Attitudes towards Creativity

Attitudes towards Creativity....

Over the course of the semester, my attitudes towards creativity have definitely changed.  Beginning this semester, I thought of myself as a “creatively challenged” person.  However, after the completion of many assignments and readings, my thoughts and perceptions towards creativity have changed.  

I personally enjoyed working on most assignments, however, the one that gave me the most challenge was the online crossword.  I often find myself technologically challenged and became extremely frustrated with this assignment.  However, after walking away and gathering my thoughts, I was able to complete the task.  What a feeling of joy I had once the assignment was completed!  

I believe creativity can bring an individual joy and pleasure once they give their mind a chance to wonder.  As with the crossword, the feeling of accomplishment is amazing.  I look forward to using many of the activities learned this semester in my classroom.  

My Favorite Creative Assignment

My favorite assignment this semester was the Morphological Analysis.  What an awesome way to encourage creative, problem-solving thinking into the classroom.  I mentioned in my lessons reflection about using this idea with my 7th grade students.  The students found it to be extremely fun and interesting.  I couldn’t believe how well they completed this assignment and proposed solutions to desertification in Africa.  

I plan on using this assignment with other problem/solution lessons this year.  Many teachers today focus on teaching the basic facts.  By teaching the basic facts, students are not allow to actually apply what they are learning.  The Morphological Analysis not only taught my kids about desertification but allowed them the opportunity to be creative and create solutions to a threatening problem occurring across Africa.  

The Hare and the Tortoise

The Hare and the Tortoise using the 6 Hats of Thinking

White Hat- Who/ What- A race between the Hare and the Tortoise.  Hare doesn't think the Tortoise will ever make it to the finish line.  They agree to race.

Red H- What feelings are generated between the two?  Hare feels superior to the Tortoise.  Tortoise is more laid back and carefree.  The Hare's intuition is that he will always win.

Black Hat- Never Give Up.  Hare needs to be cautious of the steady pace of the Tortoise. 

Yellow Hat- Hare is optimistic he will win however the Tortoise sees the value in a slow, steady pace.

Green Hat- What possibilities arise?  Hare doesn't stop and take a nap.  The fox changes the finish line. Alternatives?  They walk together at a slow and steady pace to demonstrate teamwork. 

Blue- What conclusions can be drawn?  It is important to never give up as the Tortoise demonstrated.  Also, one should never be so sure of themselves that they do no try. 

Osborn's 73 Idea-Spurring Questions

Object:  Tote Back (used for carrying books)

Put to other uses:  reusable grocery bag, diaper bag, suitcase, pocket book

Rational:  Due to the size of my tote bag, it can be used multiple ways.  I generally use this bag to carry my school books, however, it can be used to carry anything under 20lbs due to its size and durability.  

Adapt:  Pocket books, diaper bags

Rational:  As I previously mentioned, my tote back has multiple uses.  One may see it as a large pocket book as one may see it as a diaper bag.  

Modify:  Expand the width of the bag

Rational:  The tote bag is very large in length.  However, to get multiple uses out of it, one may put the twist of making it wider as well as keeping the same width.  

Magnify:  Stronger/ More durable straps

Rational:  Although this is a large bag, I do believe it could be more beneficial if it was built for heavier items.  One way to handle heavier items would be to place thicker and heavier straps.

Minify:  The large pocket inside

Rational:  Although many people would like a large pocket inside to store things, the pocket in this bag basically serves as a compartment for dividing items placed in the bag.  If the pocket was smaller, smaller items could be stored without getting lost inside the bag.  

Substitute:  Stronger material

Rational:  A stronger material would allow for heavier items to be placed inside the bag.

Rearrange:  Pocket

Rational:  A smaller inside pocket would allow for the storage of smaller items.

Reverse:  Straps

Rational:  By changing the way the user uses the straps, one could possibly place the bag on their back and carry larger items.

Combine:  Larger width, more durable straps and heavier material

Rational:  This would allow for a bag of multi-uses.  One could use the bag for a variety of things as well as carry more heavier items inside the bag.  

Readers Theatre

Marianne Wood

Readers Theatre 

10/30/2011

Egyptian Gods and Goddesses 

Characters- 

Narrator 1-8

Nun: the dark waters

Ben-Ben:  the hills

Atum:  the first god

Shu: god of the air

Tefnut: god of moisture 

Nut: god of the sky

Geb: god of earth

Four Children:  Osiris(king of earth), Isis(queen of earth), Seth, and Nephthys(not a part)

Horus: Oriris and Isis son

Setting:  Ancient Egypt 

Narrator 1:  This is a story about the creation of the Egyptian gods and goddesses.

Nun:  I am the god of the dark waters and I have created a chaotic world.

Narrator 2:  One day, a hill rose up of a the waters.

Ben-Ben:  I should be called Ben-Ben.  I will be the home of the first god, Atum.  

Narrator 3:  On the hill of Ben-Ben, the first god named Atum arose.  

Atum:  I am the god of Atum and will control the earth.  First, I will create a god of air.  Then, I will create a god of moisture.  This will gives us the atmosphere in which we live.  

