Source: http://www.gifted.uconn.edu/sem/semart10.html
Type II Skills
Type II Enrichment: Group Training Activities
If there is one area of school improvement about which virtually all educators agree, that area is the need to blend into the curriculum more training in the development of higher order thinking skills. In this section, we will discuss a systematic approach for organizing a process skills component within the overall Schoolwide Enrichment Model. Type II Enrichment consists of instructional methods and materials that are purposefully designed to develop a broad range of process skills in the following five general categories: (1) Cognitive Training, (2) Affective Training, (3) Learning-How-To-Learn Training, (4) Research and Reference Procedures, and (5) Written, Oral, and Visual Communication Procedures. We will use the term "process skills" to include all of these categories. Examples of specific skills within each of these four general categories (and related subcategories) can be found in a Taxonomy of Type II Thinking Skills in the book entitled The Schoolwide Enrichment Model (Renzulli & Reis, 1997, pp. 161-167).
Type II Enrichment also serves a motivational purpose similar to that discussed in connection with Type I activities. The sections that follow will discuss two general considerations that should be taken into account in developing a schoolwide plan for Type II Enrichment. These considerations are (1) levels and audiences for Type II activities, and (2) the objectives and strategies for implementing this component of the Enrichment Triad Model.
Levels and Audiences
Within each category of Type II Enrichment, the targeted skills exist along a continuum ranging from very basic manifestations of a given skill to higher and more complex applications of any given process. Thus, for example, skills such as conditional reasoning or recording data from original sources can be taught to students at any grade, but the level and complexity of the specific activities will vary according to students' developmental levels. Primary grade students, for instance, can learn observational and data gathering skills by counting and recording the number of times that different kinds of birds come to a bird feeder during a given period of time. These data might be presented by using simple tallies or pictograms. Older students can develop the same skills at higher levels by, for example, observing and recording pulse and blood pressure measures while controlling for factors such as age, height/weight ratios, and specified periods of exercise. And the advanced mathematics and computer skills of older students might enable them to engage in more sophisticated statistical analyses of their data.
Teachers' knowledge of students' developmental levels, together with students' and previous experiences in using a particular thinking skill, are important considerations when selecting materials and activities for Type II training. One of the ongoing activities of teachers and curriculum specialists using high-end learning is to be continually searching for and examining enrichment materials that might enhance regular curriculum topics, or that might serve as useful resources for enrichment clusters or special service situations. Professional journals, publishers' catalogs, and displays of materials at conferences are good sources of new materials.
There are three different methods for presenting Type II Enrichment. The first method consists of planned, systematic activities that can be organized in advance for any unit of instruction within the general curriculum. These are the kinds of Type II activities that are planned in advance, and are a part of an ongoing framework to develop a comprehensive "scope and sequence" of process-oriented activities that parallel regular curriculum topics. The main criterion for selecting Type II activities in this category is that the activity bears a direct or indirect relationship to the subject matter being taught. For example, an activity entitled Gold Rush: A simulation of life and adventure in a frontier mining camp (Flindt, 1978), can be used in connection with a social studies unit on westward expansion in United States history. This activity is designed to develop decision making and creative writing skills within the context of the historical period covered in the unit. Activities in this category are ordinarily used with all students in a classroom, although advanced-level follow-up or related Type II training should take student interests and learning styles into account.
The second method for presenting Type II Enrichment consists of activities that can not be planned in advance because they grow out of students' reactions to school or non-school experiences. In other words, this dimension is characterized by responsiveness to student interests rather than preplanning. Thus, for example, a group of students who developed an interest in investigative reporting were provided with advanced training in questioning and interviewing techniques, verifying information sources, and other skills related to this area of specialization. The interest resulted from a Type I presentation by a local journalist; however, the interest could also have been an outcome of a unit on journalism in the language arts curriculum, or a reaction to an important local or national news event. Enrichment in this dimension can also fulfill the motivational goal of the model by stimulating interests that may lead to more intensive follow-up in the form of Type III Enrichment.
