pichert, jw and anderson, rc, 1977. “taking different...
TRANSCRIPT
Pichert, JW and Anderson, RC, 1977. “Taking Different Perspectives on Story.” Journal of Educational Psychology 69: 309-315.
This Is Your Mission
You have been chosen as the psychological evaluator who will make the final decision about whether or not
Ender Wiggins is mentally capable of handling the position of battle commander. Your assignment is to study his
complete file (the book Ender’s Game) and determine whether he has exhibited intelligent behaviors of quality
and breadth. After charting your evidence, you will write your formal report, choosing at least five of his
strongest areas of intelligence in your estimation. You will provide ample evidence, including concrete examples
from his file, to support your statements.
Your goal is to persuade the International Fleet Panel of the validity of your evidence and thus the validity of
your recommendation. You will be informed as to the specific date and time you are to appear before the
International Fleet Panel to present your findings. This appearance will be videotaped for later consideration by
the entire International Fleet Department if the panel deems your recommendation sound and complete.
Please bring the following items to this meeting:
A written copy of your formal report, including all your observations and examples, as well as your
professional interpretation of those observations
Your raw data as found on your indicator sheet
Labeled visuals of Ender during a specific battle room scrimmage as well as two additional visuals of
his strongest observable behaviors in action
Your recommendation sheet (a one-paragraph abstract) that summarizes your decision and the strengths
upon which you chose to base your judgment
Bring all of these items in the folder marked with the number you have been assigned and turn them in to the
head panelist after your presentation. You are expected to explain your report as clearly as possible using your
visuals to strengthen your statements. You are not to read your report but to make eye contact with all of the
panel members. If time allows—you are to use no less than four minutes and no more than seven—you are free
to solicit questions from the panel to clarify any information you have offered. Thank you for the time and
energy this assignment will demand. Remember, your role in the survival and safety of the world is critical and
necessary.
From Schreck, From Tired to Inspired:
Fresh Strategies for the Students of Literacy, 2012, pp. 37–38
The Twelve Indicators of Intelligent Behavior Explained
Persistence. I don’t give up even when it’s difficult to find the answer or solution. I keep trying.
Impulsivity. I avoid acting without thinking. I consider the consequences to my possible actions. I
make sure I understand the directions before beginning a task.
Listening to others. I am sensitive to the feelings, knowledge, and abilities of others. I can detect
indicators of their emotional states through their body language. Others see me as understanding and
empathetic.
Flexibility in thinking. I am open to the ideas of others even if they differ from mine or seem to be
unusual. I do not judge others’ ideas until I consider them carefully. I am more concerned about truth
than being right.
Metacognition. I often examine how I came to conclusions. I can describe the steps I took to come to
an answer. By thinking about my thinking I improve.
Checking for accuracy. I pay close attention to detail. I check my work for errors, and if I find any, I
quickly correct them.
Questioning and problem posing. I am not afraid to ask questions for fear of displaying ignorance. I
am curious and want to find out how things work. When I notice discrepancies, I ask for clarification.
Drawing on past knowledge and applying it. I can apply what I learned to new situations. I
constantly make connections between what I’ve experienced and new information.
Precision of language and thought. My oral and written expression is more concise and descriptive.
I don’t name objects as “things.” I don’t use vague nouns or pronouns.
Using all the senses. I know my senses are strong sources of information and try to stay alert, open,
and aware of what is happening around me.
Ingenuity, originality, insight. I use time and resources creatively to find different ways to do
things. I am uneasy with the “status quo” and enjoy doing things differently than others. I am a risk
taker and internally motivated.
Wonderment, inquisitiveness, curiosity, and the enjoyment of being a problem solver and
thinker. I enjoy thinking and solving problems. I am beginning to display compassionate behavior
toward other life forms and see the need to protect the environment. I experience the joy and
awesomeness of being alive and able to explore ideas.
(Adapted from Costa, The Search for Intelligent Life, 1991)
R
A
F T S
ROLE to be
taken on
throughout
the project
AUDIENCE
that will be
receiving the
information/
action
FORMAT
how the
information
will be
delivered
TOPIC of the
piece to be
created
STRONG all-
encompassing
verb that
represents the
whole piece
ROLE:
AUDIENCE
FORMAT
TOPIC
STRONG
VERB
PURPOSE: Examining Statistics to Persuade
Statistics are facts or pieces of information that are expressed in a number or a percentage. Statistics are
convincing because they allow you to make simple comparisons between your life and the topic you are
studying. These kinds of comparisons can help to make difficult concepts more concrete and approachable.
Questions to Consider Your Response
Which of the statistics in the article or charts that you
are reading was the most convincing to you? What
was it about that statistic that caught your attention?
Why did it matter do you?
Were the statistics in the article or on the charts that
you are reading effective at making you think
differently about the topic that you are studying? Did
they help you to understand the issue better? Why?
How?
Like the stories that you studied earlier, persuasive
pieces built around statistics are only useful if they can
convince people to take action.
Do you think people will care more about the topic
that you are studying after reading these statistics?
What do you think the author wants people to do now
that they’ve read these statistics? Will they do it?
Why or why not?
Adapted from material by Bill Ferriter ([email protected])