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Amy Gearhart

8 things every teacher can do to create an innovative classroom | eSchool News | eSchoo... - 79 views

  • Give students the basics, but keep it short.
  • In his TED talk, Daniel Pink talks about the connection between creativity and what is know as Functional Fixedness—or people’s tendency to see only a single use for an object.
  • Whatever you do, don’t try to grade creativity and innovation.
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    Innovation and creativity can't be tested or graded, but they can be built up. Here's how.
Sandie Toohey

Genius Hour - Where Passions Come Alive | Genius Hour - 67 views

shared by Sandie Toohey on 15 Nov 13 - No Cached
Jeff Rhodus liked it
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    Great things can come from letting people have a Genius Hour.
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    I think I'm going to try this next school year.
Nancy Linger

Draw a Stickman - 195 views

shared by Nancy Linger on 24 Sep 11 - No Cached
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    A superb site where you draw a stick character and take it on an interactive adventure. http://ictmagic.wikispaces.com/Cross+Curricular
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    This was fun!
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    stickman/woman comes to life and and asks for your interaction--clever!
Trevor Cunningham

Make Your Images Interactive - ThingLink - 163 views

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    Thanks for the link....I wonder if my students couldn't use this on their class blog page to link images to resource pages.
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    Make your images come alive with music, video, text, images, shops and more!
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    another presentation tool for students to use....easy to learn
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    Create interactive, embeddable images online. Very cool
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    Good for annotation art or photos
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    Very cool tool to turn images into interactive activities, webquests, etc. Link to Google Docs for collaborative interaction on the image!
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Michele Brown

Kerpoof Studio - 8 views

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    Animation site for younger students.
Martin Burrett

BigHugeLabs: Do fun stuff with your photos - 7 views

  • Become a pop icon! Inspired by Warhol's famous paintings of Marilyn Monroe.
  • Make your own magazine cover! Be a superstar! Prove to your friends how famous you really are!
  • Make your own customized movie poster. You choose the photo, titles, and credits. Be a star!
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    • Kalin Wilburn
       
      This site offers a wide variety of tools for school. Some that you may use on your own and others you can have your students using for any project imaginable. Feel free to check out everything they have to offer but I have highlighted some of my favorites.
  • Make your own inspirational, funny, parody, sports or other motivational poster for any occasion.
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    Flickr toys!
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    A superb image manipulator site. Make your photos into works of art, jigsaws, photo cubes, calendars and many more. Free sign in required. http://ictmagic.wikispaces.com/Photos+&+Images
Martin Burrett

Oneword - Writing stimulus - 45 views

    • Andy Whiteway
       
      Fantastic. Share with those who are struggling to get started in their creative writing. Use as a starter in an English lesson.
    • Dimitris Tzouris
       
      Very interesting!
    • Patrick Higgins
       
      My question is how this differs from using your Writer's Notebook?  
    • Sarah Schaller Welsh
       
      I am looking for cool ideas for a creative writing course...I feel like this could be a very useful tool.
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    A great way for children to learn the art of story openings. They have 1 minute to write from a one word stimulus. The site asks for a name & email. I usually just cut and paste the work into Word instead. http://ictmagic.wikispaces.com/English
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