Type II Enrichment in this category can also be used to provide direction for students in a particular enrichment cluster. Because a cluster is composed of students and teachers who have already declared interests in particular areas of study, Type II training that provides methodological skills within the area will help the group generate problems to which the methods can be applied. For example, a group of students who expressed strong interests in environmental issues was provided with a mini-course that taught them how to analyze the chemical properties of soil and water. A brainstorming and problem focusing session resulted in making contact with a state agency, meeting with water pollution specialists, and eventually conducting a very professional study on acid rain in their geographic area. This is a good example of how learning the methodology first provided the impetus for the extended work of the cluster that followed.
The third method for presenting Type II Enrichment consists of activities that are used within the context of already initiated Type III investigations. Activities used in this way represent the best application of inductive learning. Simply stated, an individual or group learns a process skill because they need the skill to solve a real and present problem. In the section on Type III Enrichment later in this article, we will discuss ways of finding resources especially relevant to this use of Type III Enrichment.
Objectives and Strategies for Type II Training
The Type II component of the Enrichment Triad Model is designed to provide students with training opportunities to improve a wide variety of process skills not normally taught within the grade level curriculum. Teachers or other adults who provide Type II training do so for diverse purposes, in multiple settings, with varied teaching strategies and resources, and for a wide range of students. Seven major objectives for students participating in Type II training are as follows:
The Type II Taxonomy and Resource Database
Since the need for Type II training with a specific skill varies from student to student, from grade to grade, and from one subject area to another, there is no finite list of skills that "should" be taught as part of the Type II component. The developers of the Schoolwide Enrichment Model have, instead, used the objectives listed above as category labels to collect and organize a set of over 400 process skills within a document called the Type II Taxonomy (Renzulli & Reis, 1985). This taxonomy can be used by teachers to gain a holistic perspective on the Type II component and its comprehensive nature. The Taxonomy can also be used as a "menu" to help teachers select the most appropriate Type II skills for their students.
In some districts, a committee of faculty members has used this list to create a scope and sequence document that specifies which Type II skills will be taught through large group instruction in the regular classroom or within enrichment clusters or other multiage groupings. The scope and sequence document also ensures that schools using a high-end learning model are offering a comprehensive set of training opportunities within and across all grade levels and to all students in the school. The seventeen skill categories within the Type II Taxonomy have also been used to create a data base of selected commercial materials for the teaching of process skills (Burns & Reis, 1991). Although many teachers may prefer to create their own Type II lessons and units, many of these commercial materials can be used for supplementary activities or as resources for teachers who are unfamiliar with Type II instructional techniques.
The Who, When, Where, and How Decisions
Type II training can be offered as a result of observed student need, as a follow-up to a Type I exploration, as a result of expressed student interest, or within the parameters of a student's individual Type III investigation. It is extremely important to ensure that a specific Type II skill is offered at the appropriate time, in the appropriate setting, with the appropriate teaching strategies, and for the appropriate students. Teachers or faculties should use their knowledge of students and curriculum to make the best decisions possible about which students will receive specific kinds of Type II training, and which settings and teaching strategies will be most advantageous.
Some classroom teachers who have modified their textbook-based curriculum and are designing their own curriculum units (Conn, 1988; Osborne, Jones, & Stein, 1985; Renzulli, 1988) may integrate or infuse Type II training within these units as a way of teaching related process skills (e.g., teaching students how to conduct oral history interviews during a unit on the Vietnam War). At other times, classroom teachers may prefer to develop a stand-alone unit that focuses exclusively on a single Type II skill to ensure that novice learners receive explicit instruction in how to acquire and use this skill process (e.g., teaching a unit on creative problem solving). Still, other Type II skills can be embedded within students' investigations or research projects and taught only when they are needed for specific and immediate purposes (e.g., a student wants to learn how to recognize the trees in the woods behind the school because she is creating a nature trail).
