Toni Johnson NYSAFLT Rochester Regional ConferenceMarch 7, 2015

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The Plan:

1.Why creativity?

2.What is creativity?

3.Teaching with creativity in mind

4.Creativity in Learning (activities)

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“The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers, and meaning makers.”A Whole New Mind, p. 1 Daniel Pink

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Why creativity?

Sir Ken Robinson:

TED Talk 2006

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Partnership for 21st Century Skillshttp://www.p21.org/

Creativity & Innovation

Think Creatively

Work Creatively with Others

Implement Innovations

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ACTFL 21st century skills maphttp://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Creativity and Innovation

Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions.

• Demonstrating originality and inventiveness in work• Developing, implementing and communicating new ideas to others• Being open and responsive to new and diverse perspectives• Acting on creative ideas to make a tangible and useful contribution to

the domain in which the innovation occurs

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The “experts”:

Websters: Ability to produce something new through imaginative skill, whether a new solution to a problem, a new method or device, or a new artistic object or form.

Robert von Oech: It’s the process that produces ideas which are

A Whack on the Side of the Head both a) new and different, and also b) have

some application or feasibility in a particular context. Thus, my definition of creativity emphasizes both originality and practicality.

Linda Naiman: Creativity is the act of turning new and Creativity at Work imaginative ideas into reality. Creativity

involves two processes: thinking, then producing

Rollo May:  “Creativity is the process

The Courage to Create of bringing something new into being…

creativity requires passion and commitment. 7

What is creativity?

Margaret Boden:  researcher in the fields of artificial intelligence, psychology, philosophy, cognitive and computer science.

P-creative: H-creative:

Produces something new for an individual

Produces something that is new with respect to human history

‘little c’ culture

‘big C’ culture

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Teachers using imaginative approaches to make learning more interesting, exciting and effective.

What do you do to make your teaching “creative”?

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Teaching with creativity in mind

Developing a “creative” environment:

Planning the “big picture”:

Having a purposeBeing flexible

Combining ideasBeing curiousTolerating complexityWilling to failLearning from failuresDriveIPA/Backward designGamification

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Atelier:

workshoppeer-to-peer communication interaction  constructive mentoring

Picture of my classroom?

ENVIRONMENT:Mary Kim Schreck: Transformers: Creative Teachers for the 21st Century

the need for a new metaphor!

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our atelier

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creative thinking

putting unlike ideas together to form something new

THE BIG PICTURE:

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The teacher has the difficult task of finding the right balance between the challenges he or she gives and the students’ skills, so that enjoyment and the desire to learn more result.

(Mihaly Csikszentmihalyi)

“And the people on your team must have AUTONOMY, they must have ample opportunity to pursue MASTERY, and their daily duties must relate to a larger PURPOSE.”

Pink, Drive, p. 64

M A P

maste

ry

au

ton

om

y

pu

rpose

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Drive Daniel Pink

MASTERY

“…the desire to get better and better at something that matters.”

(p. 109 – Drive)

Formative assessmentsTicket in/out3 – 2 – 1Thumbs up/downFist of Fivedry erase boards

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Picture talk

Picture write

Foldables

AUTONOMY

“…working --- just on their own terms” (p. 83 – Drive)

Content examples: Paris: groups choose what information the class will learn

Vocabulary: students make the list/student choice of words to use

Process examples: senior Fridays: Heure des génies/galerie d’art/oeuvre d’art

La Quete incroyable

Assessment examples: Integrated Performance Assessment (IPA) 16

PURPOSE

“…which provides a context for it’s two mates” (p. 131 – Drive)

We are doing this because……

Integrated Performance Assessment

followed by

Unit Overview

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You have absolutely fallen in love with Paris during your trip there! So much so, you have decided to live in Paris for an extended period of time! Despite how much fun this adventure seems, there are some challenges that go along with this decision. You will no longer be a tourist in Paris….you will be an every-day inhabitant of the city! First things first – you have to find a place to live! Since most people in Paris live in apartments, you will need to check out some real estate agencies. You will also need to furnish the apartment, buy groceries, buy clothes (since you only brought enough for your trip!) and a thousand other things you will need but can’t think of right now! Since you have come from little ole Penn Yan, you are a little nervous about living in a big city…all those sirens…and traffic…..and people….and streets! You wonder what types of situations you will encounter that will test your knowledge of the French language! Despite all of these uncertainties, you are ready to take on the challenge of living in Paris – as much like a Parisian as possible!

