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Odyssey of the Mind - The peak of Beyond the Box thinking

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Odyssey of the Mind (OM™) teaches students how to develop and use their natural creativity to become problem-solvers. Imagine being faced with a problem that requires an original solution. It can be frightening. Now imagine not being afraid to solve that problem - that is what OM members learn.

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Intensities in the Classroom

Download the PDF version of this extension.

Introduction

Intensities (sometimes called Overexcitabilities) provide a useful tool to analyze content because they resonate with many learners, particularly the gifted. Inviting students to recognize themselves in content deepens understanding and provides motivation for stronger analysis.

Guiding Question

How can teachers use intensities to enable students to analyze and their deepen understanding of literature and other curricula?

Learning Objectives
After completing this lesson plan, students will be able to:

Analyze characters using a framework of intensities

Compare and contrast multiple characters

Create written analytical assessment of characters

Apply intensities to a variety of content areas

Part I: Introduce intensities

Introduce Intensities to your students (use slides 3-47 of the Using Intensities slidedeck to do so). If you would like to strengthen your understanding of Intensities, read Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults by Susan Daniels (Editor), Michael M. Piechowski (Editor).

A transcript for slides 3 & 4 is as follows:

Slide 3: The Polish psychologist Kazimierz Dabrowski invented a theory of personality development that he called "Positive Disintegration." as part of this theory about how people's personalities coalesce, Dabrowski posited that overexcitabilites, which were heightened physiological experiences, caused people to experience daily life more intensely - to feel ups and downs more profoundly than people without overexcitabilities. We all have them sometimes, but there are people whose intensities become pathological, literally a disease process that diminishes their ability to function in their environment. Even though this could be considered negative, Dabrowski didn't see it that way. He believed that this conflict was necessary, and that people who had OE would have more and more intense little mini crises that would lead them eventually to fully develop themselves.

Slide 4: And they can be described in general as above average reaction to stimuli. We experience sensation more strongly than others. Oh, that grass is so green....

To check for understanding, have students complete the following short quiz. The quiz has no right or wrong answers. Rather, it is an opportunity for reflection on the content.

Understanding Intensities Remember that there are five kinds of intensity:

Intellectual

Psychomotor

Sensual

Imaginational

Emotional

Keeping that in mind, respond to the following questions based on what you learned about intensities.

Which of the following characteristics of intellectual intensity do you think is most common in the world?

Which do you think is most common among people you know your age?

Which of the intensities would be the most helpful if you were a... scientist? ballerina? physician? teacher? author? journalist? Which of the intensities would be the most difficult to work with

In your opinion, which of the following would be most likely pose the greatest challenge to someone with sensual intensity?

Which of the following is hardest for you to tune out?

Which intensity do you think is the hardest to handle in school? Which intensity do you think is the hardest to handle in a family?

Which intensity do you most associate with the following: Museum | Laboratory | Writers' retreat | Psychologist's office | Home

Part II: Character analysis

The comparison and contrast exercise allows the student to evaluate multiple characters in a work in the framework of intensity, and then use that evaluation as the basis of a written analysis comparing and contrasting the manifestation of the intensities in the characters. To prepare, discuss the following chart.

ENTIRE BOOK OPPORTUNITIES: The Evaluating Characters Using Intensities grid below is designed for five characters. Simply leave rows blank if you are evaluating fewer than five characters.

Searching for Intensities: Using the Evaluating Characters Using Intensities grid, chart out the characters from the story based on your evaluation of their intensities (or lack of them), as well as the level of those intensities.

1. Select two characters who display more than one intensity and respond to the following questions, simply circling the word in the question to respond:

1. Do those intensities make the characters more or less likeable?

2. Does one character have intensities that are stronger or weaker than the other?

3. Do the intensities manifest themselves more in public or private?

4. Would the characters find it easy or difficult to rid themselves of the intensities?

2. Writing about Intensities: Select two characters you have identified with at least two intensities at the moderate level or higher. In a well-developed analysis using textual evidence, describe the intensities' effects on the character.

Include the extent to which the intensities affect the character's ability to interact and function within his/her family, society, with other characters, or him/herself.

Compare and contrast the level and manifestation of the intensities. Use the rubric below as a guide.

Single Character Opportunities

Searching for Intensities: Using the Evaluating Characters Using Intensities grid below, chart out a character from the story. Select a character that displays more than one intensity and respond to the following questions, simply circling the word in the question to respond:

1. Do those intensities make the character more or less likeable?

2. Do the intensities manifest themselves more in public or private?

3. Would the character find it easy or difficult to rid him/herself of the intensities?

4. Does that character have one intensity that is stronger or weaker than another intensity?

Writing about Intensities: In a well-developed analysis using textual evidence, describe the intensities' effects on the character.

Include the extent to which the intensities affect the character's ability to interact and function within his/her family, society, with other characters, or him/herself.

Compare and contrast the level and manifestation of the intensities. Use the rubric below as a guide.

Part III: Other curricula

1. Science
Possible uses of the intensities in the science classroom include:

Weather Analysis: Students can evaluate weather patterns and phenomena, analyzing them from the perspective of intensity. For example:

What would create greater emotional intensity, a rain storm or a tornado and why?

How are clouds connected to imaginational intensity?

In what way is a tornado an example of natural psychomotor intensity?

Chemistry: Students can evaluate the periodic table of the elements from the perspective of intensity. For example:

Which group is more intense, alkali metals or Noble gases, and why?

Which group is least intense?

If you had to create a new compound, and you wanted it to be the most imaginationally intense compound possible, which three elements would you choose and why?

Biology: Students can evaluate life cycles, animals within classification systems, cell division, and other aspects of biology from the perspective of intensity. For example:

Looking at the life cycle of a plant, which part of the cycle has the most sensual intensity?

Which animal class is composed of animals with the most imaginational intensity?

Which stage of cell division is the most intense from a psychomotor perspective?

2. Social Studies
Using the same or similar assignments as the ones provided for character analysis, students can evaluate historical figures or political movements.

3. Mathematics
Students can examine certain types of number sets as more or less intense. For example, are integers more or less intense than fractions? In what way are irrational numbers more intense than rational numbers? Which type(s) of intensities do you associate with pi?

4. LOTE
When learning languages other than English, students can explore individual words through the lens of intensity. For example:

1. Identify a verb that could be used to describe each of the intensities and explain why that verb is a strong match for that particular intensity.

2. b. What noun do you think you would most likely use to describe intellectual intensity?

5. Music and Art
The analysis of music and art works well using the intensities as a tool of analysis. Students can be asked to evaluate a work from the perspective of each intensity. They can be asked to decide if a piece's intensity interferes with or enhances the viewer's appreciation/interpretation of the work. Additionally, they can be asked to create works that specifically match one of the intensities. This is by no means an exhaustive list. Virtually every content area can be viewed using the intensities as a tool of analysis in an almost unlimited variety of ways.

This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the educator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. Assessment strategies and rubrics are included at the end of each section. The rubrics often include a column for "scholar points," which are invitations for students to extend their efforts beyond that which is required, incorporating creativity or higher level technical skills.

The lessons were developed by Lisa Van Gemert, M.Ed.T., the Mensa Foundation's Youth & Education Ambassador. This lesson plan was created in collaboration with Ian Byrd of Byrdseed.com.

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Download the PDF version of this extension. Intensities (sometimes called Overexcitabilities) provide a useful tool to analyze content because they resonate with many learners, particularly the gifted. Inviting students to recognize themselves in content deepens understanding and provides motivation for stronger analysis.

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Get your own corner of the Web for less! Register a new .COM for just $9.99 for the first year and get everything you need to make your mark online - website builder, hosting, email, and more.

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©Smart Kids with Learning Disabilities®, Inc., Westport, Connecticut, USA. All rights reserved. Smart Kids with Learning Disabilities® is a registered trademark of Smart Kids with Learning Disabilities, Inc. SmartKidswithLD.org is the website of Smart Kids with Learning Disabilities, Inc., a non-profit organization dedicated to providing support to parents of children with learning disabilities and/or attention deficit disorders.

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MindsetWorks | Growth Mindset | Growth Mindset Programs

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can develop through study and learning rather than as something fixed, as explained by our co-founder Dr. Carol Dweck.

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Renzulli Center for Creativity, Gifted Education and Talent Development

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The University of Connecticut is home to the Renzulli Center for Creativity, Gifted Education, and Talent Development. Studies focusing on meeting the needs of gifted and talented youth have received national and international attention for over 40 years. The earliest research emphasized studies related to creativity, assessment, identification, programming, and evaluation. Several studies conducted by our research team are considered seminal research that guides the design and development of programs and services to meet the needs of gifted and talented students. The research team includes Dr. Joseph S. Renzulli, Dr. Sally M. Reis, Dr. Del Siegle, Dr. E. Jean Gubbins, Dr. Catherine Little, and Dr. D. Betsy McCoach. The team poses questions such as the following that are theory-based and practice relevant.

Who are the gifted and talented students?

How do you screen and identify potentially gifted and talented students?

What are examples of defensible programs and services?

How can gifted education programs and practices enrich students' learning opportunities?

What are the most effective approaches to reading and mathematics instruction for gifted and potentially gifted youngsters?

How can parents and educators effectively collaborate in support of gifted students?

Historical leadership in advocating a broadened conception of giftedness, and a focus on the development of potentials in groups not ordinarily included in special programs for the gifted and talented are hallmarks of the Renzulli Center for Creativity, Gifted Education, and Talent Development. These hallmarks affect all programs and services, including campus-based graduate programs leading to the Master of Arts degree, Sixth Year Certificate, and Doctor of Philosophy degree, as well as online programs designed for students throughout the world resulting in Master's degrees and Sixth Year Certificates. Graduates hold key leadership and research roles throughout the nation and the world.

Research and teaching are further enhanced by grant-based initiatives. The only federally funded research organization, known as The National Research Center on the Gifted and Talented (NRC/GT), has existed since 1990 with various university partnerships. As of 2006, the University of Connecticut partnership is with the University of Virginia. The current research studies for the NRC/GT are an integrated approach to identifying, serving, and evaluating academic outcomes. In addition, two federally funded model projects continue their acclaimed work in reading (Schoolwide Enrichment Model-Reading) and mathematics (Project M ³: Mentoring Mathematical Minds).

The Schoolwide Enrichment Model and its predecessor, The Enrichment Triad Model, have led to the development of an exciting new technology-based learning system. The Renzulli Learning System is an on-line program matching students' interests and learning styles to enrich and challenge their learning opportunities.

The Renzulli Center earned recognition for its summer professional learning experiences associated with Confratute (conference & institute). As of 2017, Confratute celebrates the 40th anniversary of this dynamic approach to high-end learning experiences for educators and parents. The learning experiences mirror the theoretical and practical approaches advocated for gifted and talented students.

Rounding out the research and education programs is Mentor Connection, an inquiry-based research program for talented teens. Rising juniors and seniors from across the country are selected to participate in ongoing research projects by faculty and doctoral students. Young people experience all phases of research during their 3-week residential experience. As junior professionals, they summarize their learning through a research symposium at the conclusion of their mentorship experience.

The Renzulli Center for Creativity, Gifted Education and Talent Development comprises many unique teaching, research, and service components, some of which are highlighted above. Details of these components and others are found on the pages listed on the left panel.