In addition to varying the nature of the instructional strategy used to teach Type II skills, teachers should also vary the audience of students who will receive this training. Some Type II lessons can and should be taught to all students in a class or grade level, some skills can be taught in a small group setting to only those students who have not already acquired the skill, and other skills might be taught to only those students interested in learning them. Teachers who sponsor or facilitate interest clusters may also find their students need or request Type II training as a result of their common interest in a subject area or local problem. A cluster of students interested in journalism might receive training in editing, proofreading, layout or advertising techniques. An interest cluster concerned with environmental problems might receive Type II training in how to draft a petition, how to lobby effectively, how to write an editorial or how to write a letter to key government officials.
The resources for teaching these Type II skills can also vary. Although many classroom teachers will assume responsibility for teaching specific Type II skills to all students, or small groups of students within their class, enrichment specialists can also schedule a variety of mini-courses for interested students. This approach facilitates multiclass and multiage groupings and allows teachers to progress to advanced levels because of heightened student interests. Community resources (doctors, gardeners, lawyers, dietitians, etc.) can also be recruited to offer Type II training to interested groups of students. Content area teachers or specialists from the faculty or among the student population can also be recruited to teach Type II lessons. In addition, learning centers, computer software, pamphlets, videos and how-to books can be used by individual students who prefer self-instruction for selected Type II skills. Care should be taken, however, to ensure that Type II training is offered on an as-needed basis as often as possible. Teachers must be aware that some students have already acquired many of the Type II skills through modeling or informal learning opportunities; other students require a great deal of time, explicit teaching and coaching in order to master new skills; and still others won't be ready to learn a given Type II skill until they see the immediate relevance for the skill's use.
Whether Type II skills are infused in the content curriculum, taught explicitly, or embedded in a student's interest exploration or problem solving endeavors, all students who participate in Type II training should have numerous extension opportunities to transfer and apply their learned skills to new academic content, to their own research questions or to their product development efforts. Although process skill training has been a staple of gifted education programs for many years, our research has shown that this kind of training can be used with all students. While it may be true that not all students will use their newly acquired skills for personal research, experimentation or investigation, all students can apply these skills to new and challenging academic content. When successful, Type II training helps students improve their academic achievement by showing them how to acquire and assimilate new content more rapidly and effectively, and these skills also have important transfer value to subsequent learning and the world of work.
If there is one area of school improvement about which virtually all educators agree, that area is the need to blend into the curriculum more training in the development of higher order thinking skills. In this section, we will discuss a systematic approach for organizing a process skills component within the overall Schoolwide Enrichment Model. Type II Enrichment consists of instructional methods and materials that are purposefully designed to develop a broad range of process skills in the following five general categories: (1) Cognitive Training, (2) Affective Training, (3) Learning-How-To-Learn Training, (4) Research and Reference Procedures, and (5) Written, Oral, and Visual Communication Procedures. We will use the term "process skills" to include all of these categories. Examples of specific skills within each of these four general categories (and related subcategories) can be found in a Taxonomy of Type II Thinking Skills in the book entitled The Schoolwide Enrichment Model (Renzulli & Reis, 1997, pp. 161-167).
Type II Enrichment also serves a motivational purpose similar to that discussed in connection with Type I activities. The sections that follow will discuss two general considerations that should be taken into account in developing a schoolwide plan for Type II Enrichment. These considerations are (1) levels and audiences for Type II activities, and (2) the objectives and strategies for implementing this component of the Enrichment Triad Model.
Levels and Audiences
Within each category of Type II Enrichment, the targeted skills exist along a continuum ranging from very basic manifestations of a given skill to higher and more complex applications of any given process. Thus, for example, skills such as conditional reasoning or recording data from original sources can be taught to students at any grade, but the level and complexity of the specific activities will vary according to students' developmental levels. Primary grade students, for instance, can learn observational and data gathering skills by counting and recording the number of times that different kinds of birds come to a bird feeder during a given period of time. These data might be presented by using simple tallies or pictograms. Older students can develop the same skills at higher levels by, for example, observing and recording pulse and blood pressure measures while controlling for factors such as age, height/weight ratios, and specified periods of exercise. And the advanced mathematics and computer skills of older students might enable them to engage in more sophisticated statistical analyses of their data.
