1. True Colors Part II Understanding Yourself and Others Presented for
New Career and Technical Education Professionals
February 2006

2. True Colors Judy Judy, Executive Administrator Presented by:
Institute for Transformational Synergism
5528 N W. Road
Bourbonnais, Illinois
Phone 815/

3. 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.
Don Lowry was the creator of True Colors. He integrated entertainment and education. He help people to appreciate their uniqueness. He discovered that humans differed what and how they developed their self esteem and what make them feel good.

4. (CCI is no longer in business.)
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 is a living vocabulary for enhancing successful interactions and productivity—which emanates from our need for pride, respect, dignity, worthiness and self esteem.
People are intrinsically different and obtain self-worth from different perspectives “Different Strokes for different folks!”

5. Word Associations for Gold
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!
Golds have a need for security...
for worth and value...
to be responsible..
to fulfill duties and obligations
to respect organization and structure
to be an an environment that is punctual and sensible
to earn their way in life through work and service
to belong!
They function best in a strong home/family which is faithful, loyal, and dependable. They must feel useful, They value order and cherish the tradition.

6. Word Associations for Blue
True Colors
Word Associations for Blue
romantic, sensitive, nurturing, strong need for relationships, cultivate the potential in others, honest, authentic, peaceful
Bblues need to feel calm and tranquil
They have great depths of feeling.
They do best when they are balanced, in harmonious relationship.
They are very sensitive and have great empathy for others who are weak.
The need to be authentic.
They have visions of peace
They are romantic and dramatic.

7. Word Associations for Green
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
Greens want to be competent and understand/control the realities of life.
They are problem-solvers.
They enjoy complex situations.
They are analytical.
They are futuristic, and inventive.... curious to explore.
They do not express emotions openly, but they do experience deep feelings.
They enjoy nature.
They strive for perfection.
They enjoy harmony with the environment.

8. Word Associations for Orange
True Colors
Word Associations for Orange
high energy, need for immediate action, hands-on, seeks competition, carefree, commands attention, adventuresome, spontaneous, fun-loving
Oranges need to be skillful.
They need to be free to act on a moment’s notice.
Action and doing is its own reward.
They are highly skilled in a variety of fields.
They are a master of negotiations
They enjoy adventure.
They test the limits
They like hands-on approach to problem-solving.
They are risk takers.
They are vibrant, obvious, carefree, immodest.
Action.....energy....danger. They yearn for new. They have an aggressive lust for action. They command attention! NOW!

9. True Colors Gold Teachers prefer.... Blue Teachers prefer...
Green Teachers prefer...
Orange Teachers prefer...

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

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

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

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

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

15. Discovering The “True Colors” Of Your Students

16. 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:
Provide direct instruction with structured and clearly defined course content.
Introduce abstract ideas and concepts after the foundations are presented.
Provide step-by-step instruction.
Share in the responsibilities and duties of the classroom. Praise their usefulness.
Connect learning to real world situations.
Understand their traditional values.

17. 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:
Provide an open, interactive atmosphere.
Praise their uniqueness! Understand their sensitivity.
Remove conflict and upsetting events as much as possible.
Allow social interactions.
Encourage their imaginative dramatic, and creative talents.
Provide group learning opportunities.

18. 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:
Immerse your student in a topic/subject through discovery and inquiry instructional methods.
Explore uncharted concepts and ideas. Avoid repetition.
Understand their analytic talent.
Provide independent study opportunities.
Be logical and theoretical in presentation. Understand their need for depth.
Reward prior learning and competence in a subject. Reward their ideas.

19. 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:
Provide students with “real world” hands-on experiences. Understand their futuristic perspective.
Make learning fun and exciting. Limit routine and structure.
Have students develop a product which demonstrates their knowledge and skills.
Provide independent study opportunities.
Praise their energy and skill.
Design learning experiences that are competitive and have immediate results.

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

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

22. 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?

23. 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

24. 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

25. Set up a positive climate for Gold Students by:
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

26. 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

27. 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

28. Set up a positive climate for Blue Students by:
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 .

29. 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

30. 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

31. Set up a positive climate for Green students by:
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 .

32. 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

33. 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

34. Set up a positive climate for Orange Students by:
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 .

35. 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

36. 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.

37. 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.

38. Character Descriptors GOLD
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.

39. Character Descriptors BLUE
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.

40. Character Descriptors GREEN
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.

41. Character Descriptors ORANGE
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.

42. 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’.