Most five year olds are totally
confident that they can draw, sing, and dance. Tragically, within
three or four years this child, if she is typical, will experience a
crisis
of confidence
Teaching Creativity - 0 views
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She will no longer feel competent or creative.
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When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
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Comic Book Writers and Artists to Follow - Pencils.com - 0 views
CDS - 0 views
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this is the corporate web site for where I work. Alex is an artist and I have piece of his pottery in my garden. He is an absolute hoot and has a fabulous sense of humor, which he demonstrates non-verbally. I work with him in the group: Handicapables. Kevin is a soft spoken gentleman who I enjoyed working with as his employment counselor. Duffy is a trickster and works very hard also. these are just some of the wonderful people we serve.
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hi jane, very nice job here in diigo so far. can't remember if i already commented on your bookmarks. But they look great. The only thing missing are the tags. Need them to categorize and organize the things you bookmark. You can add them to these reaources by editing your bookmark. Often diigo will give you some prompts or ideas on what/how to tag the resource. : ) me
Dali Gallery - 0 views
Schoolwide Enrichment Model - 0 views
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The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
101 Ways to Use Tagxedo - 7 views
shared by Gary Bedenharn on 19 Jul 12
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alexandra m. pickett, diane hamilton, Tina Bianchi, Lauren D, Gary Bedenharn, and Victoria Keller liked it
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http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIn... - 0 views
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Internet is a truly Surrealist mode of communication from which 'nothing is excluded,' neither good nor evil, nor their many forms, nor the debate which would vainly attempt to separate them. The Internet represents the unmediated presence of humanity to itself since every possible culture, discipline and passion is therein woven together. The fact that everything is possible on the Internet reveals mankind's true essence, the aspiration towards freedom.
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Our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence.
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equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live
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many children who have these gifts don’t receive much reinforcement for them in school.
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