creativity and instructional strategies

7/31/2019 Creativity and Instructional Strategies

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brianhousand.com


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GEEK

RESEARCHER

GIFTED

EDUCATOR


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Hawaii

Minnesota

North CarolinaCalifornia

Georgia

New York

MontanaPennsylvania

Nova Scotia

TexasConnecticut

Virginia

Colorado

Indiana

201

2


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PA

C

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Informing &

Motivating

PeopleAbout

Creativity &

Technology


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DID


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Rather than running the risk of

having our students become

W A L K I N G

ENCYCLOPEDIAS

we need to TEACH them how to

THINK CREATIVELY.(Sternberg,2006)


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1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency4. Critical Thinking, Problem Solving, and

Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts


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p21.org


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The Nation that

dramatically and boldlyled the world into the

age of technology is

failing to provide its

own children with the

intellectual toolsneeded for

the 21st century.


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Our children could be

STRAGGLERSin a world of technology.


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WE MUST

NOTLET THISHAPPEN


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AMERICAMUST NOTB E C O M E

AN INDUSTRIAL DINOSAUR


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W E M U S T N O Tprovide our children

for a21st CenturyWORLD.

a 1960s education


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www.p21.org

Learning and Innovation Skills

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration


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What students mustmaster to succeed.


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LEARN

Access, evaluate, and use

different forms of information.

Exercise critical thinking.Exhibit fluency with tech tools.


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Work successfully as a team.

Demonstrate cross-culturalawareness.

Communicate complex ideaseffectively.

COLLABORATE


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GOALS FOR TODAY

EXPOSURE

IDEASENRICHMENT

INSPIRATION

OH!


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TodaysMeettodaysmeet.com/hisd2012


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ONE: CURRICULUMCOMPACTING


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www.gi%ed.uconn.edu

The National Research Center

on the Gifted and Talented


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Three Objectives

To create a challenging learningenvironment within the context of the

regular curriculum To guarantee proficiency in the basic

curriculum

To buy time for enrichment andacceleration


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For students, Compacting

Recognizes large reservoir ofknowledge

Satisfies hunger to learn more aboutself-selected topics

Encourages independence

Eliminates boredom resulting fromunnecessary drill and practice


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Types of Compacting

Basic Skills Compacting:

Eliminates specific skills that students have

already acquired.Spelling, mathematics, or grammar.

Pre-testing is easier to accomplish.

Mastery can be documented more easily andobjectively.


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Types of Compacting

Content Compacting:

Social studies, science, and literature

Students may already know the objectivesor may be able to read the material andmaster the objectives in a fraction of thetime.

More flexible students can absorb thematerial at their own speed.

Evaluation may be less formal essays,interviews, or open ended tasks.


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How to Compact

Step One: Identify theobjectives in a given subjectarea.


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How to Compact

Step Two: Find or createappropriate pre-tests.


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Step Two

Which objectives have already been mastered

by the student?

Which objectives have not already been mastered bythe student?

Which problems might be causing students to fallshort of reaching any of the objectives?


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How to Compact

Step Three: Identify studentswho should be pre-tested.


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Step Three

Look at the individual strengths of the students

in your class.

Academic records, class performance, andevaluations from former teachers are all effectivemethods of pinpointing candidates for pre-testing.


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Step Four

Point out that some students will already be familiar

with the material.

Ask students individually, if they would like to test

out of the unit by demonstrating that they already

know the objectives being taught.


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How to Compact

Step Five: Eliminate

instructional time for students

who show mastery of the

objectives.


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Step Five

Students who have a thorough grasp of the learning

objectives should be allowed to take part in enrichment or

acceleration activities.

Some students may be excused from specific class

sessions, while others may skip certain chapters or pagesin the text or specific learning activities.


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How to Compact

Step Six: Streamline instruction ofthose objectives students have not yetmastered but are capable of mastering

more quickly than their classmates.


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Step Six

Bright students frequently need less practice to

master new objectives than their peers.

Students may demonstrate mastery of some, but not

ALL the target learning objectives.


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How to Compact

Step Seven: Offer challengingalternatives for time provided

by compacting.


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Step Seven

Assign individual or small group projects usingcontracts or management plans

Create interest or learning centers

Create opportunities for self-directed learning ordecision making

Teach mini-courses on research topics or other highinterest areas


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How to Compact

Step Eight: Keep records of thisprocess and the instructionaloptions available to compacted

students.


