My views toward creativity have definitely changed greatly since taking this course at Meredith. I felt like I knew the standard definition of creativity, “out of the box thinking”, but that was it. I have been introduced to numerous components of creativity that I can now infiltrate into my instructional planning for the diverse children that I teach. Most importantly I’ve gain a greater awareness that creativity involves a great measure of risk and confidence. Those that are creative have to be able to accept criticism(s) and keep going. They must believe in their ability/talent and the products they create, even when others don't understand and misjudge.
As for an uncomfortable moment that I experienced as a result of expanding my creativity definitely took place during my creative person presentation. I sing the comfort of my shower and car. At church I sing with the congregation, not choir and I ensure that my voice is always very soft. I debated all week before the presentation if I would sing or not. I took a long deep breath and did what was necessary. I was so nervous. My heart raced with every word. I started to sweat and I even skipped a verse by accident, but in the end, I made it!
This has been one of the BEST courses that I've taken. It was exciting, interesting, and a little quirky at times. I'll never forget the "I CAN" or playing action telephone. I was able to take ideas back to my classroom and use them with my kids. They now beg to do reader's theater EVERY week as a part of literacy centers. I thank you for the probortunity and the scamper exercisies-they helped me to get my priorities in order. Are AIG courses open to all students as an elective option? If so, you class will be full next semester because a good word is out!!!
Wednesday, December 2, 2009
Thursday, November 12, 2009
Creative & Critical Thinking-The Hare and The Tortoise
Using the 6 Thinking Hats I developed the following questions for the tortoise and the hare...
White Hat-How long was the race in feet, miles, and meters? How was the course selected? What were the weather conditions during the race?
Red Hat- Tortoise at the beginning of the race did you have any idea that you would beat the hare? Do you believe that you "out-smarted" or "out performed" the Hare? What lesson did you learn from losing to the Tortoise?
Black Hat-What advice would you give to other Hares and/or Tortoises? How would you approach this same situation now?
Yellow Hat-Hare, what good can you find in your loss to Tortoise? Hare were you able to demonstrate good sportsmanship after losing?
Green Hat- Would the outcome of the race be different had it been a triathlon? If Hare didn't talk during the race would he had won? Was it the head start or the BIG head that lead to Tortoise being the winner?
Blue Hat-Describe what went wrong or right for each other. What would you say is the most valuable lesson learned from this experience?
White Hat-How long was the race in feet, miles, and meters? How was the course selected? What were the weather conditions during the race?
Red Hat- Tortoise at the beginning of the race did you have any idea that you would beat the hare? Do you believe that you "out-smarted" or "out performed" the Hare? What lesson did you learn from losing to the Tortoise?
Black Hat-What advice would you give to other Hares and/or Tortoises? How would you approach this same situation now?
Yellow Hat-Hare, what good can you find in your loss to Tortoise? Hare were you able to demonstrate good sportsmanship after losing?
Green Hat- Would the outcome of the race be different had it been a triathlon? If Hare didn't talk during the race would he had won? Was it the head start or the BIG head that lead to Tortoise being the winner?
Blue Hat-Describe what went wrong or right for each other. What would you say is the most valuable lesson learned from this experience?
Wednesday, November 4, 2009
Activity #5-Using Osborn's "73 idea-spurring questions
Object:
remote control
(the object that I am forever losing)
Ideas for Improvement:
1. Put to other uses?Can be used to crush small bugs and spiders :)
2.What else is this like?
A Wii controller without the arm bracelet.
3.Modify?
I would change it to a bright neon color so that I can find it when it often goes missing.
4.What to add?
I would add a musical sensor that will "beep" or "ring" when trying to locate it.
5.Minify?
There are TOO many buttons!!!
6.Minify?
I definately wouldn't make it smaller because I will never be able to find it!
7.Other power?
I would use it to control my 2 most important items in my house: coffee pot and alarm clock.
8.Rearrange?
I would put the numeral buttons on top and the vloume and channel buttons would be the largest buttons on the remote.
9.Reverse?
Ummmmmmmmm...
10.Combine?
I don't have this problem, but many people have several remotes for all of their gadgets. I would make one universal remote for all gadgets (tv, radio, ipod, surround sound, dvd player, cd player, etc)
11.Exaggerate?
The mute button on the remote control would have the ability to mute adults, children, and my neighbor's dog at the push of a button.
Thursday, October 29, 2009
Reader's Theatre
It was such a coincidence that we did a readers theatre script in class and my AIG students were currently working on one. I selected the folk tale The strongest One by Joseph Bruchac. It is a great folk tale that teaches life lessons on understanding self-worth, roles and responsibilities.
After working with the script for a few days, I had my kids jot down their feelings about it...
"I like the strongest one, actually its only okay."
"I like being little red ant because I like the character. I like having the feeling of a real ant. I like the language that I use. It gives me the feeling of being a real ant."
"I would like to do a play again because it makes me happy. It is fun!"
"I wouldlike to have a knight script like Narnia. I would also like more lines to read because I only had three."
"I wold like to do more, but the next time no animals."
"I enjoy the play a lot. I wouldlike to do another play. I wnjoy the parts. I am getting better at making the voice."
"I wouldlike to have another readers theater. I would like for it to be about pirates."
"I feel when i do this it makes me feel like a movie star. And i would like to do it again someday."
"I like the strongest one, but I want to have more theater stories."
"I enjoy doing plays. I want to do a different play. I love my parts. I play third ant and fire. I have fun with the people I work with. i love the play."
After working with the script for a few days, I had my kids jot down their feelings about it...
"I like the strongest one, actually its only okay."
"I like being little red ant because I like the character. I like having the feeling of a real ant. I like the language that I use. It gives me the feeling of being a real ant."
"I would like to do a play again because it makes me happy. It is fun!"
"I wouldlike to have a knight script like Narnia. I would also like more lines to read because I only had three."
"I wold like to do more, but the next time no animals."
"I enjoy the play a lot. I wouldlike to do another play. I wnjoy the parts. I am getting better at making the voice."
"I wouldlike to have another readers theater. I would like for it to be about pirates."
"I feel when i do this it makes me feel like a movie star. And i would like to do it again someday."
"I like the strongest one, but I want to have more theater stories."
"I enjoy doing plays. I want to do a different play. I love my parts. I play third ant and fire. I have fun with the people I work with. i love the play."
Cover page 1 page 2 page 3
page 4 page 5 page 6 page 7
page 8 page 9 page 10
page 4 page 5 page 6 page 7
page 8 page 9 page 10
Wednesday, October 21, 2009
Is Creativity Too Difficult To Measure?
Mmm... I would most definately say that creativity is too difficult to measure. For starters, the term creativity is open to interpretation. Usually when people define creativity their responses are based off personal experiences and opinions, not facts and theory such as Torrance's and Rank's Creative Types. They quickly associate creativity with giftedness and/or performance skills, not knowing the differences and commonalities between them.
One of the most common responses that I've come across is that "creativity is thinking outside of the box." Well what exactly does that mean???? It all depends on that person's opinion and personal experiences. All sorts of questions come to mind when trying to evaluate that response:
*How BIG is your box?
*Does your box have a lid on it?
*Is your box full?
*Is your box empty?
*Did you make your box?
This course has helped me in so many ways when it comes to preparing materials, implementing ideas, and evaluating outcomes for my gifted learners. Just as unique as each learner is in my class, I've come to realize that so is creativity. There is no one size fits all definition, type, or list of characteristics. I still don't believe that our class has selected or designed one agreed upon definition of creativity (I wonder if we could come to consensus?). However, the text, activities, and discussions have greatly stretched my box. It has provided a plethora of information to sort, synthesis, and apply in my own personal life and classroom. The textwork pages in the book for this course are GREAT! There CLEVER and I never write on them because I want to reuse it someway.
So is there an assessment, checklist, or portfolio that will measure it all? No!
Should we expected are children (students) to possess EVERY creative characteristic on a list? No!
One of the most common responses that I've come across is that "creativity is thinking outside of the box." Well what exactly does that mean???? It all depends on that person's opinion and personal experiences. All sorts of questions come to mind when trying to evaluate that response:
*How BIG is your box?
*Does your box have a lid on it?
*Is your box full?
*Is your box empty?
*Did you make your box?
This course has helped me in so many ways when it comes to preparing materials, implementing ideas, and evaluating outcomes for my gifted learners. Just as unique as each learner is in my class, I've come to realize that so is creativity. There is no one size fits all definition, type, or list of characteristics. I still don't believe that our class has selected or designed one agreed upon definition of creativity (I wonder if we could come to consensus?). However, the text, activities, and discussions have greatly stretched my box. It has provided a plethora of information to sort, synthesis, and apply in my own personal life and classroom. The textwork pages in the book for this course are GREAT! There CLEVER and I never write on them because I want to reuse it someway.
So is there an assessment, checklist, or portfolio that will measure it all? No!
Should we expected are children (students) to possess EVERY creative characteristic on a list? No!
Wednesday, October 14, 2009
3 Bizarre Ideas
Here are my 3 bizarre ideas (sure to get you fired) to increase creativity in high school students:
1. Road Trip: As some people believe the best way to learn in through experience. What better way to stimulate creativity than to pack up an RV, hit the highway, and travel the 50 states? By altering the learning environment creativity can be sparked.
2. Test the "trees": I dated a musician and he swore up and down that it helped him to write some of his best music ever. Some of them are probably already doing this w/o any signs of creativity to show for it.
3. Sky Diving and Bungee Jumping: These two activities are considered thrill-seeking motivational traits. Lack of creativity, passion, and zeal...after this your students are guaranteed to never be the same! (for better or worse)
1. Road Trip: As some people believe the best way to learn in through experience. What better way to stimulate creativity than to pack up an RV, hit the highway, and travel the 50 states? By altering the learning environment creativity can be sparked.
2. Test the "trees": I dated a musician and he swore up and down that it helped him to write some of his best music ever. Some of them are probably already doing this w/o any signs of creativity to show for it.
3. Sky Diving and Bungee Jumping: These two activities are considered thrill-seeking motivational traits. Lack of creativity, passion, and zeal...after this your students are guaranteed to never be the same! (for better or worse)
Wednesday, October 7, 2009
Creative Person-flexible,funny,and full of energy
5. Imagine that you are a teacher of young elementary school children. List five good ideas for PREVENTING them from becoming more flexible, creative thinkers and problem solvers.
Oh the horror... I've seen these in action.
a. Arranging student desks in rows instead of groups- Personally I believe that group seating promotes positive conversations, sharing of ideas, and cooperative play. All of the three encourage creativity.
b.Squelching your students' ideas- Responding negatively to suggestions, questions, and answers (even if there wrong) will crush creativity quick, fast, and in a hurry. Students will be hesitant to respond, participate, and take risks.
c.Put away the blocks-What better way to express your creativity than by using manipulatives. I can't tell you how many times I've had to say, "Land your airplane." (using cubes/dice/counting bears to simulate an airplane flying, with sound effects)
d.Do away with carpet time- Students are criss-crossed applesauce with hands on thier knees and eyes on me. The most questions are generated during read aloud and shared writing on the carpet. I can't tell you how many times I have to say, " I can't call on you right now, but catch that thought and hit it to me later."
e.Looking for the "one right answer"-When searching and acknowledging the "one right answer" you miss the life altering, a little wierd, I would have never thought of that one answers.
Oh the horror... I've seen these in action.
a. Arranging student desks in rows instead of groups- Personally I believe that group seating promotes positive conversations, sharing of ideas, and cooperative play. All of the three encourage creativity.
b.Squelching your students' ideas- Responding negatively to suggestions, questions, and answers (even if there wrong) will crush creativity quick, fast, and in a hurry. Students will be hesitant to respond, participate, and take risks.
c.Put away the blocks-What better way to express your creativity than by using manipulatives. I can't tell you how many times I've had to say, "Land your airplane." (using cubes/dice/counting bears to simulate an airplane flying, with sound effects)
d.Do away with carpet time- Students are criss-crossed applesauce with hands on thier knees and eyes on me. The most questions are generated during read aloud and shared writing on the carpet. I can't tell you how many times I have to say, " I can't call on you right now, but catch that thought and hit it to me later."
e.Looking for the "one right answer"-When searching and acknowledging the "one right answer" you miss the life altering, a little wierd, I would have never thought of that one answers.
Wednesday, September 30, 2009
Creative Ways to Teach About Christ
Since this week's blog was up to me I decided to share a snippet of a speech that I created this summer. I was asked to the be the Youth Day speaker at my church this past June. I was excited, eager, and little aprehensive all in one. I was excited that the committee thought enough of me to take on such a duty, I was eager to meet the challenge before me, and a little apprehensive if I was actually "worthy" enough to address the church congregation.
So I prayed and one day while rearranging my classroom I came across the book, The Tiny Seed By: Eric Carle-and the ideas began to flow. The entire speech came to me in a matter of minutes. It was like my hand couldn't keep up the ideas that were in my mind. In the end I was able intertwine biblical scripture and a great children's story to share a really powerful message. I wonder if this would be considered Big "C" or little "c" creativity. Here is a snippet of my message...Hope you enjoy!
Who can recall what challenges the tiny seed faced? Wait for responses. It faced the hot sun, an icy mountain, a deep ocean, and a dry desert. The tiny seed experienced adversity of the various elements, but through it all it was protected.
The heat from the suns rays burned several seeds, but the tiny seed was protected.
Everyone say, “I’m protected!”
The frost on the mountain tops prevented some of the seeds from growing, but the tiny seed was protected. Everyone say, “I’m protected!”
The ocean waters were too deep and several seeds drowned, but the tiny seed was protected.
Everyone say, “I’m protected!”
The dryness of the desert killed one seed, but the tiny seed was protected.
Everyone say, “I’m protected!”
In life you will experience some dry deserts, deep oceans, icy mountains, and some heat. We all face obstacles, challenges, and hard ships. Your desert may be sickness, your mountain may be heartache, your ocean maybe addiction, your heat maybe the people on your job, your mountain may be the inability to forgive someone that hurt you, your ocean may be procrastination, your heat may be lying, your heat may be your lack of faith or your lack of praise…but I’m here to tell you that no matter what obstacle you face, through Christ Jesus you are protected!
For the bible says in Matthew 17:20-“For verily I say unto you, If ye have faith as a grain of mustard seed, ye shall say unto this mountain, remove hence to yonder place; and it shall remove; and nothing shall be impossible unto you.”
You too can make it like the tiny seed. Everyone say, “I can make it!”
So I prayed and one day while rearranging my classroom I came across the book, The Tiny Seed By: Eric Carle-and the ideas began to flow. The entire speech came to me in a matter of minutes. It was like my hand couldn't keep up the ideas that were in my mind. In the end I was able intertwine biblical scripture and a great children's story to share a really powerful message. I wonder if this would be considered Big "C" or little "c" creativity. Here is a snippet of my message...Hope you enjoy!
Who can recall what challenges the tiny seed faced? Wait for responses. It faced the hot sun, an icy mountain, a deep ocean, and a dry desert. The tiny seed experienced adversity of the various elements, but through it all it was protected.
The heat from the suns rays burned several seeds, but the tiny seed was protected.
Everyone say, “I’m protected!”
The frost on the mountain tops prevented some of the seeds from growing, but the tiny seed was protected. Everyone say, “I’m protected!”
The ocean waters were too deep and several seeds drowned, but the tiny seed was protected.
Everyone say, “I’m protected!”
The dryness of the desert killed one seed, but the tiny seed was protected.
Everyone say, “I’m protected!”
In life you will experience some dry deserts, deep oceans, icy mountains, and some heat. We all face obstacles, challenges, and hard ships. Your desert may be sickness, your mountain may be heartache, your ocean maybe addiction, your heat maybe the people on your job, your mountain may be the inability to forgive someone that hurt you, your ocean may be procrastination, your heat may be lying, your heat may be your lack of faith or your lack of praise…but I’m here to tell you that no matter what obstacle you face, through Christ Jesus you are protected!