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Home | Renzulli Center for Creativity, Gifted Education, and Talent Development

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The University of Connecticut is home to the Renzulli Center for Creativity, Gifted Education, and Talent Development. Studies focusing on meeting the needs of gifted and talented youth have received national and international attention for over 40 years. The earliest research emphasized studies related to creativity, assessment, identification, programming, and evaluation.

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Podcasts

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Teaching Twice-Exceptional Learners in Today's Classroom
Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about twice-exceptional diagnoses and suggested accommodations, modifications, and collaboration with other educational professionals.

Raising Twice-Exceptional children: A Handbook for Praents of Neurodivergent Kids
Just because a child is gifted doesn't mean they don't have other types of neurodivergence, like ADHD, autism, dyslexia, and more. Conversely, even children with one of these diagnoses can be cognitively gifted. Raising Twice-Exceptional Children provides parents with a roadmap to understand the complex makeup of their "gifted-plus," or twice-exceptional, child or teen.

Subscribe

The Neurodiversity Podcast is available on all major podcast platforms, or you can always listen here on our website. The very best way you can support us is to subscribe or follow us, and leave a review whenever possible.

You can go straight to our page within your platform of choice below.

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A podcast about gifted children and adults, intelligence, twice-exceptional people, general interest psychology, and other "mind matters."

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Gifted Child Quarterly (GCQ) publishes original research and new and creative insights about giftedness and talent development in the context of the school, t...

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Texas Association for the Gifted and Talented

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Texas Association for the Gifted and Talented

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Back to School Letter from the TAGT President

For most, the beginning of this year was January 2023, the Year of the Rabbit symbolic of longevity, prosperity, hope, peace, and calm. But then, I am not like most people. I, like you, am an educator. My year is the academic year and according to my planner, that year begins in August. And as one would expect, the texts, calls emails, calendar reminders, and such began rolling in last week right on cue.

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Texas Association for the Gifted & Talented

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Back to School Letter from the TAGT President For most, the beginning of this year was January 2023, the Year of the Rabbit symbolic of longevity, prosperity, hope, peace, and calm. But then, I am not like most people. I, like you, am an educator.

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National Association for Gifted Children 

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National Association for Gifted Children 

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Supporting the Emotional Needs of Gifted (SENG)

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Supporting the Emotional Needs of Gifted (SENG)

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South Central New Mexico Association for the Gifted 

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South Central New Mexico Association for the Gifted 

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South Central New Mexico Association for the Gifted

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Future-Ready Students Gain Lifelong Learning Skills

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Each year 30,000+ K-12 students participate in Future Problem Solving.

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Davidson Institute for Talent Development

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Davidson Institute for Talent Development

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Davidson Institute for Talent Development - Profoundly Gifted Children Services and Programs

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The Davidson Institute's mission is to recognize, nurture and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference.

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Primary Education Thinking Skills K-5

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Welcome to the PETS™ website!

Primary Education Thinking Skills or PETS™ is a systematized enrichment and diagnostic thinking skills program. Lessons are presented in convergent analysis, divergent synthesis, visual/spatial thinking, and evaluation, suitable for grades K-3. The program aligns to the higher levels of Bloom's Taxonomy.

PETS™ helps build behavioral portfolios for talented learners that support a differentiated approach to their education, integrates flexibly into any existing primary curriculum, and offers opportunities for learners with different strengths to shine.

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Welcome to the PETS™ website! Primary Education Thinking Skills or PETS™ is a systematized enrichment and diagnostic thinking skills program. Lessons are presented in convergent analysis, divergent synthesis, visual/spatial thinking, and evaluation, suitable for grades K-3. The program aligns to the higher levels of Bloom's Taxonomy.

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The development of exemplary curriculum frameworks and units of study for classroom use with high-ability learners has been an emphasis at the Center for Gifted Education since its inception.

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In order to use the curriculum materials you need to have the LEGO MINDSTORMS Education EV3 software installed. These resources focus on students aged 10-16 with links to national curriculum standards. Includes student-ready resources, full teacher support, assessment tools, sample programs, and building instructions.