Narrator 4:  Shu and Tefnut were created to be the god of air and god of moisture.  The two had two children:  Geb, the god of earth and Nut, the goddess of the sky.  

Geb:  I am the god of earth.  I will create a place for all to live.

Nut:  I am the god of the sky.  Together Geb and I will make a peaceful world.  I will be the canopy of Geb and the earth.

Narrator 5:  Net and Geb had four children named Osiris, Isis, Seth and Nephthys.

Osiris:  I have been named the king of the earth.  My wife Isis will help me rule the earth for many years.  

Isis:  My husband Osiris and I will protect the earth.  

Narrator 6:  Seth was jealous of Osiris because he wanted to be the ruler of the earth.  He grew angrier and angrier and killed Osiris.  

Seth:  I wish my brother was not the king.  I shall kill him and make him go to the underworld and I will be king of the earth.  

Narrator 7:  Osiris and Isis had one son named Horus.  

Horus:  I will battle Seth and take over the earth and become king.  

Narrator 8:  Horus regained the throne and Osiris remained the king of the underworld.  Seth was defeated.  

Equalizing Standards and Creativity

Equalizing Standards and Creativity:  How can we balance the two??

Today, the majority of our curriculum includes high-stakes standards and tests that are required by all students to follow.  With the focus geared on meeting the needs of high-stakes standards and tests, many students are not experiencing creative learning styles and environments.  Teachers are pressured to teach certain skills in order to achieve testing goals mandated by individual states. 

Research has been conducted to determine the effectiveness of high-stakes standards and creativity used in the classroom.  The research demonstrates that both concepts support student learning in different ways and offer variety to their education (Burke-Adams, 2007).   Gifted students often require unique learning needs that are not being met in the regular education setting. 

How can we insure that we are teaching these required standards while being creative at the same time?  Prescribed curriculum does not support teaching basic skills in a creative form.  What are we doing for our academically gifted students?  These students need opportunities where they can thrive in a creative manner. 

Teachers can still teach high-stakes standards while still teaching creatively.  Three components support this idea.  They are teacher behavior, learning environment and instructional strategies.  Teachers should provide opportunities that allow students to explore their own creativity while still focusing on the set skills in place. 

Hard Work vs Sudden Insights

I would like to acknowledge that my products of creativity (such as writing papers) is due to sudden insights.  However, I must admit that the majority of my assignments come from hard work and dedication.  When writing papers, I limit my focus to getting it done.  I know that is not what our readings suggest however my anticipation and nervousness causes me to only focus on the end result.  

When creating lessons for my students, however, I would like to believe that I am creating these units with “sudden insights.”  The majority of the time I have one goal in mine while designing units but end with a totally different product.  I personally believe this can be attributed to my want to give my students something they can excel with while find interest.  

My Personality and Creativity

Where do I stand with creativity?

After looking at the tables describing personality traits of creative people, I did find myself obtaining many of the characteristics listed in my personality.  The majority of the personality traits that I share with creative people are not new to me.  However, I must admit that I do fall into the category of a few of the negative traits.  

I do see myself as a very independent person however I often doubt what I am doing and worry if it is worthy.  I am a people pleaser which often causes much discomfort for me.  I usually find myself committing to way more than I can handle.  I am a very sensitive person.  I take others feelings and concerns into perspective everyday.  Most likely this is why I am a teacher as I only want the best for others and understand that we are not all perfect.  I have a very big sense of humor and am often told that I am a cut up.  Yes, I must admit that I am also very immature at times.  I am not sure if this plays into the fact that I am the youngest of three children and still very babied by my family. Out of the three children in my family, I probably am the most creative (which says a lot about my brother and sister :0 ).  

I find myself getting extremely excited over the smallest of things but I am not a risk taker.  I wish I was more willing to act on the spur of the moment however I am too cautious and concerned about my well being.  Therefore my results of the “Thrill Seeking Test” were not surprising to me.  I fell into the below average category.  

I must say that I am extremely hard working and generally organized.  Others may not agree with my organization skills, however, I always know where things are located.  Since I was a young child, I have asked many questions.  Often my family and friends will respond “Just deal with the answer.”  This really discourages me because I always want to know “why” something occurred the way it did.  

I enjoyed Davis’s Chapter 5 and making connections with my own personality traits.  I find it extremely encouraging that I do have a large majority of traits that fall into creative category.  This gives me hope that one day I too, can be creative.  

Midterm Checkpoint

Midterm Checkpoint

Wow!  I can’t believe we are already half way through the semester.  I must admit that I never thought that I would get to this point with work and the two graduate courses I am taking.  Now, only if I can make it the last half! J

What I have I learned this far?  This course has been extremely beneficial to me over the past few weeks.  I personally have never thought of myself as a creative person and still do not.  However, from our many readings and activities, I now realize the importance of creativity in schools and being creative does not necessarily mean being able to “create” something.  I have learned that a student’s creative ability can be demonstrated in numerous ways such as their ability to think critically, to actually create or design something, as well as the way they handle certain situations or problems. 

In order for our student’s to be able to compete in today’s job market, teachers, including myself, must think of more ways to bring creativity into our classrooms.  Students need to be challenged constantly to think outside the norm and formulate their own ideas.  I fear that too many educators believe that we should teach students that every problem has one single answer.  However, from our readings, I now understand that children should not learn this way.  They must be given the opportunity to see multiple outcomes in one problem. 