For the bible says in Matthew 17:20-“For verily I say unto you, If ye have faith as a grain of mustard seed, ye shall say unto this mountain, remove hence to yonder place; and it shall remove; and nothing shall be impossible unto you.”
You too can make it like the tiny seed. Everyone say, “I can make it!”
Wednesday, September 23, 2009
Definitions and Theories Via YouTube
Here is my list of individuals and/or groups that demonstrate the definitions and theories of creativity...ENJOY!
*Rank's Creative Type: Tyler Perry
http://www.youtube.com/watch?v=WF_10F7eYRE
A well- adjusted artist that overcame adversity of being homeless to becoming a millionaire author, artist, producer, and movie director.
*Jung's Psychological Type of Creative Person: Amy Tan
http://www.youtube.com/watch?v=8D0pwe4vaQo
This novelist shares her personal experiences and passion for life through her creative works of art. I LOVE The Joy Luck Club!
*Jung's Visionary Type and Primordial Archetypes: Marilyn Manson
http://www.youtube.com/watch?v=Pdf1Q5__uvg
From The Wonder Years to I wonder what the hell he's smoking. To me he is the epitome of a dark visionary.
*Torrance's Creative Type: Dr. Oz
http://www.youtube.com/watch?v=lMHPdwnN2z4
This man can take the most complicated thoughts and express them so EVERYONE can understand. I don't think there is a medically mystery that he can't solve.
*The Creative Press: Our schools
http://www.youtube.com/watch?v=7Eh2QlJfuHM
This clip highlights exactly what "bad press" in our schools looks like.
*Mental Happenings: All a little eerie and mysteriously creative
In Art-Tim Burton
In Music-Michael Jackson
In Science-Einstein
In Literature-J.K. Rowling
*Rank's Creative Type: Tyler Perry
http://www.youtube.com/watch?v=WF_10F7eYRE
A well- adjusted artist that overcame adversity of being homeless to becoming a millionaire author, artist, producer, and movie director.
*Jung's Psychological Type of Creative Person: Amy Tan
http://www.youtube.com/watch?v=8D0pwe4vaQo
This novelist shares her personal experiences and passion for life through her creative works of art. I LOVE The Joy Luck Club!
*Jung's Visionary Type and Primordial Archetypes: Marilyn Manson
http://www.youtube.com/watch?v=Pdf1Q5__uvg
From The Wonder Years to I wonder what the hell he's smoking. To me he is the epitome of a dark visionary.
*Torrance's Creative Type: Dr. Oz
http://www.youtube.com/watch?v=lMHPdwnN2z4
This man can take the most complicated thoughts and express them so EVERYONE can understand. I don't think there is a medically mystery that he can't solve.
*The Creative Press: Our schools
http://www.youtube.com/watch?v=7Eh2QlJfuHM
This clip highlights exactly what "bad press" in our schools looks like.
*Mental Happenings: All a little eerie and mysteriously creative
In Art-Tim Burton
In Music-Michael Jackson
In Science-Einstein
In Literature-J.K. Rowling
Wednesday, September 16, 2009
Creativity in the Classroom-Article Reviews
About Creativity- Martha had a clear since of what she deemed as creative versus academically gifted. She referred to creative children as "free thinkers" and those that display "imaginative intelligence". What set these children apart from noncreative gifted learners is their curiosity, emotional intensity, and curiosity. Martha's knowledge about common characteristics of both creative and/or academically gifted children assists her in identifying learners. One of the first components of teaching gifted learners is having the ability to recognize who they are. They walk to their own beat-sometimes they create the beat.
What Martha didn't do (along with teachers in the Linking Theory Into Practice article) was put into practice the instructional strategies and theories in the classroom. It happens all the time, you go to a professional development workshop, love the ideas, know that your kids could benefit, but you find yourself going back to your old routine. WHY?
1. Change takes time and effort.
2.Teachers have to "buy-in" to the models.
3.Lack of on-going training/professional development opportunities.
4.Personal educational philosophies and aims of gifted education.
After reading these articles I've decided to share some of the models that I follow in my classroom at my next PLC. Maybe there are some of my colleagues that are knowing, but not implementing. I alone have the power to influence and encourage them to attack the reasons WHY.
1.Provide teachers with simple starters to implement models.
2. Show them how successful it is in my classroom.
3. Allott time at each PLC to assist with instructional strategies.
4. Develop an aim, goals, or focus to reach the needs of these learners as a PLC.
What Martha didn't do (along with teachers in the Linking Theory Into Practice article) was put into practice the instructional strategies and theories in the classroom. It happens all the time, you go to a professional development workshop, love the ideas, know that your kids could benefit, but you find yourself going back to your old routine. WHY?
1. Change takes time and effort.
2.Teachers have to "buy-in" to the models.
3.Lack of on-going training/professional development opportunities.
4.Personal educational philosophies and aims of gifted education.
After reading these articles I've decided to share some of the models that I follow in my classroom at my next PLC. Maybe there are some of my colleagues that are knowing, but not implementing. I alone have the power to influence and encourage them to attack the reasons WHY.
1.Provide teachers with simple starters to implement models.
