Creativity and the Common Core State Standards
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The document discusses creativity and how it can be fostered within common core standards through various models and strategies. It outlines four levels of the SAMR model - substitution, augmentation, modification, and redefinition - and provides examples of how tasks can be adapted to each level to promote creative thinking, such as using brainstorming and constraints with substitution, experimentation and playfulness with augmentation, provocative statements with modification, and design processes with redefinition. The document advocates cultivating creative dispositions and environments that allow for mistakes, collaboration, and expressive freedom.
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Creativity and the Common Core State Standards
- 1. Creativity and Common Core presented by Linda V. Nitsche and Erin Van Guilder session website: http://creativityandcommoncore.wikispaces.com
- 2. WHO IS CREATIVE? RAISE YOUR HAND.
- 3. barriers
- 4. ccss
- 5. fear
- 9. http://padlet.com/wall/Creativit yWall Double Click on the Sandbox Add Your Note about Creativity
- 11. put into action
- 13. bridges
- 14. part I framework
- 21. inquisitive
- 22. imaginative
- 23. persistent
- 24. disciplined
- 25. resilient
- 28. congenial
- 30. collaborative
- 34. space
- 39. ecosystems
- 40. substitute
- 41. brainstorming
- 43. math structure
- 44. substitute
- 47. storytelling
- 48. augmentation
- 49. constraint
- 51. symbolism
- 52. augmentation
- 53. experiment
- 54. playfulness
- 56. augmentation
- 57. problem solving
- 58. context matters
- 63. modification
- 65. research
- 66. modifications
- 69. curiosity
- 70. choice
- 72. performance task
- 73. redefinition
- 74. connections
- 75. lateral thinking
- 76. outside the box
- 77. city x project
- 78. redefinition
- 79. design process
- 80. incubation
- 81. SAMR creativity modification redefinition •provocative statement •challenge the process •curiosity •choice •connections •parallel/lateral thinking •design thinking •incubation
- 82. bridges
- 84. Imagination is more important than knowledge. Albert Einstein
- 87. Creativity and Common Core presented by Linda V. Nitsche and Erin Van Guilder session website: http://creativityandcommoncore.wikispaces.com
- 88. Image Sources (Creative Commons License) in slide order: 1 & 87. brainquirks http-//www.flickr.com/photos/kire/790809806/sizes/o/ 2. raisedhHand http-//www.flickr.com/photos/korephotos/2944049443/sizes/l/ constraints 3. bridge http-//www.flickr.com/photos/scotthudson/3019644249/sizes/l/ 4 & 15CCSS http://iew.com/help-support/resources/articles/concerns-about-common-core 5. paper bag 2 http-//www.flickr.com/photos/visualarts/423183625/sizes/l/in/photostream/ 6. puzzle brain http-//www.flickr.com/photos/seseskiz/2282360004/sizes/o/ 7. fgrowhttp://www.flickr.com/photos/syarov/2448061640/ 8. belief &couraghttp://www.flickr.com/photos/ari/4159000074/&http://www.flickr.com/photos/mythoto/5153220178/ 11. paper sculputre http-//www.flickr.com/photos/polyscene/2762734797/sizes/o/ 12 & 19. painting http-//www.flickr.com/photos/ecstaticist/2998111097/sizes/l/ 13 & 82 bridge http-//www.flickr.com/photos/scotthudson/3019644249/sizes/l/ 14. framework2 http-//www.flickr.com/photos/glamhag/2062968045/sizes/l/ 17, 37 38,46.60, 61, 71 pens pencarhttp://www.flickr.com/photos/ricardo_ferreira/2472374476/ subpenhttp://www.flickr.com/photos/mrbill/3712247218/ pen nib dress http://www.flickr.com/photos/ania_gilgenast/5880353517/ 18. model http://www.flickr.com/photos/eiriknewth/238681845/ 21. child eye http-//www.flickr.com/photos/ 14954425_82322d95e1_b 22 & 83. imagine http://www.flickr.com/photos/jamesackerley/6452597837/ 23, persistent http://www.flickr.com/photos/3fold/6714979893/ 24. courage http://www.flickr.com/photos/mythoto/5153220178/ 25. bounce back http://www.flickr.com/photos/3fold/6714979893/ 26. arch http-//www.flickr.com/photos/8993966@N05/3059388187/sizes/l/ 28. cat&doghttp://www.flickr.com/photos/28355810@N05/8080611179/ 29. mistake http://www.flickr.com/photos/mgifford/5112621287/ 30. collaborate http://www.flickr.com/photos/brenderous/6278328485/ 31. dancing1024662542_267a661759_o 32. learner http://www.flickr.com/photos/bluesquarething/3649663737/ 33. flags http://www.flickr.com/photos/ronwls/7001551988/ 34. design space418048555_9cb47734a0_o 39.ecosystem http://www.flickr.com/photos/armyenvironmental/4440717455/ 42. candy http-//www.flickr.com/photos/2870271049_385496a712_b 43.math http://www.flickr.com/photos/jimmiehomeschoolmom/3423923394/ 45. gymnastics http-//www.flickr.com/photos/cpeterson79/3262492534/sizes/l/ 47. colored books
