Welcome t o Module III Presented by Mechelle Galyon mgalyon@mckinneyisd

1. Welcome to Module III Presented by MechelleGalyon mgalyon@mckinneyisd.net

2. Goals: • Understand the influence of the characteristics of gifted and talented students on instructional strategies • Understand the components of creativity • Incorporate Kaplan’s Framework of Depth and Complexity into Bloom’s Revised Taxonomy in designing instructional activities

3. R UE? get + ed!

4. For sound thinking, creative and critical thinking must be used together.

5. Think creatively, unimpeded by conventional methods, constraints, or expectations. Consider as many different, unusual ways to respond/solve/create as possible.

6. Some Characteristics of Creative Work • Emotional expressiveness • Storytelling articulateness • Movement or action • Synthesis of figures • Unusual or internal visualization • Humor • Richness or colorfulness of imagery • Boundary breaking

7. “Creativity in the classroom means significant learning for all students. For gifted students, though, the creative dimension can become thecritical element that saves them from limiting the direction and extent of their personal journeys as learners.” ~ Joan Smutney

8. Renzulli’s Model for Gifted

9. Father of Creativity • Developed survival training for jet aces shot down behind enemy lines • Director of the Bureau of Educational Research at the University of Minnesota E. Paul Torrance

10. Torrance’s Components of Creativity: F2OE • Fluency – ability to generate quantities of ideas • Flexibility – ability to create different categories of ideas; perceive an idea from different points of view • Originality – ability to generate new, different, unique ideas others are unlikely to generate • Elaboration – ability to expand on an idea by embellishing it with details; ability to design an intricate plan

11. Divergent Thinking Techniques Brainstorming

12. Rules for Brainstorming

13. I. JUDGE NOT Brainstorming isn’t the place to evaluate or edit ideas. That comes later. The goal is to generate as many ideas as possible. Crazy suggestions often spark great solutions.

14. II. GO NUTS Encourage yourself and others to offer any idea no matter how wacky. It’s quantity, not quality with brainstorming.

15. III. FOCUS Go nuts, but stick to the topic.

16. IV. TAKE TURNS The floor (or table) goes to one person at a time.

17. V. Piggyback Piggyback, hitchhike, or reverse ideas to generate even more ideas.

18. Task List as many uses for egg cartons as possible in two minutes.

19. Set Up for Rapid Fire Fluency Exercise Timer is set for a determined number of minutes. Each team records as many different responses for the given topic in the allotted time as possible. Count up the totals. Groups may rotate off reading a response to assess for originality. Elaboration comes from more detailed responses.

20. Scoring Notes: Each answer that is unlikeany other member of the group scores 1 point. Highly creativeanswers score 3 points each. How many points did your team score? [Disputes are settled democratically.]

21. Rapid Fire Fluency Exercise Example heron flamingo dove penguin owl Big Bird robin Bird of Paradise Larry Byrd TASK:Record as many different “birds” as possible in three minutes.

22. Rapid Fire Bridge IT! TASK:The timer will be set for three minutes. Your team must record as many different bridges as possible in the allotted time.

23. London Bridge bridge in a song Bridge of the nose Lloyd Bridges Bridge to Nowhere Bridge to Terabithia cantilever Bridge Over Troubled Waters bridging the gap

24. Fluency Flexibility Originality Elaboration Brainstorming Modification 7.Associative thinking 8.Attribute listing 9.Metaphorical thinking 10.Forced relationships Which components of creativity did you use in these activities? Include the idea generation time and your follow-up discussion?

25. Windshield Check! My windshield is clear and clean! My windshield is cracked, but it can be repaired. I need to order a new windshield.

26. Questions? Comments? Ideas to Share?

27. How Teachers Can Enhance Students’ Creativity • Bring purposeful play into instruction, activities, and product development! • Create inspiring circumstances. • Provide meaningful choices.

28. Questions? Comments? Ideas to Share?

29. Bring purposeful play into instruction, activities, and product development! • Create inspiring circumstances. • Provide meaningful choices.