INTERPRETIVE (reading):You encounter so many different types of print media during a typical day--- from store signs to menus to street signs to advertisements to news reports ….and who knows what else! You will have to be able to read and interpret a variety of information from a variety of sources. You will have to figure out words that you might not know, summarize and infer meaning as well as demonstrate your comprehension of the information.PRESENTATIONAL (writing):You have invited some of your friends in Penn Yan to join you on this adventure. Some of them are considering your offer, but they want to know more about what “ordinary” life in Paris is like before making a decision. You decide to create and send them a “handbook” on living in Paris. You will have to decide in what format you want to create your “handbook”.INTERPERSONAL (speaking):Communicating with others is essential in order for you to get settled and function as an inhabitant of Paris. Once you have found an apartment you will want to be able to describe it to others and explain what you have to do to keep it maintained. You will have to go shopping often, so you will have to know how to communicate with clerks and be able to tell others about your shopping experiences. And what about those nights you don’t want to cook? You will have to be able to order your meal in a restaurant and deal with any problems that might occur there. One of your friends really wants to move to Paris with you, but s/he is still nervous about the idea. In a FIVE MINUTE conversation, you will tell your friend about all of your experiences in order to convince him/her to come to Paris! Your conversation will be videotaped. Your “friend” will be given a set of questions to ask you about your daily life in Paris (neither of you will know what they are ahead of time) and you will have to answer them, giving extended responses with lots of specific details.

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IPA/Backward design

En ville

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creative thinking

putting unlike ideas together to form something new

Pink’s motivationIdeas (M A P)

ACTFL’s IPA

more creative thinking in the classroom

THE BIG PICTURE:

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gamification

Creativity in LearningCURRENT:

Septine

step in/step about/step out

create your avatar, group house, town

movie clip tasks: substitution, conversation, diamond display

museum/art gallery

PREVIOUS:

Asterix project

French Revolution

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http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

BLOOM’S TAXONOMYandTECHNOLOGY

Some of my students’ favorites:HaikuDeck http://www.haikudeck.comPhotoPeach: http://www.photopeach.comGlogster: http://edu.glogster.com/Prezi: http://prezi.com/ ToonDoo: http://www.toondoo.com/

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Gamification

Lee Sheldon The Multiplayer Classroom

La Quête incroyable:

• avatars, guilds, houses

• individual XP, group guild points - purpose

• “déviations” - autonomy, mastery

• “travaux en cours” and “dos d’ane” - mastery

Toni JohnsonFrench teacherPenn Yan Academy305 Court StreetPenn Yan, NY 14527tonijohnson@pycsd.org

Toni JohnsonPO Box 74Bellona,NY 14415jaimeparis104@aol.com

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Bellanca, J. and Brandt, R., ed. (2010) 21st Century Skills: Rethinking How Students Learn. Solution Tree Press: Bloomington, IN.

Csikszentmihalyi, M. (1996) Creativity: Flow and the Psychology of Discovery and Invention. Harper Collins: New York.

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Collins: New York.

DeBono, E. (2009). Think! Vermilion: London.

Fautley, J. and Savage, J. ((2007) Creativity in Secondary Education. Learning Matters Ltd: Exeter, UK.

Gelb, M. (2004). How to Think like Leonardo da Vinci: Seven Steps to Genius Every Day. Delta Trade Paperbacks.

Jacobs, H. H. (2006). Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking and Listening. Eye on Education: Larchmont, New York.

Michalko, M. (2006). Thinkertoys: A handbook of creative –thinking techniques.Ten Speed Press: Berkeley, CA.

Naiman, Linda. “What is Creativity.” Creativity at Work.com. 10 Aug. 2012. Web. 1 Aug. 2013http://www.creativityatwork.com/what-is-creativity/.

Pink, Daniel H. (2006). A Whole New Mind. Riverhead Books: New York.

Pink, Daniel H. (2009). Drive. Riverhead Books: New York.

Schreck, M.K. (2009). Transformers: Creative Teachers for the 21st Century. Corwin Press: Thousand Oaks, CA.

Scocco,David. “7 Questions with Roger von Oech.” Innovation Zen.com. N.p., 2006. Web.1 Aug. 2013. http://innovationzen.com/blog/2006/10/23/7-questions-with-roger-von-oech/.

Sheldon, Lee. (2012). The Multiplayer Classroom: Designing Coursework as a Game. Course Technology (a part of Cengage Learning): Boston.

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Septine

l'arbre l’université le dîner

orange chanter le lit

bizarre

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Use Monet’s painting, La falaise à Fécamp (The Cliff at Fécamp) Imagine that you have jumped into this painting. How do you feel? What do you see? What do you smell?

Write at least 10 sentences to describe your experience in this painting.

 

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avatarsshields houses

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SUBSTITUTION :  Choose ONE or both of the two films you watched today : La Vie en rose and/or Entre les murs. Substitute yourselves for two different characters in the movie(s).  You will each write FIVE ways you would change your character, in French. These can include:

* what you might DO differently* what you might SAY differently* how you might APPEAR differently

 

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DIALOGUE:  Create a dialogue between two characters from one of the movies who do not speak in the video. They can talk about:

something that happened in the clip you watched 

what they might say in a future scene 

any random topic of your choice

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DIAMOND DISPLAY :  Choose ONE of the movie clips you watched. You and your partner will write a total of SEVEN sentences in French about the movie (descriptions of characters, events/actions, character reactions/emotions, etc.) You will rearrange these 7 sentences into the form of a DIAMOND, with the statements you most agree with and/or you think are most important at the top.

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Klaus Barbie/musee

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