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Intended as a supplement to the William & Mary language arts units, Jacob's Ladder targets reading comprehension skills in high ability learners. In the form of three skill ladders connected to individual readings in poetry, myths/fables, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills. For example, Ladder A moves students from Sequencing to Cause and Effect to Consequences and Implications. These materials are now available from gifted education publisher, Prufrock Press.

Grades 2-9 (Levels I, II, III, IV, and V)

The skill ladders in Jacob's Ladder correspond with the higher level, critical thinking skills targeted in the William & Mary language arts units; both are based on Paul's (1992) Reasoning Model [pdf].

Jacob's Ladder is a learning journey for students which begins with targeted readings from fables, myths and nonfiction sources and moves through an inquiry process from basic understanding to critical analyses of the texts read. There are five levels available that are targeted to students in grades 2 to 9, but can be used at different grade levels depending on student ability. The units are designed to enhance reading comprehension. Tasks have been organized by skill ladders with questions and activities within each. Ladder rungs are organized to increase complexity in intellectual demand. The skill ladders in Jacob's Ladder correspond with the higher level, critical thinking skills targeted in the William & Mary language arts units; both are based on Paul's(1992) Elements of Reasoning model [pdf].

The teacher's guide provides an explanation of the nature and substance of supplementary tasks in reading comprehension that will help prepare students for their state assessment tests. At the same time these tasks will move them from basic reading comprehension skills to more critical reading behaviors. Also included are an overview of the goals and objectives of Jacob's Ladder tasks and implementation suggestions.

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Jacob's Ladder Reading Comprehension Program

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Intended as a supplement to the William & Mary language arts units, Jacob's Ladder targets reading comprehension skills in high ability learners. In the form of three skill ladders connected to individual readings in poetry, myths/fables, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills.

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Gifted Development Center | Embracing Giftedness

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Did you know Sherlock Holmes' traits show amazing similarities to our current conception of gifted individuals? Do you know how important the inner experience of giftedness can be in understanding oneself or how race, dyslexia, and giftedness intersect?

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25 Great Scholarships for Gifted Students

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GT World is an on-line support community for gifted and talented individuals and those who support and nurture them.

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When I was still little, I dreamt of becoming an independent woman, with a successful career, driving my own car, and living in my own house. As I grew up, my dreams became more specific. I wanted to make a computer-related career since I found out I'm good with it. I saw myself as having a happy, loving family with healthy, happy and confident kids.

I realize now that I'm already living my dreams! I got everything I wanted and more. Only now, I have outgrown those dreams and have another set of dreams!

When I started having kids, all dreams I had making it to the top of the corporate ladder, vanished. All I wanted eversince was to be free. Free to spend my time with my kids and husband. Free to spend my time with friends and family. Free to go after my passions outside of work. Free to enjoy and experience life.

It's the simplest dream I ever had, yet the most complicated to attain.

You wouldn't believe how much time, effort and money I've spent all these years trying to accomplish that dream... and yet, it still remains a dream.

Am I frustrated now after all these years of trying? No. Why? Because those years of resisting and struggling, and trying to break free from the successful life I put myself into were also those same years that enlightened me to the true meaning of happiness.

Happiness is not about achieving your dreams. It's all about being in the moment, fully living the present. It's all about enjoying the journey as you go along, fulfilling your dreams.

What I've so far learned from this journey is that I was able to accomplish my past dreams with having the least resistance and struggling on my part. I was just going with the flow of life... I put my mind to set out for my dreams once, and forgot about it. I went on my merry way, doing things one day at a time, and enjoying the process. Somehow, my dreams just came to be. That was the difference between those dreams and my present one. My present dream became a need for me. A need that has to happen ASAP.

