During this session, we will share work together to define creativity, learn more about research regarding creativity, consider our "creative lens", learn about some tools that can support classroom creativity, share our best resources, and discuss how what we learn can support how we facilitate learning for students.

Defining Creativity

Click here to share your response.




Reflections on the Tagul or Wordle

  • What are your initial thoughts upon viewing the Tagul?

  • How do both our current school/classroom vision and environment limit creativity?

  • How does the new North Carolina Standard Course of Study provide opportunities for teachers to foster students' creativity?

Wordle: Creativity-Region 6
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Region 5: December 5, 2012

Region 1: April 17, 2013



Activity Part I: Jigsaw Reading for the "A-ha!" Moment

  • Break into groups of five or six.

  • Each participant will choose one of the six articles or excerpts about creativity below, and take a few moments to read silently.

  • Choose a phrase or statement that stands out to you as an "a-ha" statement, a statement with which you strongly agree, or a statement that provides you with a new perspective.

  • Then, graffiti-write your phrase or statement on your chart paper.


This is an example of what your poster might look like.
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Get a Stopwatch like this or make your own! At: Online Stopwatch

Activity Part II: Synthesizing our "A-Ha" Moments through GIST

  • After everyone has a chance to write his/her phrase or statement, discuss your article/excerpt with your table. Discuss why you chose your statement, and use the chart paper to free write about your individual and collective thoughts as you discuss as a group.

  • Based on your small group conversations, circle the seven most important words on your poster. These words may be found in either your statements or from your free writing.

  • Use our seven words to create a one- to two-sentence summary of your insights into the concept of creativity.

  • Select a representative from your group to access the Shared Google Presentation and find the slide with your group number. Add your sentences to your slide. Underline the seven words you selected as a group.


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Creativity and Innovation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming)

  • Create new and worthwhile ideas (both incremental and radical concepts)

  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively

  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes


    Check out these AMAZING Creativity resources

Begin with the End in Mind: New Forms of Schools

Heidi Hayes Jacobs shares that we must envision new forms of schools. She asks the question, For what year are we actually preparing our students? She believes that most schools are actually preparing their students for 1991. She believes in "strategic upgrades." Jacobs has the understanding that change is difficult and cannot happen overnight. If, she says, we can make one strategic change to each unit, we will begin the process of creating new forms for our 21st century learners.

To learn more about Heidi Hayes Jacobs' vision, check out her book Curriculum 21 and her TED Talk about the need to create new forms of schools.

Throughout the 16 minute video at right, Heidi Hayes Jacobs shares a variety of reasons we need to change as well as multiple examples of how to encourage students to own their learning through creative student-centered activities, projects, and assessments.


Coberg Senior High School: A New Form of School

If we take Jacobs' vision to heart, what would the school actually be? Take a look at Coberg Senior High School, of a school who has already embraced the concept of a new form of schooling and has become a workplace of learning.

Table Talk: How do we get started?

  • At your table, discuss what you see in this video that is "do-able." What can already to to start the process of creating new forms of school?

  • Creativity and innovation are not only important for students but are also qualities that are imperative to decision makers and policymakers as we begin to revision how schools need to look and function to meet the needs of our students. What can you take back to your school or district to help them realize the vision of creating new schools now?


Let's Get Creative in Differentiated Style!

Smore, Animoto, and Infographics are three tools that can be used to foster creativity. Choose one of these experiences to explore and create something unique to share with the group.

Novice Level: Smore


Intermediate Level: Animoto


Advanced Level: Infographics


Independent Learning Option: Choose a Tool



Reflection

Review Standard 4 of the Rubric for Evaluating North Carolina Teachers (pages 31-33). How does creating a Smore, an Animoto video, an Infographic, or another tool you explored provide opportunities for teachers to support Standard 4 - Teachers facilitate learning for their students?

Capture your thoughts on this Shared Google Form in the appropriate section.

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Food for Thought


Sir Ken Robinson is another leader in the field of education. These two videos address moving from our traditional 20th century model of education to new forms of 21st century teaching and learning designed to meet the needs of our students as well as the demands of the 21st century workplace.





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Tools and Strategies Used in this Session


Poll Everywhere: A free online polling service. Ask students questions and get answers back via text or online. Instantaneous formative assessment. Create open-ended or multiple choice polls.

Tagul: Tagul is a web service that enables you to create gorgeous tag clouds.

Modified Jigsaw: Students break into groups, and each person has a number. Then, like a jigsaw puzzle, each team member breaks away from their group to join all of the like numbers from another group. For example, Jackson is a #3 in a group of five students. When the teacher gives the signal, Jackson joins the four other #3s in the classroom to form an “expert” group. In the expert groups, each student learns about information that they will take back to their jigsaw group to share. The success of the jigsaw group is contingent upon each member’s expert knowledge that is brought back into the jigsaw. This is a great method of differentiation and a way to help students see each other as imparters of knowledge.

Graffiti Write: In graffiti write, students are provided a concept or topic and asked to write everything they know about a specific topic on chart paper, a white board, or other large sheet of paper. Their responses should look “graffiti-like.” Students should not write in straight lines or be forced to write in complete sentences. This is a brainstorming activity that can be used as a pre-assessment or a review. Teachers may opt to have students rotate through several stations and either add to or review the work of their peers. (See Gallery Walk.)

GIST: Students read a passage and highlight or determine the 7 most important words or concepts in the passage. (The teacher will provide a specific number of words from 5-10, but it is important NOT to go over 10. Students then pair to share their lists and come to consensus on the top 7 number of words. During this time, students will have to justify, explain, and evaluate the text in order to come to consensus. Once consensus is reached, the students then write a 1-2 sentence summary of their reading, incorporating as many of their important words as possible.

Tricider: Collect ideas and then vote on your favorite. Tricider makes it easy to share ideas as well as pros and cons that accompany each.

Google Docs: Create and share online documents, presentations, charts, etc. Also create online surveys that allow for easy data collection.

Animoto: Creating a music video from images couldn’t be any easier! With Animoto, http://animoto.com/education, users upload images/video clips and choose music. The program does the rest by importing transitions, creating a visual slideshow that will remind you of a music video. Free registration allows you to create 30 second videos, but teachers can register to create full-length (3 minute) videos at no cost. Animot0 can also be used by students to allow them an opportunity to express their knowledge/understanding.

Smore: Design beautiful online flyers and publish instantly.

Piktochart: Have graphics tell a story from your information. Infographics are an awesome way to tell stories out of data. With a lite set of professional design tools, Piktochart helps you create wow presentations to engage your web audience. Combine themes, shapes, icons, vectors, text, uploaded images, chart exporter (8 types of visualizations) to create the story you want.


Additional Resources Related to Creativity and Innovation


P21 Creativity Resources



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“The resources provided during the course of this NCDPI training have been helpful to some educators across the state. However, due to the rapidly changing resources available, NCDPI does not represent nor endorse that these resources are the exclusive resources for the purposes outlined during this training.”