True Colors Part II

Understanding Yourself and

Others
Presented for
New Career and Technical Education Professionals
February 2006
 True Colors

Presented by:
Judy Judy, Executive Administrator
Institute for Transformational Synergism
5528 N. 4690 W. Road
Bourbonnais, Illinois
Phone 815/933-5246
Email: JJudy2@aol.com
 True Colors

True Colors is a simple assessment of our preferences.

Four basic colors are used to identify and categorize
common preferences in people. Although we would like to
think that we exhibit all preferences whenever they would
be most appropriate, research has found that we tend to
stick to the preferences outlined in one or two of the
color descriptors. Hence we say that we have a dominant
color or colors, that may be influenced or shaded by
others.
 True Colors- Part II

Goal: Using “True Colors” to understand teaching and learning

Understand that students utilize their dominant color(s) in how they learn;
Learn how to increase learning by providing for learning in “all colors,”
which validates and dignifies the diversity.
Learn how to adapt your delivery to reach more students.
Understand our own preferences and why they don’t always work for
others.

True Colors was developed by Don Lowry of Communications Companies International.

(CCI is no longer in business.)
 True Colors

Word Associations
for Gold
• traditional, organized,
punctual, likes detail, loyal,
responsible, value home
and family, strong feeling of
right and wrong----no gray!
 True Colors

Word Associations
for Blue
• romantic, sensitive,
nurturing, strong need for
relationships, cultivate the
potential in others, honest,
authentic, peaceful
 True Colors

Word Associations
for Green
• problem-solvers, analytic,
abstract thinkers, curious,
complex, futuristic, strive
for perfection, in harmony
with the environment,
needs freedom to explore
new solutions
 True Colors

Word Associations
for Orange
• high energy, need for
immediate action, hands-
on, seeks competition,
carefree, commands
attention, adventuresome,
spontaneous, fun-loving
 True Colors

Gold Teachers prefer....

Blue Teachers prefer...
Green Teachers prefer...
Orange Teachers prefer...
 True Colors-Teachers
Color
Gold Blue Green Orange
Institution- Student Subject Hands-on
oriented Centered Centered
Has Structured Uses imagination Logical Dynamic,
Routine in teaching presentation of spontaneous
material teaching
Firm Involves Reward Rewards
Disciplinarian students intelligence innovation
Matter-of-fact/ Comfortable Credit given if Needs big
Predictable room - but justified picture- not
messy details
Step-by-step Nurtures “whole” Uses cause- Non
procedures child effect approach traditional
style
 Student Reaction to Gold Teacher

Gold Student Blue Student Green Student Orange Student

Loves the Uncomfortable with Questions why there is Would like more
structure/rules all the rules. only one right answer. variety.

Enjoys Hate it when other Feels okay in orderly Hates example when
memorization. students are made to environment. operation already
feel bad. understood.
Likes their The red check marks Dislikes that the logic/ Finds classroom
straightforward make me feel so reason for doing boring.. All work and
tests. dumb. something is not shared. no games!
Likes that “facts” Why can’t we role- Dislikes that you can’t Resists all of the
are rewarded. play some of the deviate from teachers structure--finds
stories. plan. excuses to move
Knows how to Work, work, work Would prefer more Would like more
get the “A”. and more work. applications over “facts” hands-on.
 Student Reaction to Blue Teacher

Gold Student Blue Student Green Student Orange Student

Why talk about Love that I can talk Why there is so many Wish the presentations
FEELINGS?? about feelings… “groupie” activities? would vary.

Dislike all of the Enjoy being able to I prefer individual Special projects are nice
role-playing choose how we projects or discussing if we didn’t have to tell
complete the lesson. ideas with the teacher. how it FEELS.
Never enough I feel bad that she I dislike having to write Like that she is
practical has to follow all of everything down. understanding when my
examples those administrator work is late
rules.
Like that I feel I love working in The teacher is kind, but There is never enough
important groups. We do so doesn’t know as much time to discuss ideas.
many fun projects. as I know about..
Please validated I’m glad we don’t I wish we would talk Why isn’t there
my work. have to memorize. about more subjects. discipline in class?
 Student Reaction to Green Teacher

Gold Student Blue Student Green Student Orange Student

Why can’t the I am uncomfortable WOW--a teacher who I wish our work
expectations be having to defend my knows so much and is could be more
clearer? response. willing to explain things. original.
It’s hard to get an Why should I track my I’m finally rewarded for Sometimes my
“A” if the answer is grades.. Isn’t that the my prior knowledge. questions are
explained! teacher’s job? ignored!
The teacher is I wish the teacher I love it that I can I wish the
disorganized, but would be interested in verbally tell the steps assignments
does seem to know me, not just the things instead of having to would be more
the subject. we study. write them down. practical.
I like that there are Why are there so many I always know why I At least my ideas
high standards. correct answers? got the grade I did. are accepted.