Teachers' knowledge of students' developmental levels, together with students' and previous experiences in using a particular thinking skill, are important considerations when selecting materials and activities for Type II training. One of the ongoing activities of teachers and curriculum specialists using high-end learning is to be continually searching for and examining enrichment materials that might enhance regular curriculum topics, or that might serve as useful resources for enrichment clusters or special service situations. Professional journals, publishers' catalogs, and displays of materials at conferences are good sources of new materials.
There are three different methods for presenting Type II Enrichment. The first method consists of planned, systematic activities that can be organized in advance for any unit of instruction within the general curriculum. These are the kinds of Type II activities that are planned in advance, and are a part of an ongoing framework to develop a comprehensive "scope and sequence" of process-oriented activities that parallel regular curriculum topics. The main criterion for selecting Type II activities in this category is that the activity bears a direct or indirect relationship to the subject matter being taught. For example, an activity entitled Gold Rush: A simulation of life and adventure in a frontier mining camp (Flindt, 1978), can be used in connection with a social studies unit on westward expansion in United States history. This activity is designed to develop decision making and creative writing skills within the context of the historical period covered in the unit. Activities in this category are ordinarily used with all students in a classroom, although advanced-level follow-up or related Type II training should take student interests and learning styles into account.
The second method for presenting Type II Enrichment consists of activities that can not be planned in advance because they grow out of students' reactions to school or non-school experiences. In other words, this dimension is characterized by responsiveness to student interests rather than preplanning. Thus, for example, a group of students who developed an interest in investigative reporting were provided with advanced training in questioning and interviewing techniques, verifying information sources, and other skills related to this area of specialization. The interest resulted from a Type I presentation by a local journalist; however, the interest could also have been an outcome of a unit on journalism in the language arts curriculum, or a reaction to an important local or national news event. Enrichment in this dimension can also fulfill the motivational goal of the model by stimulating interests that may lead to more intensive follow-up in the form of Type III Enrichment.
Type II Enrichment in this category can also be used to provide direction for students in a particular enrichment cluster. Because a cluster is composed of students and teachers who have already declared interests in particular areas of study, Type II training that provides methodological skills within the area will help the group generate problems to which the methods can be applied. For example, a group of students who expressed strong interests in environmental issues was provided with a mini-course that taught them how to analyze the chemical properties of soil and water. A brainstorming and problem focusing session resulted in making contact with a state agency, meeting with water pollution specialists, and eventually conducting a very professional study on acid rain in their geographic area. This is a good example of how learning the methodology first provided the impetus for the extended work of the cluster that followed.
The third method for presenting Type II Enrichment consists of activities that are used within the context of already initiated Type III investigations. Activities used in this way represent the best application of inductive learning. Simply stated, an individual or group learns a process skill because they need the skill to solve a real and present problem. In the section on Type III Enrichment later in this article, we will discuss ways of finding resources especially relevant to this use of Type III Enrichment.
Objectives and Strategies for Type II Training
The Type II component of the Enrichment Triad Model is designed to provide students with training opportunities to improve a wide variety of process skills not normally taught within the grade level curriculum. Teachers or other adults who provide Type II training do so for diverse purposes, in multiple settings, with varied teaching strategies and resources, and for a wide range of students. Seven major objectives for students participating in Type II training are as follows:
- Improve their ability to use higher order cognitive skills to organize, analyze, and synthesize new information;
- Improve their leadership and interpersonal skills;
- Improve their ability to gather, organize and analyze raw data from appropriate primary and secondary sources;
- Improve their ability to use a wide range of sophisticated reference materials and techniques when searching for answers to their personal research questions;
- Demonstrate a more organized and systematic approach to research, experimentation and investigation;
- Improve the quality and appropriateness of the products that they create in conjunction with real world problem solving; and
- Use the methods and techniques of various adult professionals to find problems, gather and organize data, and develop products.
The Type II Taxonomy and Resource Database
Since the need for Type II training with a specific skill varies from student to student, from grade to grade, and from one subject area to another, there is no finite list of skills that "should" be taught as part of the Type II component. The developers of the Schoolwide Enrichment Model have, instead, used the objectives listed above as category labels to collect and organize a set of over 400 process skills within a document called the Type II Taxonomy (Renzulli & Reis, 1985). This taxonomy can be used by teachers to gain a holistic perspective on the Type II component and its comprehensive nature. The Taxonomy can also be used as a "menu" to help teachers select the most appropriate Type II skills for their students.
In some districts, a committee of faculty members has used this list to create a scope and sequence document that specifies which Type II skills will be taught through large group instruction in the regular classroom or within enrichment clusters or other multiage groupings. The scope and sequence document also ensures that schools using a high-end learning model are offering a comprehensive set of training opportunities within and across all grade levels and to all students in the school. The seventeen skill categories within the Type II Taxonomy have also been used to create a data base of selected commercial materials for the teaching of process skills (Burns & Reis, 1991). Although many teachers may prefer to create their own Type II lessons and units, many of these commercial materials can be used for supplementary activities or as resources for teachers who are unfamiliar with Type II instructional techniques.
The Who, When, Where, and How Decisions
Type II training can be offered as a result of observed student need, as a follow-up to a Type I exploration, as a result of expressed student interest, or within the parameters of a student's individual Type III investigation. It is extremely important to ensure that a specific Type II skill is offered at the appropriate time, in the appropriate setting, with the appropriate teaching strategies, and for the appropriate students. Teachers or faculties should use their knowledge of students and curriculum to make the best decisions possible about which students will receive specific kinds of Type II training, and which settings and teaching strategies will be most advantageous.
Some classroom teachers who have modified their textbook-based curriculum and are designing their own curriculum units (Conn, 1988; Osborne, Jones, & Stein, 1985; Renzulli, 1988) may integrate or infuse Type II training within these units as a way of teaching related process skills (e.g., teaching students how to conduct oral history interviews during a unit on the Vietnam War). At other times, classroom teachers may prefer to develop a stand-alone unit that focuses exclusively on a single Type II skill to ensure that novice learners receive explicit instruction in how to acquire and use this skill process (e.g., teaching a unit on creative problem solving). Still, other Type II skills can be embedded within students' investigations or research projects and taught only when they are needed for specific and immediate purposes (e.g., a student wants to learn how to recognize the trees in the woods behind the school because she is creating a nature trail).
In addition to varying the nature of the instructional strategy used to teach Type II skills, teachers should also vary the audience of students who will receive this training. Some Type II lessons can and should be taught to all students in a class or grade level, some skills can be taught in a small group setting to only those students who have not already acquired the skill, and other skills might be taught to only those students interested in learning them. Teachers who sponsor or facilitate interest clusters may also find their students need or request Type II training as a result of their common interest in a subject area or local problem. A cluster of students interested in journalism might receive training in editing, proofreading, layout or advertising techniques. An interest cluster concerned with environmental problems might receive Type II training in how to draft a petition, how to lobby effectively, how to write an editorial or how to write a letter to key government officials.
The resources for teaching these Type II skills can also vary. Although many classroom teachers will assume responsibility for teaching specific Type II skills to all students, or small groups of students within their class, enrichment specialists can also schedule a variety of mini-courses for interested students. This approach facilitates multiclass and multiage groupings and allows teachers to progress to advanced levels because of heightened student interests. Community resources (doctors, gardeners, lawyers, dietitians, etc.) can also be recruited to offer Type II training to interested groups of students. Content area teachers or specialists from the faculty or among the student population can also be recruited to teach Type II lessons. In addition, learning centers, computer software, pamphlets, videos and how-to books can be used by individual students who prefer self-instruction for selected Type II skills. Care should be taken, however, to ensure that Type II training is offered on an as-needed basis as often as possible. Teachers must be aware that some students have already acquired many of the Type II skills through modeling or informal learning opportunities; other students require a great deal of time, explicit teaching and coaching in order to master new skills; and still others won't be ready to learn a given Type II skill until they see the immediate relevance for the skill's use.
Whether Type II skills are infused in the content curriculum, taught explicitly, or embedded in a student's interest exploration or problem solving endeavors, all students who participate in Type II training should have numerous extension opportunities to transfer and apply their learned skills to new academic content, to their own research questions or to their product development efforts. Although process skill training has been a staple of gifted education programs for many years, our research has shown that this kind of training can be used with all students. While it may be true that not all students will use their newly acquired skills for personal research, experimentation or investigation, all students can apply these skills to new and challenging academic content. When successful, Type II training helps students improve their academic achievement by showing them how to acquire and assimilate new content more rapidly and effectively, and these skills also have important transfer value to subsequent learning and the world of work.
Taxonomy of Type II Process Skills
Deborah E. Burns, 1994
Source: http://www.gifted.uconn.edu/sem/typeiips.html
- COGNITIVE TRAINING
- Analysis Skills Identifying characteristics
- Organization Skills Memorizing
- Critical Thinking Skills Inductive thinking
- Creativity Skills Fluent thinking
- AFFECTIVE TRAINING
- Intrapersonal Skills Analyzing strengths
- Interpersonal Skills Developing environmental awareness
- Dealing With Critical Life Incidents Coping with loss
- LEARNING HOW-TO-LEARN SKILLS
- Listening, Observing, and Perceiving Skills Following directions
- Notetaking and Outlining Skills Notetaking Skills
- Interviewing and Surveying—Developing and Practicing the Use of: Identifying information being sought
- Analyzing and Organizing Data—Developing and Practicing the Use of: Identifying types and sources of data
- USING ADVANCED RESEARCH AND REFERENCE MATERIALS
- Preparing for Type III Investigations: Developing problem finding and focusing skills
- Library Skills: Understanding library organizational systems
- Community Resources: Identifying community resources, such as:
- DEVELOPING WRITTEN, ORAL, AND VISUAL COMMUNICATION TECHNIQUES
- Visual Communication—Developing Skills in the Preparation of: Audio tape recordings
- Oral Communication—Developing and Practicing the Use of: Organizing material for an oral presentation
- Written Communication: Planning the written document (e.g., subject, audience, purpose, thesis, tone, outline, title)
- Recognizing attributes
- Making an observation
- Discriminating between same and different
- Comparing and contrasting
- Categorizing
- Classifying
- Criteria setting
- Ranking, prioritizing, and sequencing
- Seeing relationships
- Determining cause and effect
- Pattern finding
- Predicting
- Making analogies
- Summarizing
- Metacognition
- Goal setting
- Formulating questions
- Developing hypotheses
- Generalizing
- Problem solving
- Decision making
- Planning
- Deductive thinking
- Determining reality and fantasy
- Determining benefits and drawbacks
- Identifying value statements
- Identifying points of view
- Determining bias
- Identifying fact and opinion
- Determining the accuracy of presented information
- Judging essential and incidental evidence
- Determining relevance
- Identifying missing information
- Judging the credibility of a source
- Determining warranted and unwarranted claims
- Recognizing assumptions
- Recognizing fallacies
- Detecting inconsistencies in an argument
- Identifying ambiguity
- Identifying exaggeration
- Determining the strength of an argument
- Flexible thinking
- Original thinking
- Elaborational thinking
- Developing imagery
- SCAMPER modification techniques
- Attribute Listing
- Random InputBrainstorming
- Creative problem solvingSynectics
- Clarifying values
- Developing a personal framework for activism
- Developing a sense of humor
- Developing an ethical framework
- Developing moral reasoning
- Developing resiliency
- Developing responsibility
- Developing self-efficacy
- Developing self-esteem
- Developing self-reliance
- Developing task commitment
- Understanding integrity
- Understanding self-management
- Understanding image management
- Understanding learning styles
- Developing etiquette and courtesy
- Developing multicultural awareness
- Developing social skills
- Understanding assertiveness
- Understanding and developing leadership skills
- Understanding conflict resolution
- Understanding cooperation and collaboration
- Understanding nonverbal communication
- Understanding stereotypes
- Understanding tolerance, empathy, and compassion
- Dealing with change
- Dealing with dependency
- Dealing with failure
- Dealing with stress
- Dealing with success
- Making choices
- Planning for the future