30. 2. Create inspiring circumstances: Picture Quote Book excerpt Dynamic film clip Puppet New setting Dress in costume • Guest • Music • Art • Discrepant Event • Visuals • Riddle • Comic strips

31. Teachers can enhance student’s creativity and its positive benefits. • Bring purposeful play into instruction, activities, and product development! • Create inspiring circumstances. • Provide meaningful choices.

32. Developing Depth of Understanding through Meaningful Choices: RAFTs

33. RAFT RAFT activities allows students to stay focused on the intended purpose, audience and information to share.

34. RAFT • Role of the writer: Who or what is the writer representing? To whom or what are they speaking? • Audience: Who or what is the intended reader of this writing? Teacher? Students? Historical figure? Inanimate object?

35. RAFT • Format. In what way is the information to be presented? A poem? A letter? A news article? A logical argument? • Topic. Who or what is the subject of the writing? A famous discovery? An historical event? A mathematical relationship?

36. RAFTs ~ Matter

37. RAFTs ~ Mathematics

38. RAFTs ~ Civil Rights

39. Scamper

40. SCAMPER SCAMPER is a checklist used to extend creative thinking. -developed by Alex Osborne - adapted by Bob Eberle

41. Considering Change Over Time • Locate your triangle partner. • Consider today’s smart phone. • Identify what changes in the invention of the original telephone fit within SCAMPER.

42. Possibilities for the telephone: Substitute – battery instead of electricity? Combine – battery and recharging station on base? Adapt – Design change – punch keys rather than dial? Modify – reduce size – pocketsize? Put to another use – internet service? radio? alarm clock? planner? Eliminate – cord? Base? Need for grounded phone? Reverse – Emergency services calls owner - relay danger in area – evacuation – forest fire – flooding?

43. Think about it… • How might using SCAMPER enhance your students’ ability to internalize content to understand the academic concepts deeply? • How might SCAMPER enable your students to better visualize concepts they are learning?

44. Questioning Cubes • Closest birthday goes first. • Roll to determine which question you will answer. • Proceed clockwise until each person has had at least one turn and all questions have been discussed. When a number has already been rolled, select a question not yet discussed.

45. Your Turn… Secondary by Content • Which strategies could you use with your students? • When might the teacher act as recorder? • How might one of the strategies shown allow students to demonstrate prior knowledge? • How might a strategy be used to check for understanding? • How might a strategy be used to reinforce learning? • How might you use a strategy for debriefing in your class?

46. “Those doing the thinking do the learning.” ~Judy Willis, M.D., M.Ed.

47. “Thinking is the only way in which the mind digests content.” – Linda Elder President of the Critical Thinking Foundation

48. Intellectual Standards Clarity Could you elaborate further? Could you give me an example? Accuracy How could determine if that is true? How could we verify or test that? Precision Could you be more specific? Could you give more details? Relevance How does that relate to the problem or question? How does that help us with this issue? Depth What factors make this a difficult problem? What are some of the complexities of this question? Breadth Do we need to consider another perspective or point of view? Do we need to look at this in other ways? Logic Does all of this make sense together? Does what you say follow from the evidence? Significance Is this the most important problem to consider? Which of these facts is more important? Fairness Am I showing vested interest in this issue? Am I sympathetically representing the view points of others?

49. Kaplan’s Depth and Complexity Model Depth Language of the Discipline What terms or words are specific to ____? Details What specific elements define ____? Patterns What elements, events, ideas are repeated? Trends What factors have influenced this study? What trends could be/are represented in a graph? Unanswered Questions What is still not clearly understood about _____? Rules What are the rules that impact __________? Ethics What bias, prejudices, or discriminations exist within this topic? Big Ideas What is the enduring understanding that best describes ________? Complexity Over time How have the ideas changed over time (past, present, future?) Points of View What different viewpoints exist concerning ______? (Disciplinarians) Interdisciplinary Connections How does _____ relate to other disciplines?

50. Bloom’s Revised Taxonomy http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm