creativity in the classroom
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Creativity in the Classroom. Lump of Clay. Essential Questions. Curiosita. “An insatiable curious approach to life and an unrelenting quest for continuous learning – comes first before the desire to know, to learn, and to grow is the powerhouse of knowledge, wisdom, and discovery.” - PowerPoint PPT PresentationTRANSCRIPT
Creativity in the Classroom
Lump of Clay
Essential Questions
Curiosita“An insatiable curious approach to life and an unrelenting quest for continuous learning – comes first before the desire to know, to learn, and to grow is the powerhouse of knowledge, wisdom, and discovery.”
~Leonardo daVinci
Please write a one sentence definition of
CREATIVITY
A Challenge
Do Schools Kill Creativity?
Sir Ken Robinson makes an entertaining and profoundly moving
case for creating an education system that nurtures (rather than undermines)
creativity.
This is one of the top pictures on Google for creativity. What does it
have to do with creativity?
Project-Based, Problem-Based, Product-Based Learning
• Project-Based– Structured around a
complex challenge
– Involves collaborative work.
– Authentic learning
activities
• Problem-Based– Designed for teaching problem-solving skills– Confronts teams with ill structured problems that mirror real world issues.
• Product-Based
• Students create a series
of products to
demonstrate
understanding
• Students are given
choices in product
assignments.
Myths about Creativity
Mysterious Mystical
Madness Magical
Mirthful
Critical and Creative Thinking Sub-SkillsCritical Thinking
Analyze
Focus
Objective
One Answer
Probability
Reasoning
Yes, but…
Vertical Thinking
Convergent Thinking
Creative Thinking
Generate
Widen
Subjective
Many Answers
Possibility
Original, Unique
Yes, and…
Lateral Thinking
Divergent Thinking
Characteristic Behaviors of Creative Individuals
Asking provocative, stimulating questions
Solving problems in unusual or unique ways
Generating unusual or unique ideas
Challenging conventional thought
Being in one’s own world of thought
Playing with possibilities and alternatives
Teachers must…• Stimulate student curiosity• Balance direct instruction with opportunities for
self-direction• Use a variety of questioning and reflection
techniques• Value student effort over the completed project• Realize student confidence is as important as
student competence• Use differentiation• Understand creativity as a developmental skill• Use product-based learning as a tool for scaffolding
Building Climate
Doubling of Knowledge and Information
Up to 1500 A.D.
• Doubled
1500-1800• 300 Years
1800-1900• 100 Years
1900-1950• 50 Years
1950-1970• 20 Years
1970-1980• 10 Years
Now
• Information every 5.5 years• Technical information every 2 years• Electronic information every hour
The
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tivity
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Fluency, Flexibility, Originality, Elaboration
Elements of Creativity Activity
The
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tivity
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Process-How we assimilate information and ideas.
Processes we can teach: Telethink (Rainforest) , Think Tanks, SCAMPER
• Students will view thinking as a skill that can be improved
• Students will be introduced to a variety of thinking tools.
Student
Process Goals:
The
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tivity
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Persistence- The ability to do the hard work necessary to bring ideas from possibilities to completion.
Student Persistence
Goals:
• Students will view failure as an opportunity to learn.
• Students will demonstrate the ability to continue to work hard at a task until they achieve success.
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tivity
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The successful result of immersing oneself in the creative process to produce verbal or visual demonstrations of creativity
• Students will view products as the necessary vehicle to demonstrate their creativity
• Students will demonstrate creativity through a variety of simple and complex visual and verbal products.
Student
Process Goals:
The
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tivity
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Newfound ways of looking at or viewing something.
• Students will internalize “breaking their mental chains” as a way of acquiring new viewpoints and/or perspectives.
• Students will be able to look at ideas, thoughts, and objects and generate multiple perspectives.
Student Perception Goals:
Droodles, thinking hats, lateral thinking puzzles
The
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tivity
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Intense absorption in a project or quest for learning.
• Students will believe that learning can be intense, joyful and energizing
• Students will immerse themselves in creative endeavors, losing an awareness of time and other things around them.
• Students will have exposure to a variety of activities so they can explore and discover passion areas of learning.
Student
Process Goals:
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tivity
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Our personalities and mindsets that encourage or discourage creativity.
• Students will enjoy creating for its own sake
• Students will learn how oppositional characteristics contribute to creativity.
Student
Process Goals:
Look at the C.A.L.L. on pages 136-137. Turn and talk. How does the CALL help us recognize and promote creativity in our students?
The
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Physical, psychological, or emotional influences on creativity.
• Students will be open to conventional or unconventional means of stimulating creative thinking.
• Students will identify and select forms of the press that increase their personal creativity.
Student
Process Goals:
Other Strategies• Brainstorming• Brain Dumps• Fluency Game• Pass Around• Fortunately/Unfortunately• Sensory Inputs• Questions that Encourage Creative Thinking• Attribute listing• Force connections• Creative Problem Solving Model• PMQ Model• Choice Boards• Creative Problem Solving Process