As soon as I started realizing this and made changes to my mindset and attitude, things started to lighten up. In 2008, I was offered a hoteling arrangement with my current employer. Now I get to work from home 4 times a week! I only need to be physically at work when there are important meetings that I need to be there for. Isn't that great?

Am I now living my dream? Yes! I may not be quite there yet, but who cares? My dream will happen at the right time it ought to happen. Right now, all I really care about is enjoying and experiencing life with my family and love ones at the moment life is happening. Truly grateful for what I have and what I have so far accomplished in life. That's all that matters... and as the song says, "...Whatever will be, will be!"

How are you living your dreams right now?

Young and Fab

Young and fabulous. Who doesn't want to be one? In fact, who doesn't one to stay one? There is a saying that "What goes on, on the inside, is reflected on the outside".

So in this new series called "Young And Fabulous", here on I'm A Hot Mom, we will be sharing and discussing wellness tips that will make us feel beautiful, help us stay young, and definitely make us look hot!

So let me ask you, "how much do you love yourself?"

What does that have to do with being young and fabulous? A LOT my hot mom friends. If you don't love yourself enough, you won't feel the beauty that lives inside you. There is no way you will exude beauty and confidence if you don't feel it inside you in the first place. Start by believing in yourself first.

How much do you love yourself? Taking care of yourself becomes a priority if you value yourself. Respect your body. You only get to have one in your lifetime so make it a temple and take good care of it.

Ever see people who look way too young for their age? Observe them and study their lifestyle. These people MAKE THE TIME to take care of themselves. No buts, no excuses.

How do you start loving yourself? By accepting who you are. When you look at yourself in the mirror, you can choose to see your flaws, or simply opportunities to better yourself.

Studies show that people who are unhappy with their appearance always focus on their flaws when they look at the mirror. Find something to admire in yourself. Doing so would activate your brain's reward system and lift your whole mood.

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Gifted Children - Productive Adulthood in Malta

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When I was still little, I dreamt of becoming an independent woman, with a successful career, driving my own car, and living in my own house. As I grew up, my dreams became more specific. I wanted to make a computer-related career since I found out I'm good with it.

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National Association for Gifted Children (NAGC)

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National Association for Gifted Children (NAGC)

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The Neag School of Education at UConn offers academic programs in teaching, principalship, school administration, sport management, counseling, and more.

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DI PRINCIPLES

Fun learning: Explore STEM/STEAM concepts in a hands-on environment

Creative problem solving: Learn how to think, not what to think

Kid powered; team driven: Energize students to own all decisions, creations, and results

Friendly competition: Motivate teams to reach for the stars, while also rooting for each other

Global diversity: Encourage and celebrate differences in each other, and differences in ideas

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In DI, teams of students solve open-ended, STEAM-focused challenges and present their solutions at tournaments.

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Tampa, FL from February 7-10

Make sure to cast your ballot for new board members soon.

Read the latest issue of the TAG Update.

The primary purpose of this organization shall be to promote the welfare and education of children and youth with gifts, talents, and/or high potential.
Join TAG and get involved!

Dr. Mary Ruth Coleman and Ms. Sneha Shah-Coltrane, who coauthored "Children of Promise: Dr. James Gallagher's Thoughts on Underrepresentation Within Gifted Education" (Volume 38, Issue 1), are the recipients of this year's award.

In their Spring 2016 meeting, the CEC-TAG Board voted to make TAG Updates open to the general public. Each issue contains vital information for educators, parents, and those interested in education. The Board is excited to share this important publication openly. Please share this information with others.

Current members received a ballot on November 6. Please vote by midnight (central time) on November 20. Contact tracy.inman@wku.edu if you have any issues.

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CEC-TAG - The Association for the Gifted

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The Association for the Gifted (TAG) as a division of CEC, is the leading voice for special and gifted education. CEC-TAG establishes professional standards for teacher preparation for gifted education, develops initiatives to improve gifted education practice, and ensures that the needs of gifted children and youth with exceptionalities are met in educational legislation.