Surprises  Unfortunately, I have not had any surprises while examining my creativity.  I still understand that I am not the most creative person, but I do now understand the importance of helping my student’s understand that we ALL can be creative (yes, even me).  In our readings, I read that teachers and older adults must not give in to their lack of creativeness rather they should demonstrate that they as well have potential. 

How views changed?  I now believe that we are all capable of possessing some sort of creative skill.  Also, I have learned that no matter the material being presented, there is a way to bring creativity into everything.  Students should be encouraged daily to think outside the norm.  Curriculum should be designed to incorporate creativity into all units and lessons. 

Articles I enjoyed the article discussing “mental happenings.”  I found it extremely interesting that many famous writers, scientists, etc made discoveries and inventions through mysterious mental happenings.  I immediately told my students about a view of these different people.  I have also found the three Roeper Review journal articles to be extremely beneficial.  Many ideas and strategies were explained in the three articles that I have put to use in my classroom. 

Changes As I have previously stated, I am working on designing more and more lessons for my students that involve an aspect of creativity.  From my readings, I now understand there are multiple ways a students can demonstrate their creativity in all lessons.  Products do not necessarily have to be your traditional “poster” rather they can me the way a child answered a critical thinking question.  Also, I will now stop declaring to my students that I am not creative and give my students opportunities to see that they ALL can possess some sort of creative skills. 

Definitions and Theories

There is not one single definition or theory to explain creativity.  The following definitions, person’s and ideas demonstrate different perspectives on creativity.  

Otto Rank described the creative type as one who is well adjusted and self-actualized.  

“We are all born with a will to be ourselves, to be free of domination.  In early childhood, we exercise our will in our efforts to do things independently of our parents.” 

(http://webspace.ship.edu/cgboer/rank.html)

Example:  The Lion King

In the movie the Lion King, young Simba is warned not to go beyond outside the kingdom’s land.  However, young Simba and his companion Nala do not listen and find themselves in danger.  They are exploring their own freedom in a world of domination.  This mocks Rank’s idea that children want to be independent to find domination.

http://www.youtube.com/watch?NR=1&feature=fvwp&v=KXs8OS6EdAE

Jung’s Psychological Type- human consciousness

Jung’s psychological type of creativity involves individuals experiencing creativity through life’s lessons, emotional shocks, and experiences of passion and human crises.  

Example:http://www.youtube.com/watch?v=MO5oDScu4ps

The hit show Full House opening theme song discusses the unpredictabilities of the world and how one can lean on others for support.  The writers of Full House presented each episode with some sort of problem and demonstrated how a family can work together to overcome struggles.  

Jung’s Visionary Type- collective unconscious 

Dreams and thoughts lead to an individuals creative processes.  

Torrance Creative Type- creative person, creative product, and creative press

http://www.youtube.com/watch?v=kLO5SJ2uxEE&feature=relmfu

This video clip demonstrates the steps taken in creative thinking through a science experiment by creating a crystal bubble.  

The Creative Press-  social and psychological environment of creativity

http://www.youtube.com/watch?v=wpu50t97U0M

The environment of the magic school bus creates an environment for exploration and creativity to occur during each episode.  

Mental Happenings:

In Art:  My grandfather was an avid painter who never had a preconceived idea before painting.  His art work came from current thoughts and ideas.

In Music:  Mental happenings in music remind me of someone who can play by music by ear.  My grandmother can sit down on the piano and play anything you wish for her to play as well as put music notes together making melodies.  

In Science:  Albert Einstein’s unique way’s of thinking led to his finding’s of general relativity.  

In Literature: Writer’s who “happen” to run across their idea’s in unique environments.  

Coke Can Transformation

Coke Can Transformed into a Decorative Vase

How do you turn a Coke can into an object?  When I got this assignment, I immediately asked my friends, family and colleagues for any ideas and suggestions.  I received an array of responses from the North Carolina State Wolf (due to my family going to the game this weekend) to a container to be used for pencils, pens and scissors to a lady bug.  However, I did not chose any of these options.  

Today when I went to my sisters house to use her three year old’s craft box, my niece helped me come up with the idea to make a vase.  First, we went outside and picked the prettiest flowers we could see (her words exactly).  Then we went inside and began decorating.  We found a bag of fury balls that I knew we could use.  Therefore, we glued them to a green felt background.  Once we assembled the background we finished the vase by adding flowers.  

After assembling the vase with my three year old niece, being a teacher I knew I needed to make a connection to this assignment and the environment.  I explained the importance of recycling and how the vase we made was made from a recycled Coke can.  I hope this project was beneficial to her and taught her a lesson about recycling.  

10 Characteristics of Creativity: My Grandfather

“Of all human activities, creativity comes closest to providing the fulfillment we all hope to get in our lives.  Call it full blast living.”  Mihaly Csikszentimihalyi

Before reading the article “The Creative Personality” by Mihaly Csikszentimihalyi I immediately thought of my grandfather and wondered if I was about to read an article exactly about him.  Sure enough, as I was reading about the 10 characteristics a creative person has, my grandfather possessed each of the qualities.  My grandfather passed away 5 years ago and was probably the most creative and talented person I have ever met.  My grandfather who I called Pa was an avid painter, decorator, musician, and always had great advice about how to handle all situations.   