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Step Eight

Record student strength areas, as verified by test

scores or performance

Save the pre-tests used to determine mastery and the

learning objectives that were eliminated

Compile enrichment and acceleration activities


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TWO: DEPTH &COMPLEXITY


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DETAILS

Traits, attributes,

characteristics todescribe something

What are its attributes?

What features characterize this?

What specific elements define this?

What distinguishes this from other things?


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TRENDS

Influences or forces thatshape ideas

What ongoing factors have influenced this study?

What factors have contributed to this study?


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UNANSWERED

QUESTIONS

Unknown areas of adiscipline

What is still not understood about this area, topic,

study, or discipline?

What is yet unknown about this area, topic, study,or discipline?

In what ways is the information incomplete or

lacking in explanation?


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ETHICS

Dilemmas,controversies, issues

What dilemmas or controversies are involved in

this areas, topic, study, or discipline?

What elements can be identified that reflect bias,

prejudice, and discrimination?


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BIG IDEAS

Generalizations,principles, theories

What overarching statement best describes

what is being studied?

What general statement includes

what is being studied?


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RULES

Stated or unstatedreasons or explanations

How is this structured?

What are the stated and unstated causes

related to the description or explanation

of what we are studying


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OVER TIME

Past, present, futurehappenings

How are ideas related between the past, present and future?

How are these ideas related within orduring a particular time period?

How has time affected the information?

How and why do things change or remain the same?


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ACROSS

DISCIPLINES

Connections betweenand across disciplines

How are these ideas related or connected?


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Iconic Prompts of Depth and Complexity Retrieval Chart


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Topic: Top Ten Things You Need to Know About Global Warming

Language of the Disciplines (Think like a Climatologist).

-climate change -carbon dioxide -temperature-ozone depletion -greenhouse gas -CFC-ecosystem -glacier - Kyoto Protocol

Details

Global warming is caused primarily bycarbon dioxide from burning coal, oil, andgas.

Patterns

-Misconceptions about global warming-poles warm faster than equator (US tempsrising faster than over globe)

Trends

Global WarmingNatural patterns of climate change (1degree F in the past 100 years) shifting due

to human activity (3-10 degrees F in next100 years)

Unanswered Questions

-Can globalwarming be reversed or stopped (or is it toolate)?

-What new technologies, programs, orinnovations will help slow global warming?

Global Warming

Natural patterns of climate change (1-Can global

warming be reversed or stopped (or is it too


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p g (degree F in the past 100 years) shifting dueto human activity (3-10 degrees F in next100 years)

g pp (late)?-What new technologies, programs, orinnovations will help slow global warming?

Ethics

-Is global warming real?-Human impact; reducing carbon

footprint: driving less, fuel efficientappliances, solar energy, etc.-US impact on poorer nations.

Big Ideas

(Change/Power)-Change can be either positive or negative-Change is inevitable-Power may be used or abused

Rules

Carbon dioxide, methane, and CFCs, andnitrous oxide all contribute to globalwarming.

Over Time

-temperature shifts lead to changesin ecosystems

-temperature shifts lead to rising sea levels-a temperature rise will cause more

extreme weatherAcross Disciplines

-Science: Environment/ Ecology-Political Science: Kyoto Protocol

-Sociology: Mans behavior

Multiple Perspectives(Points of View)

State your opinion on global warming fromthe perspective of: participant of Kyoto

Protocol, alternative energy scientist, andperson living 100 years from now.


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BREAK


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THREE: DEVELOPINGINTERESTS


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!My!Way!.!.!.!!An!Expression!Style!Inventory

K.!E.!Kett le,!J.!S.!Renzulli, !M.!G.!Riz za

University!of!C onncec ticut

Products)provide )stude nts)and)pro fessionals) with)a)way)t o)express )what )they)have

learned)to)an)audience.)This)survey)will)help)det ermine)the)kinds)of)products) YOUare) interestedin)creating.