2. Show them how successful it is in my classroom.
3. Allott time at each PLC to assist with instructional strategies.
4. Develop an aim, goals, or focus to reach the needs of these learners as a PLC.
The Creative Personality
The Creative Personality By: Dr. Csikszentmihalyi
Here’s my breakdown of creative folks…
Creative people have a great deal of physical energy, but they’re also often quiet and at rest.
Beyonce-She sings, dances, acts, writes songs, designs clothes, promotes advertising for make-up, hair color, and etc…But you never hear about her personal and private affairs (hence relationship & marriage to Jay-Z). I guess if I were this busy I would need an altar-ego too!
Creative people tend to be smart and naïve at the same time.
My sister-she is genius when it comes to academics, but constantly our family is there to pick up the pieces when
“I didn’t think that would happen” or “OHHHHH!” “I don’t know.”
Creative people combine playfulness and discipline, or responsibility and irresponsibility.
Kanye West-He is a creative genius when it comes to music, but an irresponsible meltdown having mess when it comes to everything else.
Creative people alternate between imagination and fantasy, and a rooted sense of reality.
Michael Jackson-Need I say more?
Creative people tend to be both extroverted and introverted.
My aunt-the cook. She keeps a packed house with family and friends enjoying her creative cuisines, but just as much as she loves the company, she loves an empty house just the same.
Creative people are humble and proud at the same time.
Oprah Winfrey-She comes from very humble beginnings and has made it to the top, but never bragging and extravagant.
Creative people to an extent, escape rigid gender role stereotyping.
Laila Ali-She is strong, powerful, and athletic. A successful female boxer that can dance with the stars!
Creative people are both rebellious and conservative.
Rihana-When she first stepped on the music scene, the world was introduced to the conservative and cute Barbados girl. With her umbrella in tow in 2007 she became the good girl gone bad-really bad with Chris Brown.
Most creative people are very passionate about their work, yet they can be extremely objective about it as well.
My Cousin-She by far is one of the most talented hairstylist that I know. She transforms people with the work of her hands, but she is her worst critic.
Creative people’s openness and sensitivity often expose them to suffering and pain, yet also to a great deal of enjoyment.
Michael Jackson-its such a shame that in this case suffering and pain defeated enjoyment.
Here’s my breakdown of creative folks…
Creative people have a great deal of physical energy, but they’re also often quiet and at rest.
Beyonce-She sings, dances, acts, writes songs, designs clothes, promotes advertising for make-up, hair color, and etc…But you never hear about her personal and private affairs (hence relationship & marriage to Jay-Z). I guess if I were this busy I would need an altar-ego too!
Creative people tend to be smart and naïve at the same time.
My sister-she is genius when it comes to academics, but constantly our family is there to pick up the pieces when
“I didn’t think that would happen” or “OHHHHH!” “I don’t know.”
Creative people combine playfulness and discipline, or responsibility and irresponsibility.
Kanye West-He is a creative genius when it comes to music, but an irresponsible meltdown having mess when it comes to everything else.
Creative people alternate between imagination and fantasy, and a rooted sense of reality.
Michael Jackson-Need I say more?
Creative people tend to be both extroverted and introverted.
My aunt-the cook. She keeps a packed house with family and friends enjoying her creative cuisines, but just as much as she loves the company, she loves an empty house just the same.
Creative people are humble and proud at the same time.
Oprah Winfrey-She comes from very humble beginnings and has made it to the top, but never bragging and extravagant.
Creative people to an extent, escape rigid gender role stereotyping.
Laila Ali-She is strong, powerful, and athletic. A successful female boxer that can dance with the stars!
Creative people are both rebellious and conservative.
Rihana-When she first stepped on the music scene, the world was introduced to the conservative and cute Barbados girl. With her umbrella in tow in 2007 she became the good girl gone bad-really bad with Chris Brown.
Most creative people are very passionate about their work, yet they can be extremely objective about it as well.
My Cousin-She by far is one of the most talented hairstylist that I know. She transforms people with the work of her hands, but she is her worst critic.
Creative people’s openness and sensitivity often expose them to suffering and pain, yet also to a great deal of enjoyment.
Michael Jackson-its such a shame that in this case suffering and pain defeated enjoyment.
Wednesday, September 2, 2009
Barriers, blocks, and squelchers-Why we are not more creative
Merriam-Webster defines squelch as, "to fall or stamp on as to crush."
Are you a squelcher?
Read the following statements:
1. Are you kidding me?
2. Whatever I say goes.
3. Who's bright idea was that?
4. Not in this lifetime.
5. My way or the highway.
6. That wasn't a joke?
7. That's not in my job description.
8. They don't pay me enough!
9. They don't care anyway.
10. Too much paperwork.
11. Let's just agree to disagree.
12. The recession, its recession time, with the recession and all...
13. Really though?!
14. I'm tired of always being the one...
15. This time, you're on your own
Any sound familiar? If you have said (aloud or silently) one or more of the statements above... Then you are a squelcher!
My name in Andrea, and I am a squelcher. I don't squelch often, but when I do numbers 7 and 8 are my personal squelches of choice. My list is so... long because its easy to rememeber the negative things that others say. I wonder if I had to make a list of encouraging sayings, would it be as lengthy?
Are you a squelcher?