1. Creative people have a great deal of physical energy, but they’re also often quiet and at rest.  My Pa’s presence in a room was always calm and peaceful,however I always could see his mind churning.  If given a task, he would complete it to the fullest and not give up until it was completed with 100% accuracy. 
2. Creative people tend to be smart yet naive at the same time.  This trait really explains my Pa.  He always acted as he wasn’t sure of what someone was talking about,however, he secretly did.  I believe it was his way of letting people get their point and wants across before he stepped in an gave his opinion and ideas. 
3.  Creative people combine playfulness and discipline, or responsibility and irresponsibility.  My grandfather’s favorite past time was to play with his paintings.  Pa would go into his studio and create master pieces based on his thoughts, feelings and/or ideas.  Sometimes he would begin painting with no idea on the outcome while others he knew exactly what he wanted to create. 
4. Creative people alternate between imagination and fantasy, and a rooted sense of reality.  As I mentioned previously, my Pa’s imagination really showed in his paintings.  However, Pa was able to create planned and organized mater pieces.  He also demonstrated his wonderful imagination through the stories who would tell my brother, sister and I.
5.  Creative people tend to be both extroverted and introverted.  Sometimes I would go to my grandfather’s house and he would be in the best mood and want to get down and play with my siblings and I.  Other times he was extremely content being in his studio or sitting back and watching us play.
6.  Creative people are humble and proud at the same time.  My Pa was the most humble man I know.  His artwork filled family and friends homes and he never let it show how proud he actually was.  However, I know he was extremely proud. 
7. Creative people, to an extent, escape rigid gender role stereotyping.  My Pa was extremely artistic and often came across as very feminine.  However, he was happily married to my grandmother and did not let it bother him that he was often seen as different.  
8. Creative people are both rebellious and conservative.  My Pa was very rebellious in his artwork demonstrated through his paintings.  However, he was extremely conservative in his actions and words. 
9. Most creative people are very passionate about their work, yet they can be extremely objective about it as well.   Pa was very passionate about his paintings and decorating skills, however he was very open to criticism.  I often remember my grandmother telling him something she did not like and he was willing to listen to her point of view. 
10. Creative people’s openness and sensitivity often exposes them to suffering and pain, yet also to a great deal of enjoyment.  Pa was a very sensitive man but willing to listen to criticism and open to changing his ways.  

My Pa was a very influential in my life.  It is amazing that he fell into the categories of all 10 characteristics.  I only hope to be half the man he was one day.  I am proud to say he was my grandfather and possess many of his paintings in my house today. 

10 Mental Blocks

Everyday I hear mention of the lack of one’s own creativity among my colleagues, students, family or friends.  Roger VonOech’s 10 mental blocks are all very familiar to me.  WIth the majority of my time being spent in an educational setting, the most repetitive of VonOech’s 10 mental blocks that I hear are “The Right Answer, Be Practical, Follow the Rules, and I’m not creative.”  Children today are often taught from day one to follow the rules and be practical therefore many of children’s responses are I’m not creative, I can’t do it.”  I must admit I am guilty of this idea as well.   

How many lessons a day do I plan for one right answer?  How often do I allow opportunity for my student’s to explore their own creativity?  I need to personally make it a goal to design more lessons based around my student’s exploration of their own creativity.  With state designed tests and lessons, many times teachers are limited in the time allowed for student creativity.  However, we as teachers must be aware of this idea and design state mandated curriculum in a more creative way.  I do believe it is do able and teachers must be willing to commit more time to encouraging a child’s individual creative thoughts and ideas.  

Creativity

Does working in a group help or hinder creativity?

When I first read this question, I immediately agreed with the idea that groups generate creativity.  Personally, I thrive creatively when working in groups.  Hearing others thoughts and ideas helps me produce more creative thoughts and ideas based on others perceptions.  By hearing others creative thoughts I am able to connect their ideas with my own and expand on my original thoughts.

However, after reading Chapter One in Creativity is Forever by Gary Davis, I began to re-think my original thoughts about creativity.   Chapter One focuses on the relationship between self-actualization  and creativity.  Maslow’s refers to self-actualization as “our desire for self-fulfillment, namely, to the tendency for a person to become actualized in what he or she is potentially” (p.2, Davis).  After looking at Maslow’s 15 Characteristics of Self-Actualized People, many of the characteristics refer to one’s own independence, privacy and solitude.  Maslow connected self-actualization and creativity by stating “the concept of creativeness and the concept of the healthy, self-actualizing, fully human person seem to be coming closer together, and may turn out to be the same thing” (p. 2, Davis).  

Personally, I still believe that groups help promote creativity, however, I do agree with Maslow’s findings that one must understand their own potentials.  A person will be more willing to contribute to group thinking and work when they understand what unique talents they bring to the table.  By creating an productive, creative environment, group members will be more willing to share their own creative thoughts and ideas in a critical manner.  