My!Name!is:!!_______ ______________________________ _____ _____ ____________

Inst ructions:Read)each)stateme nt)and)circl e)the)nu mber)that)shows)to)what)extent) YOU)are

interestedin)creating)that)type) of)product.))(D o)not)worry)if)y ou)are)unsure)of)ho w

to)make)the )product.Not! At!All !Of!Littl e!!!!!!!!!!Moderately!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Very

Interested!!!!!!!!!!!!Interest!!! !!!!!!!!Interested !!!!!! !!!!!! Interested!!!!!!!! !!!Interested

Example :

writin g!song!lyrics 1 2 3 4 5

1. ) writin g) stori es 1 2 3 4 5

2. discussing)what)I)have 1 2 3 4 5

l earn ed

3. paint ing) a) picture 1 2 3 4 5

4. des ig nin g) a)c omputer 1 2 3 4 5

software)project

5. filming)&)editing)a)video 1 2 3 4 5

6. creating) a) company 1 2 3 4 5

7. helping)in)the)community 1 2 3 4 5

8. a cti ng) in )a )p la y 1 2 3 4 5


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FLIPPING

THE CLASSROOM


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KHAN

CAN AND

KHANYOU

TOO


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The whole process of


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peducation should

thus be conceived asthe process of

learning to thinkthrough the solutionof real problems.

-- John Dewey, 1938


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Real World Problems

Academic Rigor

Technology Integration

www.ecugifted.com Why did the pirate

go to the Apple


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go to the Applestore?

Scan for the answer


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FOUR: QUESTIONING& NEW LITERACIES


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Benjamin

Bloom

1913 - 1999


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Knowledge)alone)is)NOT)enough.)


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WHO

WHAT WHEN

WHERE WHY

HOW

IS

DID CAN

WILL MIGHT

SHOULDCOULDWOULD


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in Search of

Critical

Thinking


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If t d t


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the answer, then you

may be asking thewrong question.

If your students can


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Every man

should have abuilt-in

automaticcrap detector

operating

inside of him.

-- Ernest Hemingway


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The illiterate of


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the 21st Century

will not be those

who cannot read

or write,

but those who cannot

LEARN, UNLEARNAND RELEARN.

(Toffler, 1970)

5 TYPES OF EVALUATION


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UNDERSTANDINGRELEVANCY

ACCURACY

RELIABILITYBIAS

(Coiro, 2006)


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AGoogleaDay


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DID


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LUNCH


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CREATIVITY

THEORIES AND

STRATEGIES


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Weareeduca)ngpeople

outoftheircrea)vity.

Crea)vityisasimportantin

educa)onasliteracy.

Sir Ken Robinson


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PREPARATION IN


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N

CU

BATIO

N


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VERIFICATION


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ILLUMINATION


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E. Paul

Torrance

1915 - 2003


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FLUENCYFLEXIBILITY

ORIGINALITY

ELABORATION

FACT FINDING


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FACT FINDINGListing all you know about the problem or challenge

PROBLEM FINDINGListing alternative problem definitions

IDEA FINDINGIdeas are freely listed

SOLUTION FINDINGCriteria for idea evaluation are listed

ACCEPTANCE FINDINGImplementation / Action Plan

SUBSTITUTE


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COMBINEADAPT

MODIFYPUT TO OTHER USES

ELIMINATE

REVERSE

20%


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20%


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bit ly/nets-profiles

1. Creativity and Innovation2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and

Decision Making

5. Digital Citizenship6. Technology Operations and Concepts


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COMPUTERAS PAINTBRUSH


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FREEDOM TO

EXPERIMENT

FREEDOM

TO FAIL

FREEDOM TO

TRY ONIDENTITIES

FREEDOMOF EFFORT


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BREAK


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PLUGGING INTO

CREATIVEOUTLETS


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DANGER


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If#you#dont#read#much,#you#really#dont#know#much.#

#YOU AREDANGEROUS!

DANGER

--Jim Trelease

TOOLISHNESS

AHEAD


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Googleable


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flickr five frames


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1st photo:establish

characters and location


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flickr five frames


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2nd photo:

create a situation

with possibilities ofwhat might happen


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flickr five frames


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3rd photo:involve the characters

in the situation


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flickr five frames


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4th photo:build to

probable outcomes


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flickr five frames


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5th photo:have a logical

but surprising end


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dermandarinstagram


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BORN: February 15, 2005

72 hours of video

are uploaded every minute!

Over 3 billion videos

are viewed a day


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(Resnick, 1996)

NOTStereos

Pianos


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www.youtube.com/searchstories


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THE COMPUTER IS MY INSTRUMENT.


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will.i.am


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MAKING A PLAN

5. EVALUATE5STEPTECHNOLOGYINTEGRATION


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1. IDENTIFY A TECH TOOL

4. WATCH IT GROW

3. GIVE IT TIME

2. PROVIDE A PURPOSE

5PLAN

(Besnoy, Housand, & Clark, 2008)


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creativity and instructional strategies

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