Read the following statements:
1. Are you kidding me?
2. Whatever I say goes.
3. Who's bright idea was that?
4. Not in this lifetime.
5. My way or the highway.
6. That wasn't a joke?
7. That's not in my job description.
8. They don't pay me enough!
9. They don't care anyway.
10. Too much paperwork.
11. Let's just agree to disagree.
12. The recession, its recession time, with the recession and all...
13. Really though?!
14. I'm tired of always being the one...
15. This time, you're on your own
Any sound familiar? If you have said (aloud or silently) one or more of the statements above... Then you are a squelcher!
My name in Andrea, and I am a squelcher. I don't squelch often, but when I do numbers 7 and 8 are my personal squelches of choice. My list is so... long because its easy to rememeber the negative things that others say. I wonder if I had to make a list of encouraging sayings, would it be as lengthy?
Tuesday, April 28, 2009
Creative Influences-My Teachers
Inspiration- My love for school began in first grade with a quirky teacher named Mrs. Hardesty. She had big hair and spoke with ‘big words”. Her diction inspired me to learn the “big words” and by the end of the year I earned the opportunity to participate in the school’s spelling bee. Compassion- Mrs Byrdsong was my second grade teacher. She was caring and charismatic. Every morning she stood outside the classroom door and greeted us with a bright smile and a welcoming “Good Morning”. She made each of us feel like we were special and even on occasion I called her mom by accident. Excitement- Ms. Green, my fourth grade teacher. Now she was a ball of energy! You never knew what she was going to do or how she was going to do it. Somedays she came to school in full costume just to portray s person we were studying. Other days our learning involved singing and dancing. We were always the loudest class on the hall. Rigor-Mrs. Kapplar, my fifth grade teacher. She was tough as nails and everyone knew it. Rumors used to fly around about her all the time. I actually remember one of them being that she threw a desk. I doubt that seriously now, but I always felt academically challenged in her class. She knew I was smart and she pushed me. Every question was followed by another question. She was infamous for saying “Well prove it!”
These great educators inspired me to teach. Each one of them demonstrated their own individual creativity that helped me to understand and accept my own creativity. I saw them and admired their ability, skills, intellect, and quirkiness. My teachers were my role models. I see a little bit of each of them in myself. Just like Mrs. Hardesty, I use “big words”, but I call them challenge words. I too greet my children at the door with a welcoming smile like Mrs. Byrdsong. I sing and dance like Ms. Green-have you every created a pattern with your body? Or rapped out verses of Charlie and the Chocolate Factory? And just like Mrs. Kapplar I challenge my students, through Renzulli Learning and Literature Circles. I hope than my 2nd graders present and pass are/have been inspired to dare and create, just like I was!
These great educators inspired me to teach. Each one of them demonstrated their own individual creativity that helped me to understand and accept my own creativity. I saw them and admired their ability, skills, intellect, and quirkiness. My teachers were my role models. I see a little bit of each of them in myself. Just like Mrs. Hardesty, I use “big words”, but I call them challenge words. I too greet my children at the door with a welcoming smile like Mrs. Byrdsong. I sing and dance like Ms. Green-have you every created a pattern with your body? Or rapped out verses of Charlie and the Chocolate Factory? And just like Mrs. Kapplar I challenge my students, through Renzulli Learning and Literature Circles. I hope than my 2nd graders present and pass are/have been inspired to dare and create, just like I was!
Assessments and PLCs
I believe that it is vital that educators alter their approach towards assessments by making them useful, by providing post test corrective instruction, and by permitting students to have second chances at them. In my classroom I strive to make all assessments follow the 4C’s meaning that they’re (continuous, cooperative, comprehensive, and creative). In addition I realize that with a diverse classroom of learners I need a myriad of ways to assess them. Assessments do not have to be limited to multiple choice and T or F questions given on Fridays.
How do we make this happen, by working cooperatively in PLCs...
I shared with my PLC an integrated unit for Black History Month where each child selects a person to research and portray (in full costume) at the wax museum. In this month long project that involves writing, reading, drama, dance, music, technology, and history students demonstrate mastery through their research skills, singing, acting, power point presentations, experiments, and even dance skills. It is an engaging unit that helps foster school and community relationships and provides an opportunity for performance based assessments.
Its not an easy task, but we can all take baby steps to make this happen!
How do we make this happen, by working cooperatively in PLCs...
I shared with my PLC an integrated unit for Black History Month where each child selects a person to research and portray (in full costume) at the wax museum. In this month long project that involves writing, reading, drama, dance, music, technology, and history students demonstrate mastery through their research skills, singing, acting, power point presentations, experiments, and even dance skills. It is an engaging unit that helps foster school and community relationships and provides an opportunity for performance based assessments.
Its not an easy task, but we can all take baby steps to make this happen!
Wednesday, April 8, 2009
The Creative Classroom
Creative thinkers need a classroom that inspires optimal development of creativity. Students should feel safe to express their own individuality and out of the box thinking. Learning environments such as this should:
- Focus and embrace the uniqueness of each child
- Foster imagination
- Encourage creative impulses
- Frequesntly provide provide positive feedback of children's work and ideas.
- Maintain student motivation for learning
In creative classrooms you will find children that:
- ask questions
- challenge answers and authority
- are curious
- see how various relationships work -synthesisers :)
- offer alternative solutions
- express opinions and ideas
- are risk takers
- collaborate
- ENGAGED!!!
How do we as educators reach the needs of the creative?
