To me, creativity is synthesizing a wide array of products and concepts, re-mixing them in one's own mind, and illustrating that remix somehow (writing, art, music, multi-media, etc.).
I think we have far more opportunities to leverage this possibility now, via technological tools, for a wider array of students, than at any time previous. Open ended assignments, giving students variety and choice, and voice, in demonstrating their learning seems to me to be a marvelous "invitation" to creative thinking. And, if we can craft lessons that allow for students to work collaboratively, bingo!
I really think a format similar to what we're using tonight might be a nice way to leverage the power of note-taking. The teacher can provide prompts/data/content in "bursts" and require the students to respond with their thinking/responses immediately following. Plus, there is the added effect of seeing/reading the thinking of other students, which leverages the power of the social construct of learning.
Hmmm... An interesting question. On this topic, as many others, I think the best way to help students develop a particular skill is to "name" it, to model it, to recognize it publicly when it occurs, and to provide a deliberate, intentional, systematic (is that redundant? or threedundant?) process by which the student is repeatedly compelled to practice the strategy/skill.
What does NOT work is to mention it once, then move on. If it's important enough to learn, then figure out a way to embed it into the day-to-day fabric of the learning (like I do with your SLP and the standards).
Does positive transfer have to happen in all subjects. The book says on page 298 "All later learning depends on positive transfer ...."--- But does it really?
I ALWAYS get skeptical when people use ubiquitously generalizing words - like ALL or ALWAYS. ;-)
Not sure I accept the assertion that ALL learning depends on positive transfer. I do believe that learning is scaffolded, constructed on the framework of previous learning, which I think is not exactly the point the author was making. I believe we call upon and use learning as we have need of it, but in some case that means re-visiting and re-learning stuff. The skill in that process is remembering where, or from whom, to go back and get that "re-learning."
How would you define creativity as it pertains to learning/the classroom and how would you incorporate that in, say, a secondary classroom?
ReplyDeleteTo me, creativity is synthesizing a wide array of products and concepts, re-mixing them in one's own mind, and illustrating that remix somehow (writing, art, music, multi-media, etc.).
DeleteI think we have far more opportunities to leverage this possibility now, via technological tools, for a wider array of students, than at any time previous. Open ended assignments, giving students variety and choice, and voice, in demonstrating their learning seems to me to be a marvelous "invitation" to creative thinking. And, if we can craft lessons that allow for students to work collaboratively, bingo!
What do you think is the best way for a teacher to utilize student note taking? (Powerpoints, Semi-Complete Handouts, etc.)
ReplyDeleteI really think a format similar to what we're using tonight might be a nice way to leverage the power of note-taking. The teacher can provide prompts/data/content in "bursts" and require the students to respond with their thinking/responses immediately following. Plus, there is the added effect of seeing/reading the thinking of other students, which leverages the power of the social construct of learning.
DeleteAnother popular and proven note-taking strategy is called Cornell Note Taking.
DeleteHere's some info on that:
http://www.aisd.net/aisd/seguin/byDepartment/AVID/BestPractices/CornellNotes/tabid/7571/Default.aspx
The chapter discusses organization. What do you think is the best stategy you have seen for getting students to build organizational skills?
ReplyDelete*strategy
DeleteHmmm... An interesting question. On this topic, as many others, I think the best way to help students develop a particular skill is to "name" it, to model it, to recognize it publicly when it occurs, and to provide a deliberate, intentional, systematic (is that redundant? or threedundant?) process by which the student is repeatedly compelled to practice the strategy/skill.
DeleteWhat does NOT work is to mention it once, then move on. If it's important enough to learn, then figure out a way to embed it into the day-to-day fabric of the learning (like I do with your SLP and the standards).
Does positive transfer have to happen in all subjects. The book says on page 298 "All later learning depends on positive transfer ...."--- But does it really?
ReplyDeleteI ALWAYS get skeptical when people use ubiquitously generalizing words - like ALL or ALWAYS.
Delete;-)
Not sure I accept the assertion that ALL learning depends on positive transfer. I do believe that learning is scaffolded, constructed on the framework of previous learning, which I think is not exactly the point the author was making. I believe we call upon and use learning as we have need of it, but in some case that means re-visiting and re-learning stuff. The skill in that process is remembering where, or from whom, to go back and get that "re-learning."