I just wish it were Uncomfortable with all I think we learn more Being able to
more organized. the rules by having to analyze. question is great!
 Student Reaction to Orange
Teacher

Gold Student Blue Student Green Student Orange Student

Hate the lack of All of jumping around Questions why there is It’s great that we get
structure/ makes me only one right answer to “think out of the
organization. uncomfortable. box.”
Why can’t I think I am liked, I wish we would stick to All of the choices of
homework be but the teacher never the subject, instead of projects really
collected regularly? tells me. jumping all around. energizes me.
Our lessons seem I like being about to I wish we could study it Essay tests explain
to jump all around. be creative. logically and orderly. our thinking…not just
list the facts.
Why do we always I’m glad we don’t I don’t think there ever I like being able to
need to “imagine”? have to remember all is an outline for what we think about the
of the details. study. future, not the past.
She does require us I like hearing It’s great the we get to I have fun in this
to think. laughter in the class. support our answers. class.
True Colors

Discovering The
“True Colors”
Of Your Students
True Colors
“GOLD” Students
“My learning style is structured.”

Gold (responsible) Students: These students function most comfortably in a well-

structured classroom and with clear and detailed instructions; they value organization,
orderliness, responsibility, following rules and regulations, tradition, and fairness.

To teach GOLD Students:

1. Provide direct instruction with structured and clearly defined course
content.
2. Introduce abstract ideas and concepts after the foundations are
presented.
3. Provide step-by-step instruction.
4. Share in the responsibilities and duties of the classroom. Praise their
usefulness.
5. Connect learning to real world situations.
6. Understand their traditional values.
True Colors
“BLUE” Students
“My learning style is interactive.”

Blue (warm) Students: These students enjoy interactive activities with peers
and adults; situations in which they are able to use their verbal talents can also
be a successful teaching tool; they value harmony, cooperation, teamwork,
creativity, warm and genuine human contact, and individuality.
To teach Blue Students:
1. Provide an open, interactive atmosphere.
2. Praise their uniqueness! Understand their sensitivity.
3. Remove conflict and upsetting events as much as possible.
4. Allow social interactions.
5. Encourage their imaginative dramatic, and creative talents.
6. Provide group learning opportunities.
True Colors
“GREEN” Students
“My learning style is independent.”

Green (curious) Students: These students enjoy solving problems

independently and they respond well to time allotted for individual study at
various learning centers throughout the classroom; they value autonomy,
ingenuity, learning the “why” about everything, insight, and intelligence.

To teach Green Students:

1. Immerse your student in a topic/subject through discovery and inquiry
instructional methods.
2. Explore uncharted concepts and ideas. Avoid repetition.
3. Understand their analytic talent.
4. Provide independent study opportunities.
5. Be logical and theoretical in presentation. Understand their need for depth.
6. Reward prior learning and competence in a subject. Reward their ideas.
True Colors
“ORANGE” Students
“My learning style is competitive.”

Orange (adventurous) Students: These students learn through art activities,

games, performing, and hands-on experiences; they value action,
freedom, sensory stimulation, play, variety, skillfulness, and agility.