By providing students with various approaches to learning that promote cooperative learning, critical thinking, hands-on exploration, rigor, and imagination. As educators we must be willing to step outside of our comfort zones and shy away from "prescriptive lessons" that fail to foster creativeness-Prescriptive lessons offer prescriptive answers, and in doing so we offer a disservice to our children.
Saturday, April 4, 2009
Self Evaluation of Cooperative Learning
My Strengths:
*Provide opportunities for CL
*Kagan’s model of CL. Only model that I was familiar with prior to the reading.
*Prior to beginning CL practices I teach students how to “work cooperatively”. This helps to reduce/eliminate feelings of “exploitation” and “free rider/sucker free” effects.
*Distinguishing the difference btwn. cooperative learning and group work (to students and parents).
*Differentiating CL assignments. (Only a strength because I group them mostly by ability, might not be a strength if I grouped them differently.
My Areas of Improvement:
*Need to be consistent in providing CL opportunities. Offer them throughout each unit, not just at the conclusion.
*Research and incorporate other models of CL (Johnson & Johnson and Slavin).
*Tend to group students by ability level.
*Increasing the time allotted to complete CL tasks. Groups ALWAYS finish prior or post to my planned schedule. Have to alter plans around CL groups-kids are engaged though :)
*Providing outlets for students that “opt out” or aren’t “ready” for CL opportunities.
*Allow students to self-assess and assess group members after CL tasks and projects as part of the assessment component.
My Reflection: I was first introduced to Cooperative Learning (CL) a few years ago at a professional development workshop. The workshop focused on the Spencer Kagan model of cooperative learning. I took the ideas and excitedly returned to my classroom ready to implement my newfound knowledge. What I learned was that you cannot jump into the pool of cooperative learning without knowing how to swim. I wanted my kids to look like the students in the video-eagerly working, engaged, and getting along. Well they didn’t because I failed to “teach” them how to work cooperatively, some students dominated while others lackadaisically sat back and watched all of the work get done. So what did I do? I quit CL and decided to give it a try with the next class.
The following school year I incorporated character education and get to know you activities of CL within the first days of school (procedures, procedures, procedures days). My students were learning the foundations of CL (roles, responsibilities, and expectations) from day one. As a result the students had a greater sense of responsibility for their own learning, they looked forward to “group time”, and my role as teacher shifted to that of facilitator.
Besides being time consuming (like everything else) I’ve found that the benefits out way the drawbacks of cooperative learning. I hope that next year I can add to my list of strengths within this aspect of teaching.
*Provide opportunities for CL
*Kagan’s model of CL. Only model that I was familiar with prior to the reading.
*Prior to beginning CL practices I teach students how to “work cooperatively”. This helps to reduce/eliminate feelings of “exploitation” and “free rider/sucker free” effects.
*Distinguishing the difference btwn. cooperative learning and group work (to students and parents).
*Differentiating CL assignments. (Only a strength because I group them mostly by ability, might not be a strength if I grouped them differently.
My Areas of Improvement:
*Need to be consistent in providing CL opportunities. Offer them throughout each unit, not just at the conclusion.
*Research and incorporate other models of CL (Johnson & Johnson and Slavin).
*Tend to group students by ability level.
*Increasing the time allotted to complete CL tasks. Groups ALWAYS finish prior or post to my planned schedule. Have to alter plans around CL groups-kids are engaged though :)
*Providing outlets for students that “opt out” or aren’t “ready” for CL opportunities.
*Allow students to self-assess and assess group members after CL tasks and projects as part of the assessment component.
My Reflection: I was first introduced to Cooperative Learning (CL) a few years ago at a professional development workshop. The workshop focused on the Spencer Kagan model of cooperative learning. I took the ideas and excitedly returned to my classroom ready to implement my newfound knowledge. What I learned was that you cannot jump into the pool of cooperative learning without knowing how to swim. I wanted my kids to look like the students in the video-eagerly working, engaged, and getting along. Well they didn’t because I failed to “teach” them how to work cooperatively, some students dominated while others lackadaisically sat back and watched all of the work get done. So what did I do? I quit CL and decided to give it a try with the next class.
The following school year I incorporated character education and get to know you activities of CL within the first days of school (procedures, procedures, procedures days). My students were learning the foundations of CL (roles, responsibilities, and expectations) from day one. As a result the students had a greater sense of responsibility for their own learning, they looked forward to “group time”, and my role as teacher shifted to that of facilitator.
Besides being time consuming (like everything else) I’ve found that the benefits out way the drawbacks of cooperative learning. I hope that next year I can add to my list of strengths within this aspect of teaching.
Tuesday, February 24, 2009
Bloom's Taxonomy and MI
"An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings." Howard Gardner: Frames of Mind (1983)
The 9 Intelligences include: verbal-linguistic mathematical-logical
musical visual-spatial
naturalist bodily-kinesthetic
intrapersonal interpersonal
existential
Gardner believes that all children possess the 9 intelligences, but have varying degrees of strength within them. Curious,I completed a MI profile on www.thirteen.org to learn my intelligences (really to compare my opinion with the profile analysis). After answering a series of maybe twenty questions I discovered that my strongest intelligences are: interpersonal and bodily-kinesthetic, with musical as a distant third.
As an educator I believe that it is important to know and understand your own MI strengths. Naturally its reflected in your teaching style. I swear by centers and collaborative groups, often times I sing directions to the kids, and use dance for transitioning. With that said, I also have to be cognizant that my kids are diverse in learning and thinking. My MI strengths may not reflect their MI strengths and it is my job to reach ALL learners.