- 89. 47. colored books1704875109_c2978e623d_o 49.constraints http://www.flickr.com/photos/pgcummings/8449894083/ 51.symbol http://www.flickr.com/photos/jomind/4595141648/ 53. experiment http://www.flickr.com/photos/306/319222005/ 54. sandcastle http-//www.flickr.com/photos/the_amanda/2716785994/sizes/l/ 55. coins http://www.treasurer.state.ia.us/media/cms/Financial_Literacy_921EEE8CFFE75.jpg 57. dollarhttps://www.mint.com/blog/family/mintfamily-with-beth-kobliner-president-obamas-contributions-to-financial-literacy0413/?doing_wp_cron=1391120865.4843699932098388671875 58. natural spotlight392430584_115eeb906c_o(2) 59& 81 imagine http-//www.flickr.com/photos/normalityrelief/3235152269/sizes/l/ 62. argument http://www.flickr.com/photos/36653791@N08/3896257022/ 64. network trains http-//www.flickr.com/photos/95579828@N00/770949634/sizes/o/ 65. research http://www.flickr.com/photos/ioelondon/6143379343/ 67. hammer http-//www.flickr.com/photos/183123841_3dc74c6b0a_b 68. wave http-//www.flickr.com/photos/ 2894260594_2861f151ee_b 69. glasses open source design http-//www.flickr.com/photos/pmtorrone/3066402360/sizes/o/ 74. connections http://www.flickr.com/photos/mikecogh/5280585822/ 75.ramework 4 http-//www.flickr.com/photos/diegocupolo/3099917256/sizes/l/ 76. outside the box http-//www.flickr.com/photos/huffstutterrobertl/3937749595/sizes/l/ 77. prototype https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQgQSCZyWhngKlYLFG-F9xgQkhQLgs3poipH6cYlUsVnTw_TEK9nA 79.city xhttp://cubify.com/blog/city-x-project-taps-into-kids-creative-genius-in-chicago/ 82. bridge http-//www.flickr.com/photos/scotthudson/3019644249/sizes/l/ 80.eggs http-//www.flickr.com/photos/italintheheart/3679974298/sizes/l/ 83. imagine http://www.flickr.com/photos/jamesackerley/6452597837/
Hinweis der Redaktion
- Creativity is not valued enough.It is not tested on the high stakes tests.It is not part of the curriculum.Creativity is seen as the purview of the genius.Many people believe that they have no creativity, but would not say they have no intelligence.Many people only see creativity as related to the arts.Belief that creative strategies and dispositions can’t be taught.There is evidence that some strategies can be taught, but there is little effort or evidence about transfer.There is little research on the efforts or evidence of influencing dispositions ( either critical or otherwise.)Some contend that creative people don’t use these strategies.-Most of the strategies were derived from observations of how creative people work.-Of course, creatives don’t use the words that the constructs have been given; they don’t use cognitive psychology terms, literary terms or art terms if they aren’t trained in these disciplines--doesn’t mean they can’t benefit.-Most are not necessary for creativity, but could help creatives with ideation, etc.There is general concern that creative activities are fluff and extras.--they need not beEnvironmental BarriersLack of cooperation and trust among colleagues (murder committees)Autocratic boss who values only his own ideas, does not reward others;Distractions—phone,easy intrusions; andLack of support to bring ideas into action. Emotional Blocks Fear to make a mistake, to fail, to riskInability to tolerate ambiguity; overriding desires for security, order; "no appetite for chaos”Preference for judging ideas, rather than generating themInability to relax, incubate and "sleep on it”Lack of challenge; problem fails to engage interestExcessive zeal; overmotivation to succeed quicklyLack of access to areas of imaginationLack of imaginative controlInability to distinguish reality from fantasyPerceptual BlocksSeeing what you expect to see--stereotyping (Act 1- reading past words)Difficulty in isolating the problemTendency to delimit the problem area too closely (Act 2- 9 dot problem)Inability to see the problem from various viewpoints, or to transfer solutions from one problem to another similar one (Act 3--Plan of Attack)Saturation (Act 4--Coin exercise)Failure to utilize all sensory inputsIntellectual and Expressive BlocksSolving the problem using an incorrect language (verbal, mathematical, visual) (Act. 6--paper folding)Inflexible or inadequate use of intellectual problem solving strategies (Act. 7--Buddhist Monk)Lack of, or incorrect, information (Act. 8--Triangles--Don’t let assumption restrict what you do.)Inadequate language skill to express and record ideas (verbally, musically, visually, etc.)
- Whiteboard appsAsk What if?