Many experts have stressed the importance of a playful attitude toward creativity, that fooling around often leads to ideas. Do you agree? Why or why not?

I believe that having a playful attitude often leads to creativity.  By being able to think outside of the box and openly, more ideas are generated.  Often, I find myself thinking the most creatively when I am in a more relaxed environment which is leads to a more carefree mindset in a playful manner.  Many school settings are so structured and rigorous that there is little time for playful attitudes which in turn leads to more creative thinking.  Stressful situations and environments often cause us think on a straight and narrow path dismissing creative thoughts and ideas.  

Watching the video clip Why Man Creates,  it is apparent that the man who was trying to get the legs and arms to produce in a sequential manner, was more productive when he sat back and began generating ideas in a playful atmosphere.  Once he was able to create an end product, he became more relaxed which in turn created more stimulation among the limbs of his creation.  

Therefore, in order to produce more creative thoughts and ideas, I personally believe individuals need the opportunity to play around with ideas in a relaxed and playful manner.  

Why Collaborate?

Many schools are encouraging collaboration among all professionals.  There are also many state mandated laws that support collaboration in the school.  So why is it so important?  

Collaboration is a process of direct interaction between at least two individuals actively involved with problem-solving, decision making and the sharing of ideas.  Much research supports the importance of collaboration and the effects it has on individuals both in and out of the classroom.  The sharing of ideas, suggestions, decisions, etc  creates new knowledge for all parties involved in collaborative methods.  

Why should we collaborate?  Collaboration encourages open discussion which often leads to a deeper understanding about what is being discussed.  Teachers who work together in the classroom are able to share ideas with one another and build upon each others knowledge.  This is not only beneficial to the teachers but the students as well.  The students receive a more in-depth lesson due to the collaboration of their teachers.  

How do I incorporate collaboration in among colleagues?  First, sit down with your colleagues and share your opinion on collaboration.  Be ready to provide positive benefits and facts about how collaboration works in schools.  It is important to be understanding to your colleagues thoughts and feelings.  Hopefully, through your open-dialogue, your colleague will be more willing to collaborate.  

Paraeducators and Budget Cuts

Paraeducators and Budget Cuts

What’s happening to all our paraeducators?  Paraeducators are individuals who assist with instructional and other student services within the school environment.  However, today with the recent budget cuts paraeducators are the first to go.  What about those students whose success in a classroom depends on them?  What about the teachers who rely on their support to better meet the needs of students in their classrooms?   What about the need to perform day to day clerical papers?

The rise of students needing assistance has called for more paraeducators in the schools.  However, if money is not available then paraeducators will not be hired.  Special Education services rely on these professionals to assist with special needs students inside and outside of the classroom.  Without them, many children’s education will suffer.  How can we address the need of paraeducators in today’s schools?

Although paraeducators are not the primary service providers, they are still needed in schools.  Paraeducators can be trained based on the qualifications needed.  A paraeducators work never goes unnoticed as they are supervised by licensed by professionals who guide them in the assistance they give to students. 

By cutting paraeducators, our school’s growing population will be underserved.  Please be aware of the needs of this individuals and the difference they make on many children’s life. 

Cultural Influences (713)

Cultural Influences

Over the past years, my school’s climate has drastically changed.  The culture, race, and ethnicity have all become more diverse.  As I have watched the population change, I have come to realize that not one culture is the same and members of the same cultures are not the same.  We all come from different backgrounds, socioeconomic statuses, values and beliefs that play a large role in our lives.   Therefore, it is obvious that we as teachers must be aware of different cultures norms, ideas, beliefs, etc.  It often is frustrating trying to keep up with the ever changing world but we as teachers are not serving our students if we do not keep up with current views and values to incorporate into our classrooms. 

Society has placed many stereotypes of certain cultures.  For instance, Malcolm X commented on a previous educational experience “I realized that whatever I wasn’t, I was smarter than nearly all of those white kids.  But apparently I was not intelligent enough in their eyes to become whatever I wanted to be” (44).  During his time, African Americans were given the stereotype that they were not as smart as white students.  Prejudice beliefs gave African Americans a negative stereotype that still often follows them today.  As teachers, we must realize that this is not true and all children come from different backgrounds regardless of their race.  Being culturally aware, means realizing that society is constantly changing. 

Students come from different backgrounds that place different emphasizes on school.  If a child comes from an unsupportive family, then most likely his/her educational values will be different from a student whose family ranks education as a top priority.  A student’s behavior is often a result of what is seen at home.  Therefore teachers’ frustrations concerning specific behaviors are often unanswered due to the circumstances of a child’s background and culture.   

How do we deal with someone who ALWAYS dominates meetings?

Most likely we have all experienced a dominating colleague.  Yes, I am talking about the one who always controls the meetings, does not like to hear others opinions, thinks their ideas are always the BEST, etc….  Is collaboration really taking place in a setting like this?  How can we call this collaboration? 

Dictionary.com defines collaboration as the act of working with one another on a joint activity and something created by working jointly.  Friend and Cook define seven principles of collaboration:  as voluntary, having parity, having mutual goals, sharing responsibility, resources and accountability.  For effective collaboration to take place we must consider the seven principles listed above.  Best results occur when ALL the seven principles come together.  Effective collaboration does not occur when ONE person controls everything. 