- Understanding perfectionism
- Understanding risk-taking
- Noting specific details
- Understanding main points, themes, and sequences
- Separating relevant from irrelevant information
- Paying attention to whole-part relationships
- Scanning for the "big picture"
- Focusing on specifics
- Asking for clarification
- Asking appropriate questions
- Making inferences
- Noting subtleties
- Predicting outcomes
- Evaluating a speaker's point of view
- Selecting key terms, concepts, and ideas
- Disregarding unimportant information
- Noting what needs to be remembered
- Recording words, dates and figures to aid in recall
- Reviewing notes and highlighting the most important items
- Categorizing notes in a logical order
- Organizing notes so that information from various sources can be added later
- Outlining and webbing
- Using outlining skills to write material that has unity and coherence
- Selecting and using a system of notation (e.g., Roman numerals)
- Deciding whether to write topic outlines or sentence outlines
- Stating each topic or point clearly
- Developing each topic sufficiently
- Deciding on appropriate instruments
- Identifying sources of existing instruments
- Designing instruments (e.g., check-lists, rating scales, interview schedules)
- Developing question wording skills (e.g., factual, attitudinal, probing, follow-up)
- Sequencing questions
- Identifying representative samples
- Field testing and revising instruments
- Developing rapport with subjects
- Preparing a data-gathering matrix and schedule
- Using follow-up techniques
- Identifying and developing data gathering instruments and techniques
- Identifying appropriate sampling techniques
- Developing data-recording and coding techniques
- Classifying and tabulating dataPreparing descriptive (statistical) summaries of data (e.g., percentages, means, modes, etc.)
- Analyzing data with inferential statistics
- Preparing tables, graphs, and diagrams
- Drawing conclusions and making generalizations
- Writing up and reporting results
- Identifying variables
- Stating hypotheses and research questions
- Identifying human and material resources
- Developing a management plan
- Developing time management skills
- Selecting appropriate product formats
- Obtaining feedback and making revisions
- Identifying appropriate outlets and audiences
- Developing an assessment plan
- Using information retrieval systems
- Using interlibrary loan procedures
- Understanding specialized types of information in reference books, such as:
- abstracts, almanacs, annuals, anthologies, atlases, bibliographies, books of quotations, proverbs, maxims, and familiar phrases, concordances, data tables, diaries, dictionaries and glossaries, digests, directories and registers, encyclopedias, handbooks, histories and chronicles of particular fields, organizations, indexes, manuals, periodicals, reader's guides, reviews, source books, surveys, yearbooks
- Understanding the specific types of information in nonbook reference materials, such as:
- art prints, audio tapes, charts, data, tapes, CD Roms, film loops, films, filmstrips, filmstrips with sound, flashcards, globes, maps, microforms, models, pictures, realia, records, slides, study prints, talking books, transparencies, video tapes, discs
- art and theater groups, clubs, hobby, and special interest groups, college and university services and persons, governmental and social service agencies, museums, galleries, science centers, places of special interest or function, private and community colleges, private business and individuals, private individuals, professional societies and associations, senior citizen groups, service clubs, universities
- Filmstrips
- Motion pictures
- Multimedia images
- Overhead transparencies
- Photographic print series
- Slide series
- Video tape recordings
- Vocal delivery
- Appropriate gestures, eye movement, facial expression, and body movement
- Acceptance of the ideas and feelings of others
- Appropriate words, quotations, anecdotes, personal experiences, illustrative examples, and relevant information
- Appropriate use of the latest technology
- Obtaining and evaluating feedback
- Choosing appropriate and imaginative words
- Developing paragraphs with unity, coherence, and emphasis
- Developing "technique" (e.g., metaphor, comparison, hyperbole, personal experience)
- Writing powerful introductions and conclusionsPracticing the four basic forms of writing (exposition, persuasion, description, and narration)
- Applying the basic forms to a variety of genre (i.e., short stories, book reviews, research papers, etc.)
- Developing technical skills (e.g., proofreading, editing, revising, footnoting, preparing bibliographies, writing summaries, and abstracts)
Source: http://www.gifted.uconn.edu/sem/typeiips.html