Download - The Creative Classroom
![Page 1: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/1.jpg)
Creative Lesson Planning
The Creative Classroom
Reasons and Strategies
![Page 2: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/2.jpg)
When Children Are Little• They have vivid
dreams and big ideas
• They believe they can do anything
• They think creatively
![Page 3: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/3.jpg)
Provide A Framework
• Model creativity
• Help them discover interests
• Provide students the opportunity to find problems
• Applaud original ideas and products
• Create an atmosphere where children attempt new and unfamiliar tasks without fear
![Page 4: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/4.jpg)
Benefits of Infusing Creativity
• Increased attention
• Improved self-regulation
• Higher achievement (grades, test scores)
• Better peer relationships
• Improved student-teacher relationships
![Page 5: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/5.jpg)
Creativity
Artistic Talent?
![Page 6: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/6.jpg)
Multidisciplinary
• People in every field of work can demonstrate creativity.
• Many careers require the use of creative skills.
![Page 7: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/7.jpg)
Multidisciplinary
• Likewise, teachers may infuse creativity into every subject and lesson.
Roberts Elementary School 2011
![Page 8: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/8.jpg)
MathPatterning
Draw Pictures
Act out Problems
Choreograph Math
Procedures
Use Objects to Solve
ProblemsExplore Number SystemsDesigning
![Page 9: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/9.jpg)
Number Patterns
• Counting by 2, 3, 4…
• Fibonacci Sequence
• Numbers proving designs in nature
• Mathematical conjectures
• Create number patterns
![Page 10: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/10.jpg)
Reading• Make connections
• Ask questions
• Visualize
• Make inferences
(Smutney & Fremd, 2009, p. 38)
![Page 11: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/11.jpg)
Writing and Storytelling
Thinking about ideas Create sequence
Expand on ideas
![Page 12: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/12.jpg)
Science• Interested at early ages
• Enjoy digging in the dirt
• Figuring out how things work
![Page 13: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/13.jpg)
Course of Study Objectives
Course of Study Objective
5th Grade COS #11-Compare distances from the sun to planets in our solar system.Relate the size of Earth to the size of other planets in our solar system.
![Page 14: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/14.jpg)
Scaffold Using Bloom’s Taxonomy
Objective: Working in groups of three, students will create a another planet that fits into our solar system. They will create a drawing and description of the planet.
Use Scaffolding - Bloom’s Taxonomy
1Remember
2Understand
3Apply
4Analyze
5Evaluate
6Create
![Page 15: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/15.jpg)
Planets
2Understan
d
1Remember
3Apply
4Analyze
5Evaluate
6Create
(Charts adapted from Byrd, 2009)
![Page 16: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/16.jpg)
Attribute Listing
2Understan
d
1Remember
3Apply
4Analyze
5Evaluate
6Create
Radius Moons Atmosphere Distance Orbit
Venus 6,000 km 0 CO2 (Carbon Dioxide)
108m.km 225 days
Earth 6,300 km 1 N2,O2 (Nitrogen & Oxygen)
150m.km 365 days
Saturn 60,000 km 62 H, He
(Hydrogen & Helium)1427m.km
10,760 days
Neptune
25,000 km 13 H, He
(Hydrogen & Helium)
4497m.km
60,200 days
Yours
![Page 17: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/17.jpg)
Brain Writing• Fold paper into four sections.
Radius Moons Atmosphere Distance Orbit
Planet
![Page 18: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/18.jpg)
Marine Biology• Alabama Course of Study
Objective: Arrange various forms of marine life from most simple to most complex and classify marine organisms using binomial nomenclature
• Working in groups of two, students will construct the essential details of the gastropods and bivalves using websites and the textbook to create a dichotomous key.
![Page 19: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/19.jpg)
Begin With What is Known
Students first create a dichotomy.
2Understand
4Analyze
![Page 20: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/20.jpg)
Shells• Show the students two shells a bivalve
and gastropod.
![Page 21: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/21.jpg)
Classify Bivalves and Gastropods
• Bivalve/Gastropod
• Students create their own Dichotomous Key for Bivalves and Gastropods
• Use the key to classify5
Evaluate6
Create
![Page 22: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/22.jpg)
Conclusion• Creativity should be infused within every
part of the curriculum.
• Creative activities increase comprehension.
• Find creative ways to teach the content to make it fun for you and your students.
• Make sure to provide scaffolding to help children reach the level where they can “create”.
![Page 23: The Creative Classroom](https://reader038.vdocument.in/reader038/viewer/2022110214/56815f61550346895dce4ae9/html5/thumbnails/23.jpg)
References• AIMS Foundation (2007). Picturing a Dichotomy. Fresno, CA.
• Bergman, D. J. (2010). Why Do We Have to Learn This? Teaching Goals Beyond Content. Clearing House, 83(4), 129-132. doi:10.1080/00098651003705905
• Blanchard, K. & Glanz, B. (2012). The simple truths of service. Retrieved April 13, 2013, from http://www.simpletruths.com.
• Byrd, I. (2009). Creating in science. Retrieved April 7, 2013, from http://www.byrdseed.com/creating-in-science/
• Davis, G.A. (1989). Objectives and activities for teaching creative thinking. Gifted Child Quarterly, 33(2), 81-84.
• Goree, K. (1996). Creativity in the classroom...Do we really want it?. Gifted Child Today Magazine, 19(4), 36.
• Smutny, J. F., & von Fremd, S. E. (2009). Igniting creativity in gifted learners, K-6. Thousand Oaks, CA: Corwin Press.
• Simonton, D. (2012). Teaching Creativity: Current Findings, Trends, and Controversies in the Psychology of Creativity. Teaching Of Psychology, 39(3), 217-222. doi:10.1177/0098628312450444
• Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: To increase student learning and achievement. Thousand Oaks, CA: Corwin Press.