style (temperament, personality, learning style) • Conative/volitional development • Family development • Friends and social development • Career development • Finances and wealth • Sociocultural issues • Gender equity • Sustainable economic development • Conflict resolution and establishing a climate of peace

25. Becoming A Brilliant Star Talk does not cook rice. Chinese Proverb

26. Becoming A Brilliant Star"Thought for the Day" Activity http://chiron.valdosta.edu/whuitt/brilstar/quotes/BrilStarThought.html Huitt, W. (1998). Becoming a Brilliant Star: Knowledge from the major world religions Huitt, W. (2001). Becoming a Brilliant Star: Quotations from cultural/historical sources.

27. Resources • Important values for school-aged children and youth http://chiron.valdosta.edu/whuitt/brilstar/valuesreport.html

28. Respectful, Respect rights of others, Respect-self, Respect and accept authority With few exceptions terms consistently ranked in the top 10 for all groups Honest, Truthful, Trustworthy Terms consistently ranked in top 10 for all groups; trustworthy ranked #1 by parents. Rule-following Ranked in the top 10 by 3 of the 4 groups Responsible Ranked in the top 10 by 3 of the 4 groups Resources Drug-free Preservice and inservice teachers ranked this number 1; parents ranked it number 4.

29. Resources • Important values for school-aged children and youth http://chiron.valdosta.edu/whuitt/brilstar/valuesreport.html • Character education: Lesson plans http://chiron.valdosta.edu/whuitt/brilstar/Character/ chared_index.html

30. Character Education http://chiron.valdosta.edu/whuitt/brilstar/Character/chared_index.html Character Is Who You Are

31. Character Is Who You Are I look inside myself to see What kind of person I want to be. I think and feel and choose and do the best that I can. In the dark or in the light, It deals with doing the wrong and the right. I’ve got to know and do the right to be the best me.

32. Character Is Who You Are Character is who you are Viewed from within or from afar. It’s the person you become and who you want to be. It’s what you practice everyday. It’s what you do not just what you say. To be a Brilliant Star, remember character is who you are.

33. Respectful Definition To have respect or to be respectful means to show regard for or to have an appreciation of something. Specific examples of respect could be to one's self and one's own rights, others, authority, or the Creator.

34. Respectful Lesson Plans • Pre-K and Kindergarten • Elementary • Middle Grades • High School and Adult

35. Resources • Important values for school-aged children and youth http://chiron.valdosta.edu/whuitt/brilstar/valuesreport.html • Character education: Lesson planshttp://chiron.valdosta.edu/whuitt/brilstar/Character/ chared_index.html • The Character Through The Arts Project • http://www.characterthroughthearts.org/main.html

36. Character Through The Arts

37. The Brilliant Star Model