Becoming A Brilliant Star
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.

Additionally, considering 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 21^st 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. 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

Basic Brilliant Star Domains

• Level 1 (Letter) (A4) -- (Letter = 81/2 X 11 inches; A4 = 210 X 297 mm)

Focus on Particular Programs

International Baccalaureate (IB) -- Learner Profile

• Level 2 (Letter) (A4)

Costa & Kallick--Habits of Mind

• Level 2 (Letter) (A4)

Narvaez et al. -- Integrated Ethics Education

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

Search Institute -- Internal Assets

• Level 2 (Letter) (A4)

Partnerships for 21st Century Skills

• Level 2 (Letter)

Integrating Programs

IB Learner Profile and Habits of Mind

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

 IB Learner Profile and Integrated Ethics Education

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

IB Learner Profile and Search Institute's Internal Assets

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

Habits of Mind and Integrated Ethics Education

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

IB Learner Profile, Habits of Mind, and Integrated Ethics Education

• Level 2 (Letter) (A4)
• Level 3 (Letter) (A4)

Comparison of All Five Systems -- Brilliant Star, IB, Habits of Mind, IEE, and Search Institute

• (Letter) (A4)
• Drop-down Menu Template

Sources

IB Learner Profile

• International Baccalaureate Organization
• Description of 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.). 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 Education
• Narvaez, D. & colleagues. (2001). Community voices and character education: Curriculum materials. Notre Dame, IN: Collaboration for Ethical Education, University of Notre Dame. Retrieved from http://cee.nd.edu/curriculum/curriculum1.shtml
• Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (703-728). Mahwah, NJ: Erlbaum. Retrieved March 2005, http://www.nd.edu/~alfac/narvaez/Narvaez%20HMD%2009.14.pdf
• 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 http://www.nd.edu/~dnarvaez/documents/NARVAEZCreatureslikeus.pdf 
• Narvaez, D. & Lapsley, D. (2008). Teaching moral character: Two strategies for teacher educators. Teacher Educator, 43, 156-172. Retrieved from http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf
• Narvaez, D. (2008). Triune ethics: The neurobiological roots of our multiple moralities. New Ideas in Psychology, 26, 95-119.  Retrieved from http://www.nd.edu/~dnarvaez/documents/TriuneEthicsTheory0725071.pdf
• 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 http://www.psychologicalscience.org/journals/pps/5_2_inpress/Narvaez_final.pdf 

Search Institute

• Search Institute
• Developmental Assets
• Alaska Initiative for Community Engagement

Partnership for 21st Century Skills

• Partnership for 21^st Century Skills
• Partnership for 21^st Century Skills. (2009). P21 framework definitions. Washington, DC: Author. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf
• Trilling, B., & Fadel, C. (2009). 21^st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
• Bellance, J., & Brandt, R. (2010). 21^st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.
• Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
• Schrum, L., & Levin, B. (2009). Leading 21^st 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 http://wdr.doleta.gov/SCANS/whatwork/

Latest Revision of the Becoming a Brilliant Star Framework

• 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 http://www.edpsycinteractive.org/papers/holistic-view-of-schooling-rev.pdf

Return to: | Becoming a Brilliant Star | Home |