Instructional+Strategies

More instructional strategies: []

The Ingredients Of Creativity: Frank Barron
1) recognizing patterns 2) making connections 3) taking risks 4) challenging assumptions 5) taking advantage of chance 6) seeing in new ways Frank Barron, Putting Creativity to Work, in //The Nature of Creativity: Contemporary Psychological Perspectives//, ed. Robert J. Sternberg. (Cambridge: Cambridge University Press), 1988.

Teachers Can Illustrate Creativity by Modeling
Improvisation Analogy Metaphor Multidisciplinary Connections Risk taking Planned mistakes "spontaneity" "unpacking" "uncovering" of a topic or subject in a constructivist manner Passion towards a topic or subject The habits of mind and behaviors associated The Importance of Metaphor

== Teachers Can Promote Creativity by Providing the linguistic tools for students to act, reflect, and evaluate in different stages of the process through the Universal Standards AND Methods that promote divergent, multidimensional, conceptual thought. ==

Language

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These along with the "word clusters" that support the habits of mind identified provide powerful language during instruction by providing an "platform" from which students can speak about the their thinking processes. ======

KEN ROBINSON Video ON CREATIVITY WITHIN THE CONTEXT OF ECONOMIES http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related

Specific Techniques that Aid in Divergent Thought and Creativity reversal attribute listing fractionation mind mapping questions future scenarios random stimulation forced connection polarization For further specific strategies that can be adapted across disciplines and grade levels see:

Michael Michalko, Thinkertoys and Edward de Bono, Lateral Thinking.

Assessment- An interesting take that may be applied to grading

DAN PINK ON WHAT MOTIVATES US- See the link to the video http://www.youtube.com/watch?v=u6XAPnuFjJc

http://www.ascd.org/publications/educational-leadership/mar97/vol54/num06/Unlocking-Creativity.aspx
 * From ASCD's Educational Leadership:**

http://www.cdl.org/resource-library/articles/teaching_creativity.php
 * Instructional Strategies for Teachers**

Interesting Models:
[] ==Techniques: [] []== ==David Kelley's Design School at Stanford (IDEO): One of the highly thought of programs that encourages and teaches the creative process== =[]=

Put discipline-based expertise here
=**Examples for Mathematics**= The below link is for an article printed in the NCTM's (National Council of Teachers of Mathematics) //Mathematics Teacher//. The artcile describes how Koji encouraged and fostered creativity in his mathematics class. While it is a specific example that is primarily geometric in nature he describes his thought process in creating it. It would be an excellent article for mathematics teachers to read to give them an idea of how they can design an activity that will promote creativity in mathemics. Unfortunately to see the full article you need to be an NCTM member, so the file below is the text of the article. However, the figures were not able to be copied so they are missing from the electronic file. [] [|Gathering Circles_An experience in creativity and variety.doc] The results indicate that in general, the mathematicians’ creative process followed the four-stage Gestalt model of //preparation–incubation–illumination–verification//. It was found that social interaction, imagery, heuristics, intuition, and proof were the common characteristics of mathematical creativity. link to article: []
 * //Gathering Circles: An Experience in Creativity and Variety//** by Koji Nakagomi -
 * //The characteristics of mathematical creativity//** by Bharath Siriaman

This activity can encourage students to make connections, think through and discuss the interrelation between equations of functions, their graphs as well as their derivative. The activity in it's original form is creative in its lesson and its open ended nature also always students to be creative in their process of making the desired matches and connections. [] =Examples for Science= [|Education: Perspectives and Challenges for Developing School Science] The paper has three main sections. In the first, a review of common approaches to creativity in science education is made. This section serves to illustrate the point that current interpretations of 'creativity' are far removed from those needed to be meaningful in the rapidly changing world. Next, the psychological approaches that have received more systematic treatment are highlighted. These offer the beginnings of underpinning theory necessary for taking creativity in school science beyond the approaches described in the first section. Thirdly, they summarize perspectives from the review and look for further routes towards making science education a contributor to developing students' creativity.
 * //Derivative and Function Matching activity.//**

=Examples for Business/Economics= Article by Ken Robinson - dated 2005, so before the real wave of the current recession. Actually talking about arts and creativity in education, but focused on how that helps spur the economy of a country. Similar to other ideas we have read about. []

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//Higher-Level Cross-Curricular Learning Occurs in Creative Classrooms// © [|**Barbara Abromitis**] [|**Jan 12, 2009**]

Teachers can move beyond rote skills practice toward more creative expressions of learning by incorporating these seven guidelines into their daily lesson planning.