The 9 Intelligences include: verbal-linguistic mathematical-logical
musical visual-spatial
naturalist bodily-kinesthetic
intrapersonal interpersonal
existential
Gardner believes that all children possess the 9 intelligences, but have varying degrees of strength within them. Curious,I completed a MI profile on www.thirteen.org to learn my intelligences (really to compare my opinion with the profile analysis). After answering a series of maybe twenty questions I discovered that my strongest intelligences are: interpersonal and bodily-kinesthetic, with musical as a distant third.
As an educator I believe that it is important to know and understand your own MI strengths. Naturally its reflected in your teaching style. I swear by centers and collaborative groups, often times I sing directions to the kids, and use dance for transitioning. With that said, I also have to be cognizant that my kids are diverse in learning and thinking. My MI strengths may not reflect their MI strengths and it is my job to reach ALL learners.
Monday, February 2, 2009
2nd Grade Learning Experience
I believe that the year was 1989 when I was a 2nd grader at Vena Wilburn Elementary School. My teacher was Mrs. Byrdsong and my teacher assistant was Mrs. Williams. I loved my teachers and I loved my school. My favorite part of the day was story time (now we would say Read Aloud). At this time we would closely gather on the carpet. My teacher would sit in her big comfy chair and she would begin to read. When she opened her mouth it seemed like pure magic. The was she read had me captivated as though I was under a spell. Her voice changed with the characters and reflected their emotions and the tone of the story. At the end of each story I remember cheering and clapping. Well on one particular day my teacher called us to the carpet. She held up the book and asked if anyone could read the title. I shot my had straight up and she called on me. "Persnickity!" I eagerly shouted. I was right. My teacher let me read part of the book that day. I got to sit in her BIG, COMFY CHAIR. I felt so special. Later that day my teacher encouraged me to participate in the storytelling festival at my school. I didn't understand why she told me that because I was only a 2nd grader and you had to be in 4th/5th grade to do that. I began to read even more. I developed a passion for books and when I made it to 4th grade I became a storyteller student. More than anything Mrs. Byrdsong inspired and taught me to set goals, be persistent, and challenge myself. She helped me to realize to not hide my intelligence!
2nd Grade Learning Experience Word List:
acceptance listening sharing understanding challenge
be brave try magic goal captivated
praise believe in me teacher's big, comfy chair
confidence love of reading books mini me
attention
My favorite part of the instructional day in my classroom is READ ALOUD!
2nd Grade Learning Experience Word List:
acceptance listening sharing understanding challenge
be brave try magic goal captivated
praise believe in me teacher's big, comfy chair
confidence love of reading books mini me
attention
My favorite part of the instructional day in my classroom is READ ALOUD!
Tuesday, January 27, 2009
Texting Codes with Kids
The funniest thing happened about two weeks ago in my classroom. I had a student get caught throwing pencils -not the funny part :) up in the air. When my teacher assistant asked him why was he doing such a thing he simply responded, "IDK". My teacher assistant became quite flustered and decided to get me, not knowing what "IDK" meant. She filled me on the incident at hand at told that the problem now was the student's response. Immediately I began thinking that the child defiantly remained silent or made a smart -alleck comment to her. Thats when she blurted out, "He said IDK. Is that some type of new language?" After laughing out loud-LOL, I reassured her that it was a new language and I would handle the situation from there. I then called my little turkey over to my desk. I just looked at the seven year old and said, "IDK, huh?" He looked up at me with his bright almond shaped eyes and said, " I was JK!"
Monday, January 19, 2009
Assignment 1-1
1. I believe that parents can be involved in helping to use characteristics of high ability or talent in identification and programming for gifted and talented students as a stepping stone towards identifying similar traits in their own child(ren). The list can aid parents in trying to make a decision of whether or not to have their children tested for such programs.
2. The most appropriate way for classroom and gifted education teachers to use known and emerging characteristics of high potential students in school would be to use such list at the beginning of the year (prior to testing) to create groups for guided reading, mathematics, writing, and project based research. After adequate testing has been completed I would not suggest that teachers rely solely on such lists.
3. Differentiated curriculum can be used as a tool to advocate for the educational needs gifted learners because it caters to the cognitive, social, and intellectual needs of such children. It ensures rigor and creativity are interwined in carefully planned lessons that charge students to be engaged and excited about learning.
4. It is important to dstinguish between differentiation of curriculum, instruction, and program services because each component is equally important in the educational services for gifted and talented children. One area must not be overserved or underserved. The goal is to provide a balance of the three areas.
2. The most appropriate way for classroom and gifted education teachers to use known and emerging characteristics of high potential students in school would be to use such list at the beginning of the year (prior to testing) to create groups for guided reading, mathematics, writing, and project based research. After adequate testing has been completed I would not suggest that teachers rely solely on such lists.
3. Differentiated curriculum can be used as a tool to advocate for the educational needs gifted learners because it caters to the cognitive, social, and intellectual needs of such children. It ensures rigor and creativity are interwined in carefully planned lessons that charge students to be engaged and excited about learning.
4. It is important to dstinguish between differentiation of curriculum, instruction, and program services because each component is equally important in the educational services for gifted and talented children. One area must not be overserved or underserved. The goal is to provide a balance of the three areas.
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