Becoming A Brilliant Star
Citation: Huitt, W. (2012, October). Becoming a Brilliant
Star: Curriculum mapping project. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved [date] from
Curriculum Mapping Project
The purpose of these materials is to demonstrate how the domains of the
Brilliant Star framework can be used in a school-based
curriculum mapping process. The basic domains are shown in level 1.
These are the top-level titles that would be visible in the curriculum mapping
template, at the same level as the titles of academic subjects. Selecting
any of these terms would reveal a pull-down menu providing more specificity
within that domain. For example, if a school were an IB
school desiring to include the
Habits of Mind, the pull-down menus would include the IB
Learner Profile attributes as well as other subcategories identified in the
Brilliant Star framework. In turn, selecting one of those sub-category
titles would reveal the 16 Habits of Mind as well as additional detail on the
other subcategories of the Brilliant Star framework.
There are many excellent programs that focus on one or more of the domains in
the Brilliant Star framework. Analysis of the standards and objectives
using the Brilliant Star framework brings attention to issues that have not been
considered in a particular program and that a school might want to add as
educators address the holistic development of their students. For example,
using the framework to consider IB Learner Profile attributes focuses attention
on the potential need for additional attributes relating to the domains of
physical development, spirituality, and citizenship.
the integration of two programs potentially strengthens the holistic focus at
the school by including attributes from both. For example, desired
attributes of the Habits of Mind or the
Search Institute approaches with the Integrated Ethics Education
program reveals important thinking attributes considered in one, but not the
other. Additionally, the inclusion of moral character attributes that form
the basis of the Integrative Ethics Education program can add to the depth and
breadth of the Habits of Mind program.
There are additional sets of standards and accompanying programs beyond those
listed here. For example, the Collaborative for Academic, Social, and
Emotional Learning (CASEL) has worked with a variety of states to develop
standards that focus
more on holistic objectives. The Partnership
for 21st Century Skills has developed an excellent
framework and has also worked with a variety of states to incorporate these
into the curriculum. The
Holistic Education website
documents many additional approaches. Finally,
Tony Wagner identified 7 survival
skills and augmented those with attitudes and skills required to be an
The Brilliant Star framework will work equally as well with those programs to
highlight what is thought to be important and lead to consideration of expanding
the list and/or
integrating attributes from other approaches.
Samples of Titles and Sub-Categories
Focus on Particular Programs
International Baccalaureate (IB) -- Learner Profile
Costa & Kallick--Habits of Mind
Narvaez et al. -- Integrated Ethics Education
Search Institute -- Internal Assets
Partnerships for 21st Century Skills
IB Learner Profile and Habits of Mind
IB Learner Profile and Integrated Ethics Education
IB Learner Profile and Search Institute's Internal Assets
Habits of Mind and Integrated Ethics Education
IB Learner Profile, Habits of Mind, and Integrated Ethics
Comparison of All Five Systems -- Brilliant Star, IB,
Habits of Mind, IEE, and Search Institute
Domains of Human Development21st Century Skills
IB Learner Profile
Habits of Mind
- Costa, A. L., & Kallick, B. (2000). Habits of mind: A developmental series.
Alexandria, VA: Association for Supervision
and Curriculum Development.
- Costa, A., & Kallick, B. (Ed.) (2008). Learning and leading with habits of
mind: 16 essential characteristics for success. Alexandria, VA:
Association for Supervision and Curriculum Development.
- Costa, A. (Ed.). (2009). Habits of mind across the curriculum:
Practical and creative strategies for teachers. Alexandria, VA:
Association for Supervision and Curriculum Development.
Integrated Ethics Education
- Collaboration for Ethical
- Narvaez, D. & colleagues. (2001). Community voices and character
education: Curriculum materials. Notre Dame, IN: Collaboration for
Ethical Education, University of Notre Dame. Retrieved from
- Narvaez, D. (2006). Integrative ethical education. In M.
Killen & J. Smetana (Eds.), Handbook of
Moral Development (703-728). Mahwah, NJ: Erlbaum. Retrieved March 2005,
- Narvaez, D. (2007). How cognitive and neurobiological sciences inform
values education for creatures like us. In D. Aspin & J. Chapman (Eds.),
Values education and lifelong learning: Philosophy, policy, practices.
Springer Press International. Retrieved from
- Narvaez, D. & Lapsley, D. (2008). Teaching moral character: Two
strategies for teacher educators. Teacher Educator, 43, 156-172.
- Narvaez, D. (2008). Triune ethics: The neurobiological roots of our
multiple moralities. New Ideas in Psychology, 26, 95-119. Retrieved from
- Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness
and the importance of mature moral functioning. Perspectives on
Psychological Science, 5(2), 163-181. Retrieved from
Partnership for 21st Century Skills
- Partnership for 21st Century
- Partnership for 21st Century Skills. (2006).
Results that matter: 21st century
skills and high school reform. Tucson, AZ: Author. Retrieved from
- Partnership for 21st Century Skills. (2009).
P21 framework definitions.
Washington, DC: Author. Retrieved from
- Trilling, B., & Fadel, C. (2009). 21st
century skills: Learning for life in our times. San Francisco: Jossey-Bass.
- Bellance, J., & Brandt, R. (2010). 21st century skills:
Rethinking how students learn. Bloomington, IN: Solution Tree.
- Jacobs, H. H. (Ed.). (2010).
Curriculum 21: Essential education for
a changing world. Alexandria, VA: Association for Supervision and
Curriculum Development (ASCD).
- Schrum, L., & Levin, B. (2009). Leading 21st century
schools: Harnessing technology for engagement and achievement. Thousand
Oaks, CAL Corwin Press.
- Huitt, W. (1997). The SCANS report revisited. In P.
Anderson, Proceedings from the Fifth Annual Gulf South Business and
Vocational Education Conference [31-32]. Valdosta, GA: Valdosta State
University. Available online at http://www.edpsycinteractive.org/papers/scanspap.pdf
- Secretary's Commission on Achieving Necessary Skills.
(1991). What work requires of schools.
Washington, DC: U.S. Department of Labor. Retrieved from
Motivation and Well-being
- Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of
psychological wealth. Malden, MA: Blackwell Publishing.
- Maslow, A. (1954). Motivation and personality. New York: Harper.
- Maslow, A. (1971). The farther reaches of human nature. New York:
The Viking Press.
- Pink, D. (2009). Drive: The surprising truth about what motivates us. New
York: Riverhead Books. (see Animated Video:
- Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being.New York: Free Press.
- Wagner, T. (2008). The global
achievement gap: Why even our best schools don’t teach the new survival
skills our children need—and what we can do about it. New York, NY:
- Wagner, T. (2012).
Creating innovators: The making of
young people who will change the world. New York, NY: Scribner.
Latest Revision of the Becoming a Brilliant Star
- Huitt, W. (2011). A holistic view of
education and schooling: Guiding students to develop capacities, acquire
virtues, and provide service. Revision of paper presented at
the 12th Annual International
Conference sponsored by the Athens Institute for Education and Research
(ATINER), May 24-27, Athens, Greece. Retrieved from
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