Despite the current emphasis on high-stakes testing and ongoing computerized assessment, teachers who make the effort to foster creativity in their classrooms reap the reward of students who think more deeply about what they’re learning and make the strong connections between concepts and information that ultimately lead to real understanding. The following seven principles, easily incorporated into daily lesson plans, create a classroom environment where creative learning can happen.

Plan Open-Ended Tasks
Each content area has projects that can be restructured into open-ended tasks that require creative responses. In the beginning, set a goal of providing at least one opportunity per unit for a creative project; and have students choose their own ways of demonstrating learning. Examples include Book Responses, where students create something that demonstrates their understanding of a book or chapter; [|**Inquiry-Based Learning**], where students are presented with an issue, conduct research, and report on their findings; and Self-Interest Projects, where students pursue an area of interest and creatively demonstrate what they’ve learned.

Provide Extra Time
Many students have limited experience with creative exploration and may take longer to let go of their inhibitions and trust their instincts. Teachers should encourage creative time spent at home as well as in the classroom, provide checkpoints on work done at home so that procrastinators do not fall behind, and allow sharing as students work, so that time spent in the classroom becomes more valuable. Teachers should understand that time is a necessary component of creativity and is never wasted when spent on the creative process.

Accept Different Ideas
In a creative classroom, teachers accept lots of ideas, knowing that it is in quantity that the real gems are found. They encourage experimentation and celebrate mistakes as necessary steps on the way to learning. When students feel free to “play” with their ideas, make mistakes, and start over when necessary, the creative process flourishes.

Limit Examples
In a similar vein, teachers should limit the number of examples they provide. Some students will consider examples as replicas to copy and will never trust their own ideas enough to try them. If examples must be given, provide several different types of responses to the same project so that creativity is encouraged.

Provide a Variety of Materials and Media
Students are typically savvy in the use of technology and other media for classroom projects. Provide as many different options as possible when having students develop their own projects, and if necessary, utilize the assistance of the media resource person to encourage the creative use of film, computer technology, music, or other media.

Encourage Individual Talents
Watch carefully for the individual talents each student possesses. Encourage group work where students may learn to value each other’s abilities and also creatively synthesize their talents into a finished product. Look for opportunities to further develop their talents, rather than just addressing academic weaknesses.

Model the Creative Process
Teachers who model the creative process in their own lives provide the best example of all. Discuss examples of creative problem-solving, demonstrate the fun in creating bulletin boards or other displays, and let students see the adaptation of ideas and how teachers can learn from their mistakes, too.

Further Reading Bouchard, Lorraine. “100 Ways to Increase Creativity.” // Gifted Education International //, March, 1999. p. 243-49. Lynch, Mervin and Harris, Carol. // Fostering Creativity in Children, K-8: Theory and Practice //. Des Moines, IA: Allyn & Bacon, 2001. The copyright of the article ** Fostering Creativity in K-12 Students ** in [|**Lesson Plan Help**] is owned by [|**Barbara Abromitis**]. Permission to republish ** Fostering Creativity in K-12 Students ** in print or online must be granted by the author in writing.

Brainstorming media type="custom" key="4976373"

Practical (In the Classroom) Strategies to Develop Creative Habits of Mind
 * Creativity Techniques- Specific Activities and Strategies to develop convergent and divergent creative thought**

http://www.mycoted.com/Category:Creativity_Techniques

For more detail, see the book, //Thinkertoys// by Michael Michalko (HIGLY RECOMMENDED ) The information below is from the book: //CPS For Kids, Teaching Creative Problem Solving// http://books.google.com/books?id=cn6gvKJfRooC&printsec=frontcover&dq=cps+for+kids+teaching+creative#v=onepage&q=&f=false
 * "SCAMPER" Model that offers different leading questions and instructional strategies for becoming more creative**


 * ASSESSMENT**

"Imagine Creating Rubrics that Develop Creativity" November 2009 NCTE English Journal I'm not sure if this is where to address this, but this is an interesting article regarding assessment (particularly in a high school english class). The main points are:


 * "Rubrics designed to measure imagination and creativity usually fail because they attempt to quantify the product rather than assess student growth during the creative process."
 * "By providing clear criteria for creativity in their writing and other performance tasks, teachers can guide and improve students' ability to imagine and create. Instead of limiting creativity, positive assessment in an accepting environment can develop student creativity."
 * "Imagination and creativity can be unproductive daydreams unless students are taught how to use their creative abilities."
 * "Using rubrics, students not only gain direction but also receive a guide for reflection and self-assessment that directs their learning."

