0 of 20 Questions completed
Questions:
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading…
You must sign in or sign up to start the quiz.
You must first complete the following:
0 of 20 Questions answered correctly
Your time:
Time has elapsed
You have reached 0 of 0 point(s), (0)
Earned Point(s): 0 of 0, (0)
0 Essay(s) Pending (Possible Point(s): 0)
Chapter Nine: Barn Building
2. When the farmer and his wife moved in, which of the following would have seemed like logical priorities?
Chapter Nine: Barn Building
2. When the farmer and his wife moved in, which of the following would have seemed like logical priorities?
3. When the farmer explains to his wife that, “The barn will build the house,” what does this mean?
3. When the farmer explains to his wife that, “The barn will build the house,” what does this mean?
4. What term does the Habitudes book use for “building the barn first”?
4. What term does the Habitudes book use for “building the barn first”?
5. Re-read the “three criteria for finding your barn” (pp.58-59). Now, think about each of the questions (revised below to apply to the classroom), and briefly answer each one. (This question is worth three points.)
1. Which lessons or activities “generate income”? In other words, in which units or lessons do your students demonstrate the most growth? Why? How can you arrange or re-arrange your planning to make sure that these lessons or content areas are maximized?
2. Which lessons or activities “generate momentum”? Why do these excite students about your content area?
~With which of these lessons or activites do your gifted students engage the most? Why?
3. What is / are the catalyst(s) for the lessons and/ or activities in your class? Which of these catalysts is most significant?
Look over your answers to these three questions. List three ways this information will impact your planning and / or teaching this year and beyond.
5. Re-read the “three criteria for finding your barn” (pp.58-59). Now, think about each of the questions (revised below to apply to the classroom), and briefly answer each one. (This question is worth three points.)
1. Which lessons or activities “generate income”? In other words, in which units or lessons do your students demonstrate the most growth? Why? How can you arrange or re-arrange your planning to make sure that these lessons or content areas are maximized?
2. Which lessons or activities “generate momentum”? Why do these excite students about your content area?
~With which of these lessons or activites do your gifted students engage the most? Why?
3. What is / are the catalyst(s) for the lessons and/ or activities in your class? Which of these catalysts is most significant?
Look over your answers to these three questions. List three ways this information will impact your planning and / or teaching this year and beyond.
Chapter Ten: Small Sprocket
6. Briefly explain how the “small sprocket” concept applies to leadership.
Chapter Ten: Small Sprocket
6. Briefly explain how the “small sprocket” concept applies to leadership.
7. How does the movie Pay it Forward illustrate this point?
7. How does the movie Pay it Forward illustrate this point?
8. Habitudes discusses Louie, a young man whose “spinning” impacted the world. How?
8. Habitudes discusses Louie, a young man whose “spinning” impacted the world. How?
9. What two key character traits are essential when leaders feel like (or are) “small sprockets”?
9. What two key character traits are essential when leaders feel like (or are) “small sprockets”?
10. Now, think about gifted students in your classes. Often, many gifted students (erroneously) come to believe that if they don’t “get it” (a concept, a problem) immediately, they won’t “get it” at all – ever. How can you use this “small sprocket” image to help your gifted (and other) students understand that learning is often a process rather than an immediate answer? Write your answer in the space at the end of the chapter.
10. Now, think about gifted students in your classes. Often, many gifted students (erroneously) come to believe that if they don’t “get it” (a concept, a problem) immediately, they won’t “get it” at all – ever. How can you use this “small sprocket” image to help your gifted (and other) students understand that learning is often a process rather than an immediate answer? Write your answer in the space at the end of the chapter.