One may ask how can we ensure participation among all group members limiting the power from one person. Once a group has been formed, it will be extremely helpful if the group creates expectations and norms for all group members to follow. This will encourage the even distribution of jobs and power among all group members.  Group members should revisit their norms and expectations periodically to ensure successful collaboration.  One helpful suggestion is to have an agenda for every meeting.  This will ensure responsibilities among all group members and allow for group participation of what items to discuss.  Hopefully, this will create equal representation among all group members. 

Differentiation Growth

My Personal Differentiation Growth

Many times when teachers hear the words “differentiation” they often groan.  I must admit that at times I have feared the idea of differentiation.  Teachers, like me, are often under the impression that to differentiate a unit or basic activity takes a lot of extra time and preparation.  However, the more I differentiate the easier it becomes.  

This semester I have made it a goal to include differentiation into one to two activities a week.  Each week while reading assigned chapters, I have learned more and more techniques to include in my classroom.  A personal favorite is from Frances Karnes and Suzanne Bean’s Methods and Materials for Teaching the Gifted, Chapter 6 “Product Development for Gifted Students.”  All students thrive by producing various products based on their own unique abilities and interest.  This chapter provide a large list of products that are easy to incorporate in every classroom.  Product development is extremely important in all students especially gifted.  Giving them the opportunity to explore different options allows for them to really show what they learned in a particular unit as well as demonstrate to the teacher their own personal growth and new knowledge.  

Throughout this course I have examined various curriculum models to use in the classroom.  These models provide opportunities to differentiate for all learners.  Personally, I was only extremely familiar with Bloom’s Taxonomy.  Yes, Bloom’s Taxonomy is a very important model to use in the classroom and allows for differentiation among all students, however, as I researched I found more and more wonderful models to use.  A particular favorite is The Renzulli Schoolwide Enrichment Triad Model (SEM).  Research using the SEM model shows both positive outcomes for both teachers and students.  Independent Studies allows for both creative thinking while taking on an analytical approach.  

I have tried various independent studies this year for my gifted students.  I have often feared this method of differentiation.  However, after reading multiple articles and chapters, I have learned how to successfully incorporate this idea in my classroom.  An important aspect I learned about conducting independent studies in my classroom, is the importance of constant communication among the teacher and participant.  Communication allows for the teacher to still serve as a facilitator in the students learning process.  

As I continue to go through Meredith’s program, I hope to one day fully incorporate differentiation into all learning units.  I hope to serve as an advocate for gifted learners at my school and increase the importance of serving this special population.  

Teaching Gifted and Talented Students in the Regular Classroom

Gifted Students in the Regular Classroom

Today’s heterogeneously classrooms are filled with an array of learning abilities among of all students.  How are we as “educators” ever expected to meet the demands of all students in our classrooms?  Everyday teachers are faced with this problem as they plan units.  

Budget cuts have taken away funding from gifted education.  Therefore, it is the classroom teachers job to make sure they are providing challenging and rigorous lessons engaging their gifted population.  Tracy Riley provides an overview of various ways to make sure your gifted students needs are being met in your classroom.

As a classroom teacher, there are many areas in educating my gifted students that I need to improve on.  Yes, I have great plans and ideas of how I am going to challenge these students but I must admit that these great plans do not always make it into my classroom! I personally struggle with “pre-assessments” before each unit.  My social studies curriculum consists of very broad topics in which I have a hard time determining if a student has surpassed the anticipated skills.  Therefore it is often in the middle of a unit that I notice a student has already mastered the concept being taught.  Possibly I should be assessing the students throughout the unit in order to make sure all students needs are being met even the gifted population. 

My goal as an educator is to provide more opportunities for student exploration in my classroom such as “learning spots.”  Riley mentioned an idea of setting up various centers pertaining to curriculum throughout the classroom. Students can explore different concepts and ideas that interest them pertaining to current information being presented.  I personally believe my students would greatly benefit by having a few minutes each day exploring concepts being taught in the classroom in greater detail on their own.  Student exploration and interest is extremely important for all students including the gifted population.  Many teachers may fear that learning spots will require extra planning and resources, however, many of the activities that could be placed in a particular center may be activities you already have but do not have the time to incorporate them in your lessons, as well as activities you may have that are not appropriate for all learners.  Many of the resources are at the finger tips of your hands!

With the growing demands of state mandated tests, teachers feel pressured to teach to the curriculum so that ALL learners receive the basic knowledge expected.  How is this beneficial to our gifted population??  ITS NOT!  Therefore, teachers must take advantage of various learning activities to challenge their gifted population.  Activities such as “spin-outs” allow for teachers to have the opportunity to divide students based on ability and present them with the same concept but in a different manner.  This ensures that gifted students needs are being met in a totally different way then special needs learners.  Teachers need yearly professional development examining how to educate all learners in the classroom by challenging the highest achievers and meeting the basic needs of certain children.  

Jigsaw Learning

What is Jigsaw Learning?

