rochester creativity part one
TRANSCRIPT
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Nurturing(Success(and(Crea0ve(Produc0vity(in(a(Digital(Age
March&30,&2012
Dr.&Angela&HousandUniversity&of&North&Carolina&Wilmington
Dr.&Brian&HousandEast&Carolina&University
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CREATIVE PRODUCTIVITYI N A D I G I TA L A G E
boces2012.weebly.com
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8:45 Why Creativity Matters 9:00 Connecting to the Common Core 9:30 Technology + Creativity 9:45 Break10:00 Creating Your Digital Footprint10:30 Ten Tools for Creativity11:30 LUNCH12:30 Profiles of Creative Productivity 1:00 Constructing an Outlet 2:30 Making a Plan
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Why Creativity Matters
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Benjamin Bloom
Critical Thinking
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E. Paul Torrance
Creativity
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Julian Stanley
advanced content
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Schoolhouse Ability
Creative Productivity
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Creative ProductivityAbove
AverageAbility
Creativity
Task Commitment
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p21.org
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4,473
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“The Nation that dramatically and boldly
led the world into the age of technology is failing to provide its
own children with the intellectual tools
needed for the 21st century.”
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BUT this is a
PRECARIOUS Advantage
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The world is changing FAST.
Technological KNOW-HOW is spreading throughout the world;
Along with the knowledge that such SKILLS and SOPHISTICATION
are the basic CAPITAL of tomorrow’s society.
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Our children could be STRAGGLERS in a world of technology.
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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 a 21st Century WORLD.
a 1960s education
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SepTEMBER 12
1983
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www.p21.org
Learning and Innovation SkillsCreativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
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&
&We&are&educaEng&people&out&of&their&creaEvity.&
&
&CreaEvity&is&as&important&in&educaEon&as&literacy.&
Sir Ken Robinson
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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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1768 - 2012
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Knowledge)alone)is)NOT)enough.)
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DID
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the answer, then you may be asking the wrong question.
If your students can
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20%
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(Resnick, 1996)
NOT Stereos
Pianos
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Connecting to the Common Core
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The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school.
For those students, advanced work in such areas as literature, composition, language, and
journalism should be available.
This work should provide the next logical step up from the college and career readiness
baseline established here.
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Students who are College and Career Ready....✓Demonstrate Independence✓Build Strong Content Knowledge✓Respond to Varying Demands of Audience, Task, Purpose, and Discipline✓Comprehend as well as critique✓Value Evidence✓Use Technology and Digital Media Strategically and Capably✓Come to Understand Other Perspectives and Cultures
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Research to Build and Present KnowledgeWriting Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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The whole process of education should
thus be conceived as the process of
learning to think through the solution
of real problems.
-- John Dewey, 1938
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Real World ProblemsAcademic Rigor
Technology Integration
www.ecugifted.com
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�“We need students to get more deeply interested in things, more involved in them, more engaged in wanting to
know, to have projects that they can get excited about and work on over long periods of time, to be stimulated
to find things out on their own.”
Interest and Rigor Lead To Creative Productivity
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Writing Anchor #6: Production and Distribution of Writing
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Production and Distribution of Writing
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publishwriting, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
K12
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Production and Distribution of Writing
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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Production and Distribution of Writing
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Use technology, including the Internet, to produce and publish writing and link to and cite sourcesas well as to interact and collaborate with others, including linking to and citing sources.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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Production and Distribution of Writing
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
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