By Patti Drapeau
Educating isn't really in simple terms transmitting wisdom to scholars; it s additionally approximately educating scholars to process studying in enticing and unforeseen methods. In Sparking pupil Creativity: functional how you can advertise cutting edge pondering and challenge fixing, writer and researcher Patti Drapeau explores and explains study on the topic of creativity and its relevance in ultra-modern standards-based, severe considering centred school room. The booklet vividly and comprehensively indicates
- How inventive classes can meet and expand the expectancies of curriculum criteria similar to the typical center country criteria,
- find out how to contain creativity and overview into day-by-day school room practices,
- the best way to improve a 'Creativity street Map' to lead guideline, and
- how you can layout classes that steered and help artistic thinking.
In addition, the publication comprises forty seize and cross principles that infuse lesson plans with a spirit of exploration. it doesn't matter what grade degrees or content material components you train, Sparking pupil Creativity may also help you to provide artistic lesson parts that without delay handle serious content material, objective particular criteria, and require considerate items from scholars as they develop into autonomous novices and develop into winning scholars and adults.
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Additional info for Sparking Student Creativity: Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving
Which strategies will be the most effective with your content? “Grab and Go” Idea #1 Starter Phrases Starter phrases are useful when traveling on Creativity Road 1. They are easy to use, can be used to substitute for an existing verb, and can be used with simple or complex content. If targeting fluency, use starter phrases such as the examples given here, and connect them to your content. Remember, a fluency prompt means the teacher is looking for many responses. Fluency starter phrases direct students to list or orally respond to the following: • • • • • • • • • • Situations in which something might occur Ways to do something Things that serve a similar purpose Other uses for an object or invention Things that come to mind when a word, person, or situation is mentioned Words that relate to the same object or concept Ways to express a similar idea New ways to do something Questions to ask about a new concept or information Consequences of a particular turn of events • Words that describe an object or event If targeting flexibility, the brainstorming activity becomes more specific and focused.
Some students have the knowledge but are just weak at brainstorming. Strategies teachers can use to help students having difficulty brainstorming include the following: • Use the classroom environment as inspiration. Tell students to look around the room when they are stuck and can’t think of any ideas. Is there something in the room that they can associate with the content information? For example, if students are brainstorming a list of everything they know about tsunamis, noticing that the sun is shining outside may be a reminder that a tsunami can occur during a sunny day.
For example, a teacher can ask students how a slogan such as “slow and steady wins the race” applies in many, varied ways to the story of Cinderella, or to the concept of an electrical circuit, or to mathematical problem solving. This strategy demonstrates how flexible thinking helps us to make connections. Years ago, Alex Osborn identified specific types of questions that could be used to evoke flexible thinking (1963). Eberle’s SCAMPER mnemonic (1971)—substitute, combine, adapt, modify/ maximize/minimize, put to other uses, eliminate, and rearrange— built on this concept.