Jigsaw Learning is a cooperative learning strategy that has been around since the 1970s.  Jigsaw Learning allows all learners the opportunity to become experts in a specific field and “fit” their findings with those of their peers within a central theme.  This style of learning encourages all students’ work essential in order to understand a final product or idea.  All students are held accountable for their in the jigsaw model.  

Why Jigsaw Learning?  

Jigsaw Learning was first used in 1970 in an Austin, Texas classroom.  The students in this classroom were mixed racially for the first time in their school career.  However, the students of this particular classroom experienced feelings of fear,anger and distrust among one another.  By incorporating the jigsaw method into this classroom, students began demonstrating respect for one another and those who rarely participated were given the chance to become experts and teach their peers.  Students had to trust one another in order to receive all the information necessary for the upcoming test.  

Findings indicate that the Jigsaw Learning Model eliminates competition among peers and an atmosphere of trust and personal responsibility.  The Jigsaw Learning Method works for all students placed in a heterogeneously classroom when the teacher has designed groups according to students work ethic and needs.  Jigsaw Learning classrooms report that students are more engaged throughout lessons and the attendance rate is higher. Experts believe this style of learning engages all types of learners.  

How Do I Incorporate Jigsaw Learning in My Classroom?  

Before incorporating this model in your classroom, make sure you know all your students abilities.  Students should be divided into 5-6 groups depending on class size and what you want them to learn. Make sure all groups consist of all types of learners, races, and gender.  Appoint one leader in each group.  Divide groups work into smaller segments in which each participant has one idea to research.  Group members will then disperse into groups that share “like” topics.  Group members will then come back to report to their original group their findings and research.  It is a good idea to test all group members after presenting their information.  This ensures that every group member took their role seriously along with learning the information presented by their classmates.  

What do I Think about Jigsaw Learning? 

I have tried Jigsaw Learning in my classroom several of times.  I must admit that it is often hard when dividing groups and ensuring full participation of ALL group members.  I often have students come to me stating that someone is not participating to the fullest.  Personally, that is my only problem with Jigsaw Learning.  I often fear holding all group members responsible and possibly testing them on the information presented.  Therefore, I often find myself reteaching what the groups just accomplished.  

Today’s curriculum encourages students to be the head of their own learning while the teacher facilitates.  What a great way to encourage this way of thinking by participating in Jigsaw Learning!  I must admit that it often excites me when I hear students discussing topics and sharing their own opinions with their peers without my direct guidance.  Jigsaw Learning does encourage students to be independent thinkers and take on their own responsibility of independent learning.  

After reading the listed website, I am encouraged to utilize this learning tool in my Differentiated Unit Plan.  I believe it will benefit all learners as well as bring in multiple learning styles.  Students do need a change of how information is presented.  Being a social studies teacher, I often find myself presenting the students with the same lecture based notes, however, this does not benefit everyone or encourage student based learning.  By incorporating Jigsaw Learning into my unit, students will have the opportunity to share their expertise with their peers.  

Critical Thinkers

What skills do your students need to be critical thinkers?  

My 7th grade social studies classes this year consist of a variety of learning levels.  Like all heterogeneous classrooms, I have students who are reading on a 3rd grade  level, ones who can barely speak English and a large majority  who possess gifted qualities.  How can I encourage them all to be critical thinkers????

Critical thinking entails students’ ability to think more abstractly.  Everyday I see students who can recall basic facts but can they even relate beyond the facts?  Each year students’ abilities to think more in depth should increase.  As a social studies teacher, my students are expected to draw conclusions between the countries we are studying and the United States.  However, I am sad to say that not all my students have mastered this concept.  They also should leave my classroom with the ability to examine cause and effect pertaining to different concepts.  How will I ensure all my students will be able to conquer this task?

Personally, I believe my students should begin the year learning about different countries and cultures.  By addressing other ideas hopefully with time my students will automatically be able to see any similarities or differences that might occur between their own lives and those who they are learning about.  For those learning behind grade level, this is a big achievement, however, my gifted students should be able to automatically see the connections and take it a bit further and relate it back to the entire United States.  By taking small steps, hopefully every students ability to think critically will grow with time and practice.  

Students should also be walked through the steps of reaching critical thinking.  By examining the different phases students will see their accomplishments and realize there is more to learning than restating facts.  

Teaching Analytical and Critical Thinking Skills in Gifted Education

Karnes and Bean Chapter 9

Teaching Analytical and Critical Thinking Skills in Gifted Education

Today, gifted students in our classrooms differ from their age peers in many ways.  Most importantly, gifted students are able to perceive information at a greater capacity and show their knowledge in a more productive way.  Gifted students are able to demonstrate information in an advanced, complex manner using their higher level creative and critical thinking skills.  

Unfortunately, curriculum and teachers have steered away from incorporating analytical and critical thinking skills for gifted students in the classroom.  Many factors have led to the neglect of these important skills in gifted student education.  Generally, when teachers design units for gifted students they refer to Bloom’s Taxonomy.  Bloom’s Taxonomy has received much praise for its idea to encourage higher order thinking skills, however, the higher level skills incorporated often do not focus on a thoughtful analysis of an issue.  Many teachers believe that by following Bloom’s Taxonomy they are planning units based on higher level skills, however, they are not demonstrating lessons that encourage an in depth understanding of a skill that Bloom’s implied.  In order for students to accurately analyze and use the critical thinking process, they must first understand how to conduct a meaningful analysis and evaluation of a given topic.  Many teachers have not been taught how to lead students through the evaluation process and conduct a thorough analysis.  There are few teacher education programs and resources available to aid teachers in the critical and analytical thinking process.  