To teach Orange Students:

1. Provide students with “real world” hands-on experiences. Understand
their futuristic perspective.
2. Make learning fun and exciting. Limit routine and structure.
3. Have students develop a product which demonstrates their knowledge
and skills.
4. Provide independent study opportunities.
5. Praise their energy and skill.
6. Design learning experiences that are competitive and have immediate
results.
Learning Styles Affect how one getsMeyers-Briggs
their energy and information! Type Indicator

Extraversion Introversion Sensing Intuition

Energy comes from Energy comes from Information obtained Information found in
things and people. inner world of ideas, from five senses. patterns and
concepts, and Want details and relationships in the
abstractions. facts. “big picture.”
Learn by explaining Disconnected chunks Need organized, Like “discovery”
to others. Often need -just information. linear, and structured learning - finding the
to chunk information Knowledge means lectures. reasons underlying
for mastery. interconnecting the WMBK method (What the theorem.
ideas in “big picture” must be known?)
Joe Friday, from
Dragnet was a
sensing detective.
“Just the facts….”
 Learning Styles Affect how one Meyers-Briggs
gets their energy and information! Type Indicator

Thinking Feeling Judging Perceptive

Decisions based on Decisions made by Decisive, oranized, Curious, adaptable,
analysis, logic, and focusing on human and self-regimented and spontaneous,
principle. values. with a focus on they start many tasks
completing the task. at once.
Like clear course and Value harmony. Good They plan their work Constantly wanting
topic objectives. a persuasion and and work their plan. more information, it
(Bloom’s taxonomy facilitating differences Note taking and test is important to have
works well for these among group taking help these several deadline
learners.) members. learners. within a project.
Mr. Spock, science Dr. McCoy… Sometimes are too- Use audio tape with
office of starship demonstrated quick and need to sub-assignments for
Enterprise. preference for “second-look” before continuous feedback.
feeling. acting.
 True Colors

The six functions of the classroom setting:

security and shelter
task completion
social contact
personal expression
pleasure
intellectual growth
How does one’s preference affect how
these needs are obtained?
 True Colors

“Golds” feel stressed when:

• work assignments are inefficient
• there is a lack of order
• those they work with are unreliable
• there is no cooperation
• they don’t know what’s expected
• time won’t allow them to get it done RIGHT
• others don’t respect time, rules, and procedures
 True Colors
Create an effective classroom for
“Golds” by:
• assigning work which requires detailed planning
• defining tasks in clear and concrete terms
• being punctual and reliable
• providing a well-structured, stable work environment
• taking the work ethic seriously
• praising heir neatness, organizational capabilities and efficiency
• recognizing their need to be straightforward, dependable,
responsible, and business-minded
• giving tangible recognition for their work
 True Colors
Set up a positive climate for
Gold Students by:

Start class on time

Post/hand out assignment by unit (or month)
Provide immediate feedback whenever possible
Be consistent - don’t change directions in mid
stream
Be dependable, loyal
Respect their need for security
 True Colors

Blues” feel stressed when:

• they don’t feel loved, nurtured, acknowledged
• they are in disharmony with others
• they are being yelled at
• they are with cool, reserved people
• they are asked to paperwork with lots of details
• the people around them are insensitive
 True Colors
Create an effective classroom for
“Blues” by:

• creating a warm and personal environment

• interacting openly and honestly
• avoiding conflict and hostility
• showing your support, caring, and appreciation by offering
a touch, a hug, or a hand-shake
• allowing them freedom to express feelings and time to
heal emotional wounds
• praising heir imaginative and creative approach
• providing them with one-to-one feedback
 True Colors
Set up a positive climate for
Blue Students by:

Spend quality time one-on-one with them

Communicate in a positive, construction manner
Listen to them with your entire attention
Be supportive and encouraging
Share your thoughts and feelings
Praise their imagination and creativity
.
 True Colors

“Greens” feel stressed when:

• the system is disorganized and/or rigid
• there are unreasonable emotional outbursts
• their prior thinking is not recognized (I did it for a reason!)
• schedules make no sense
• others and/or self is perceived incompetent
• rules/people get in the way of executing strategies
 True Colors
Create an effective classroom
for “Greens” by:

• assigning projects which require analytical thinking and

problem-solving
• discussing the “big picture” with them
• inspiring them with futuristic ideas and potentialities
• allowing them freedom to improve the system
• praising them inventiveness and ingenuity
• understanding their need to avoid redundancy and
repetitive tasks
 True Colors
Set up a positive climate for
Green students by:

Be aware of their curiosity about life

Give things that challenge their problem-solving abilities
Respect their need for independence
Allow them to obtain ownership of what is being done
Respect their inventions and ideas

.
 True Colors

“Oranges ” feel stressed when:

• deadlines/time constraints
• too many facts, repetition
• lack of humor and fun in work
• others around them are boring and incompetent
• they have to wait for answer or solution
• there is only ‘one’ way
 True Colors
Create an effective classroom
for “Oranges” by:
• assigning projects which are action-packed
• using their natural abilities as a negotiator
• allowing them freedom to do the job in their own style and in
non-traditional ways
• keeping a good sense of humor and avoiding boredom
• praising their gifts of originality and flair
• allowing freedom of movement and understanding their
preference for action over words
• Valuing their playfulness, generosity , and need for spontaneity
 True Colors
Set up a positive climate for
Orange Students by:

Provide active learning opportunities

Be spontaneous and fun using humor appropriately
Compete in a positive manner
Be adventuresome and optimistic
Be energetic and have students involved

.
 True Colors

Establish effective rules and classroom procedures.

* Golds require structure
* Blues feel the need for “community” and a way to
support others
* Greens need to know the rational behind the rules
* Oranges need to understand the consequences
 True Colors

Understand the relationship between

discipline and learning styles.

If students understand the different color preferences, they

can accept that there may be different consequences for
different students. The goal of discipline is to help the
students understand the:
• need for a positive learning environment for everyone
• to respect everyone’s right for dignity and pursuit of
happiness.
 True Colors

Maintaining personal resilience

Know yourself and your expectations about teaching and

learning. It is difficult for you to be an effective teacher and
learner if your stress level is high, and you don’t feel that you
have the resources to copy with the numerous challenges
that face you daily. Make sure that you take time to build the
personal resilience needed by nurturing your preferences.
 True Colors
Character Descriptors
GOLD
I need to follow rules and respect authority •Loyal, Dependable, Prepared
I have a strong sense of what is right and wrong in life • Thorough, Sensible, Punctual
I need to be useful and to belong • Faithful, Stable, Organized
I value home, family, and tradition •Caring, Concerned, Concrete
I am a natural preserver, a parent, a helper.

• AT WORK, I provide stability and can maintain organization. My ability to handle details and to work
hard makes me the backbone of many organizations. I believe that work comes before play, even
if I must work overtime to complete the job.
 True Colors
Character Descriptors
BLUE
I need to feel unique and authentic • Enthusiastic, Sympathetic, Personal
I look for meaning and significance in life • Warm, Communicative, Compassionate
I need to contribute, to encourage, and to care • Idealistic, Spiritual, Sincere
I value integrity and unity in relationships • Peaceful, Flexible, Imaginative
I am a natural romantic, a poet, a nurturer

• AT WORK, I have a strong desire to influence others so they may lead more significant lives. I often
work in the arts, communications, education, and the helping professions. I am adept at motivating
and interacting with others.
 True Colors
Character Descriptors
GREEN
I seek knowledge and understanding •Analytical, Global, Conceptual
I live life by my own standards • Cool, Calm, Collected
I need explanations and answers • Inventive, Logical, Perfectionist
I value intelligence, insight, fairness, and justice • Abstract, Hypothetical, Investigative
I am a natural nonconformist, a visionary, a problem-solver.

• AT WORK, I am conceptual and an independent thinker. For me, work is play. I am drawn to constant
challenge in careers, and like to develop models, explore ideas, or build systems to satisfy my need
to deal with the innovative. Once I have perfected an idea, I prefer to move on, leaving the project
to be maintained and supported by others.
 True Colors
Character Descriptors
ORANGE
I act on a moment’s notice •Witty, Charming, Spontaneous
I consider life as a game, here and now • Impulsive, Generous, Impactful
I need fun, variety, stimulation, and excitement • Optimistic, Eager, Bold
I value skill, resourcefulness, and courage •Physical, Immediate, Fraternal
I am a natural troubleshooter, a performer, a competitor.

• AT WORK, I am bored and restless with jobs that are routine and structured. I am more satisfied in
careers that allow me independence and freedom, while utilizing my physical coordination and my
love of tools. I view any kind of tool as an extension of self. I am a natural performer.
 True Colors

Focus on a challenging class. Identify three or four students

who fit the gold, blue, green and orange descriptors. Take on
learning goal and create a lesson plan which fits each of their
learning styles.

Understand that your teaching style may have to include other

“tools” so you can best meet all of the students needs. Start
slowly…. Celebrate your growth, as well as your students’.