HOW CAN SCHOOLS DEVELOP HOUNDSTOOTH COMPONENTS?
Political controversy has frequently surrounded the role of schools in dealing with noncognitive abilities. But character development and the moral, ethical, and affective growth of young people have been major concerns of educators since ancient times. The Houndstooth components certainly have implications for these noncognitive characteristics. However, the focus of this initiative is the ways in which the components support the growth of such cognitive attributes as academic achievement, research skills, creativity, and problem-solving skills. (Recall that I have referred to the components as “co-cognitive factors.”) They also have important implications for the development of high levels of motivation, interpersonal skills, and organizational and management skills. Before I discuss ways to create learning environments that nurture Houndstooth characteristics, I should caution readers about a few things we know don’t work when it comes to instilling in young people the kinds of co-c
