1982 Ph.D., Educational Psychology, Florida State University
1977 B.A., Secondary English Education, Elementary Education, State University College of New York at Oneonta
If you give a man a fish, you feed him for a day, but if you teach him how to fish, he'll be able to feed himself for a lifetime. (He'll also drink a lot of beer and get sunburned.) Educators need to be more than fish givers (using effective teaching practices that help students learn today), they need also to be good fishing teachers. They need to teach students how to learn. They need to embed the teaching of learning strategies in content instruction so that the fishing pole is gradually transferred from teacher to student.
Talent is not potential but productivity, not promise but fulfillment, and not answers on an intelligence test but real-world achievement.
Talent is not born but made. Whatever biological hand we are dealt can be greatly enhanced as we draw new environmental cards that support or even trump biology. Through practice and training, we can alter our bodies and our brains. We make talent. None of the famously talented people you know, or I studied, could have been who they became without a constellation of environmental factors firing in sync.
Talent is a continuum, a process of increasing growth. All people are somewhere on that talent continuum. There are no winners and losers, only developers—whether talent takes us to Carnegie Hall or to community band.
- EDPS 209 - Academic Success
- EDPS 362 - Learning in the Classroom
- EDPS 855 - Teaching Learners to Learn
- EDPS 921 - Creativity and Talent Devlelopment
- EDPS 966 - Psychology of Learning
- EDPS 995 - Doctoral Seminar