Another common misconception pertaining to Bloom’s Taxonomy is how student’s demonstrate a thoughtful analysis.  Teachers using Bloom’s Taxonomy often believe that higher order thinking skills revolve around definitions, the ability to compare/contrast, sequencing, classification, etc.  However, Bloom’s intended for a more thoughtful thinking process when distinguishing between concepts.  The Bloom model lacks clarity for teachers when incorporating higher level thinking skills into their classrooms.  For instance, students must be able to evaluate an idea based on some basic information.  Often, teachers leave out this basic information when requiring students to evaluate a work.  

Overall, Bloom’s Taxonomy does work when designing units based around analytical and critical thinking skills, however, educators lack the knowledge that the Bloom’s model is much more abstract that what is seen on paper.  Therefore, analytical and critical thinking skills have been neglected while educating our gifted youth.  Schools and counties should provide constant professional development for all teachers about Bloom’s Taxonomy and how it requires much more than the verbs the model suggest. Also, professional development should be geared around encouraging higher level thinking in all classrooms.   Personally, this chapter has been extremely beneficial.  I am currently designing units with my Professional Learning Team incorporating Bloom’s Taxonomy.  However, up until now I have not considered the idea that Bloom’s does require much more abstract thinking.  I plan on taking a more in depth look at how to encourage my students to look more abstractly at an idea and the steps it takes to reach this understanding.  

Problem Based Learning

Problem-based learning is an important part of any teacher’s repertoire.  However, debate continues over how frequently PBL should be used.  Some medical school programs use PBL exclusively.  Most K-12 teachers find this comprehensive approach extreme and unfeasible.  Ideally, how many times a year do you think a teacher should use PBL?

Problem-based learning is a model design that encouragers leaners to actively take on the  lead role of problem solving given a specific problem.  It encourages individual thinking and creativity among the unique needs of the participant.  Its flexibility allows for a variety of different learning levels and styles in one unit design.  Students are engaged in the steps required to solve a problem based on the problem itself.  

Personally, I believe this model is a great way to engage students with real-life scenarios  while learning the different ways and outcomes problem-solving entails.  As a middle school teacher I do believe it would be hard to teach every lesson this way, however, I do see potential for incorporating this style of teaching two-three times a year.  As a social studies teacher, there are many lessons that I teach which could incorporate this style of learning.  For instance, I am responsible for teaching about China’s growing population and believe this design would work great when discussing China’s One Child Policy.  I believe this style of learning would definitely engage my students while discussing this hard topic.  Personally, I do not believe it would be feasible to design more than three units throughout the year due to the demanding standards that we must cover in an entire year.  Yes, I know that this design can be built around state standards, however, there are many standards we focus on that do not require as much time as a problem-based learning unit would need.  Also, I believe the students need a variety of approaches of learning in the classroom.  While some would thrive off of problem-based unit, there would also be those who do not.  In order to meet the variety of learning needs in the classroom, I personally believe a teacher must design multiple types of units throughout the school year.  

I think problem-based learning would work great throughout a graduate level course.  Graduate level classes are to prepare learners for their desired major which prepares them for their job field.  For instance a medical student could definitely benefit from being presented real-life scenarios that may occur in their field one day.  This would prepare them for ways to handle like scenarios.  

Problem-based learning is a great model that encourages student’s to think outside the box and experience the steps and processes that correlate with real-world problems.  

Understanding By Design

What is Backward Design?

Many teachers (I am guilty of this at times), design a unit by first looking at what they are going to teach throughout the unit and not thinking about the final outcome (What the students should learn?).  Backward Design is an approach that encourages curriculum designers (teachers) to plan a unit by first concentrating on what a student should understand and be able to apply at the end of the unit.  Basically, teachers create a unit "backwards."  After a teacher has decided what they want their students to understand and take away from a lesson, then the teacher should begin planning ways to meet the desired outcomes.


Traditionally, when designing units, teachers focus on the day by day plans ending with some sort of assessment.  Backward Design experts believe teachers should focus on their students final understandings in order to ensure that their goals are being met.  Often, teachers teach information and only require students to state simple facts to show their understanding.  However, by implementing Backward Design into your classroom, you are more focused on a child's understanding rather than their demonstration of repeating facts and ideas you have incorporated into your lesson.

Last year, my Professional Learning Team began each unit by looking at previous years tests and final projects for a unit.  Backward Design encourages teachers to examine their desired learnings for their students.  My PLT did do a little of this, however, I do believe we could have examined more in-depth how students will show their understandings of what was taught.  I do believe we were on the start of the Backward Design model and personally I enjoyed planning this way.  It held each of us accountable for what we needed to teach in order to ensure all students could complete their final task.  My goal after reading this unit on Backward Design is to create final assessments focusing more on their understanding of a particular concept rather than their demonstration of citing basic facts and knowledge.