Strategies to stimulate creative thought Encompasses some of the strategies we've seen before. Based (again, as we've seen before) on a business model but still has some attributes applicable to the classroom. media type="youtube" key="Q0AELaNge18" height="344" width="425"

Click below for the pdf of the above... [|Creative Teaching and Learning.pdf] username-koenig password-socrates

=Creative Classroom Writing=

Fun Ways To Inspire Writing In Students
[|Jun 15, 2008] [|Deborah Blair] Every student has the potential for writing well. These activities will motivate students to write and will make teaching writing interesting for teachers. The key in motivating students towards writing is to plan activities that will capture the curiosity of students and that will be fun. The following activities have been tried by students and have high motivational value.

Three Minute Writing
Students are given a specific topic or title to write about with the understanding that they only have three minutes in which to write about it. The fun is in the time limit and in the interesting paragraphs that students develop. After the students have had some experience with writing within a time limit, their writing will become more and more creative.

You're Not Yourself Today
In this writing activity students are told they are not themselves today, they will become someone else. Prepare index cards with different roles the students are to pretend to be in their stories. Example: "You're not yourself today.... you are a pirate looking for treasure on a deserted island." To make this activity even more fun, number each index card and have students choose a number at random to see which card they will be writing about.

Pass a Story
Pass a story involves a piece of paper with an opening sentence or paragraph on it. Students add a few more sentences in the time allotted and then pass it on to another student. Students continue adding to the story until everyone has had an opportunity to write a part of the story. Reading the final story aloud is the highlight of the activity.

Read more at Suite101: [|Creative Classroom Writing: Fun Ways To Inspire Writing In Students] [|http://lesson-plans-materials.suite101.com/article.cfm/creative_writing_in_the_classroom#ixzz0eU5vSYe5]

Roll a Story
A numbered die is used to correspond with titles of possible stories to write. Students roll the die to determine which title they will be using for their creative story.

Grab Bags
Three paper lunch bags will be needed for this activity. Label each with the following: Fill each paper bag with index cards, each containing an example of the above mentioned items. Put these cards into the corresponding bags. Students must choose a setting card, a character card and a plot card without looking in the bag to form the basis for their story.
 * setting
 * character
 * plot

Did You Know?
Did You Know allows students to become the experts about a specific topic. Students should choose something they are very knowledgeable about. The purpose in this exercise is to inform and perhaps even impress fellow classmates in their writing. An oral reading of the informative paragraphs is exciting for students.

Comments Please
This is an activity that can be implemented after students have had time to polish their stories beyond the first draft stage. Students will read their work aloud and classmates will be given the opportunity to give positive comments about the work. Only positive comments and questions for clarification of what was written may be stated. This helps all students to feel a part of the sometimes private writing experience of other students, and also gives feedback to the writer.

A Teacher's Example
Perhaps the best activity to inspire writing in students is for the teacher to write when the students are writing, and to read what was written aloud. This gives a model of writing for students to follow. Students will see that their teacher can participate with enthusiasm as well. Reading excellent literature and well-written articles, of course, is necessary. Students will not know what excellent writing is unless they are exposed to it. Just a few lines of the type of writing the class will be working on is usually enough to inspire. Variety, combined with a little humor and excitement is the winning combination in planning writing activities that students will enjoy. Activities should be those which the teacher finds fun and interesting as well. Students will only be as excited about learning as their teacher is.

Read more at Suite101: [|Creative Classroom Writing: Fun Ways To Inspire Writing In Students] [|http://lesson-plans-materials.suite101.com/article.cfm/creative_writing_in_the_classroom#ixzz0eU4mtV4Z]

** Steps to creative thinking: **** (http://www.directedcreativity.com/pages/WPModels.html) ** Observe Analyze how things work and fail Generate ideas Harvest the idea(s) Enhance the idea(s) Implement Live with it

Preparation Imagination Development Action
 * Tools to accomplish these steps: **** (http://www.directedcreativity.com/pages/WPModels.html) **

Flexibility Originality Fluency Elaboration Brainstorming Modification Imagery Associative thinking Attribute listing Metaphorical thinking Forced Relationships
 * Skills of a creative thinker: **** (http://eduscapes.com/tap/topic69.htm) **

To stimulate curiosity To promote divergence
 * Goals of creative thinking: **** (http://eduscapes.com/tap/topic69.htm) **