A poem by Steve Jobs
Here’s to the crazy ones.
The misfits.
The rebels.
The troublemakers.
The round pegs in the square holes.
The ones who see things differently.
They’re not fond of rules.
And they have no respect for the status quo.
You can praise them, disagree with them, quote them,
disbelieve them, glorify or vilify them.
About the only thing you can’t do is ignore them.
Because they change things.
They invent.
They imagine.
They heal.
They explore.
They create.
They inspire.
They push the human race forward.
Maybe they have to be crazy.
How else can you stare at an empty canvas and see a work of art?
Or sit in silence and hear a song that has never been written?
Or gaze at a red planet and see a laboratory on wheels?
We make tools for these kinds of people.
While some see them as the crazy ones,
we see genius.
Because the people who are crazy enough
to think they can change the world,
are the ones who do.
This is shared as we look to our gifted students. One of the first things you look at is creativity. Students come to school excited and creative so we need to build on their natural characteristics. Read the article “Chapter 9 – Encouraging Creativity” from the book “Best Practices in gifted Education: An Evidence-based Guide”. Students see technology as creativity. They can create all kinds of things with just simple clicks. As we look at our students, we need to encourage creativity and provide an environment that is conducive to creativity.
Here is a blog that I discovered when researching creativity and GT students: http://teachagiftedkid.com/ . Teach a gifted kid has some good links and postings about GT students. She has a nice Live Binder page with links to all kinds of activities to extend and enrich core curriculum. I found myself reading through the blog to get more ideas. Her side bar has some great links.
A site filled with creative links, ideas, and lessons: The Torrance Center (http://www.coe.uga.edu/torrance/creativity-resources/ )
Characteristics of a Gifted Child: http://austega.com/gifted/9-gifted/22-characteristics.html
Sometimes you just have dig around the internet and see what's out there that spurs your creativity. If you haven't found the website Pinterest - you need to check that out. The education link has all kinds of things to get your creativity going for your classroom, but explore all the site has to offer!
Thinking about Apps that you would use in your classroom - are there apps to promote art, creativity? Using photography apps to morph photographs lends itself to creativity. Can you create characters or puppets using an app? See what you can find on the app store - type in creativity, photography, drawing as some of your search terms. I did a presentation in April on the Children's World of Apps - check it out and the links provided to get you going on Apps for children: (On this site you will see links to all kinds of resources to find more apps and how to use them...it's just like following bread crumbs and collecting all of the rewards. Keep going in your searching - it's not always the first place that provides you what you want...this summer...take the time to peruse the wonderful world of apps that are out there and can bring your classroom alive and make your job sooo much easier!)
Reading Links: Best practices
Special Links: http://rcetechnology.pbworks.com - click on Children's world of apps and EXPLORE!
Assignment for Session 2:
• Reflect on this chapter in this blog by commenting on the traits of the creative student. How could you encourage creativity in your classroom? What small changes could you make to nurture creativity in your gifted students?
• Explore some of the apps already posted on the Wiki (look at Kathy Schrock’s list)– identify one that you could use to nurture creativity with your gifted students.Post the app on our wiki site. Write a response on the wiki to how you would use the apps you selected with your gifted students.
JJ - every time I attend a GT training or read a professional writing about gifted laerners it reinforces my belief that gt kids should be in a class of their own. Although I feel we do our best to encourage creativity and flexible learning environments in our classrooms, I don't feel truly gifted kids have enough opportunities in the regular classroom to fully reach their potential. The diversity in our classrooms (special Ed, behavioral issues, ESL, not to mention the poor "normal" kids) limits the amount of time, energy, and patience required to effectively teach gt kids.
ReplyDeleteAW- I noticed in the article that adults need to see all students/children as capable. As adults we need to see beyond the non-conforming behavior of students to see creative potential. If students are always busy and trying to complete a task, it doesn't always provide for time for reflection and insight. We need to give time to focus on the process and the work in progress instead of just finishing up for the sake of finishing. This will help foster creative potential in all students.
ReplyDeleteJB I noticed from the article that children's level of gifted ness is different with every child and Children can be gifted in all different areas. I encourage creativity in my classroom with my students by giving them the opportunity to choose their way of presenting their information to the class in different ways then just a written report.
ReplyDeleteTo nurture creativity I can be more open to letting my students come up with the way they will research their topic and present to the class.
CC- The traits of GT students is always good to reread. Of course it is benifical for kids who think differnetly to approach learning in a differnet way. I sometimes struggle with how to integrate all the things that we need to teach with giving the GT students the freedom to try new things. It is almost as if they need be able to go somewhere else to work without interference from other students who might think they are getting to do something "fun or different" I could try to come up with different things for these students to do such as "menus" and have them come up activities that tie together the concept with their interest.
ReplyDeleteRH The characteristics of giftedness vary greatly from individual to individual. I found the "negative" traits to be very interesting. I'd never thought of non-motivation as a response to perfectionism. I had great success with menus in my class this year. It gave just enough of a suggestion, but allowed the child to show their learning in a way that was meaningful to them. I've found that kids often have great ideas, but don't know where to start.
ReplyDeleteLD. One thing I noticed is that in order for creativity to grow kids need time to play and process. This is something I need to plan for in my class. Students generally know how to navigate the equipment, but not necessarily how to use apps for what they want or need for school. I can't assume they can already do it just because they know how to use an iPad. I need to select apps that they can use to promote creative thinking within the content areas we are learning about. This also allows for differentiation because each child is working on something that is relevant for them.
ReplyDeleteddm - The article got me thinking about perspective. Labeling gifted children as being a certain way bothers me. Every child has a learning profile that changes as he or she develops and grows. I believe in creativity but want to be sure not to lose sight of structure and objectives at hand. I love the quote,"If creativity is a swampy concept, it is worth braving the alligators. ". To encourage creativity for all students I will be sure to provide open communication when it comes time for projects, reports, and assessments.
ReplyDeleteOne app I will use is the free LINES: MOBILE AP DOR WALT DISNEY WORLD CALLED TOURING PLANS
This will be perfect for all students (GT especially) because it lets you customize and create computer optimized touring plans for your real or is lusted trip to Disney parks. Kids can design each day depending on what they want to do, eat, and spend. What a fabulous way to engage kids in all subjects ...
Creativity in the music classroom is a lifeline. I often find the most creative students are not the academically labeled GT. In fact some of the GT kids are more reluctant to go out on a limb. During the past semester, the RCE music classrooms have probably become the most creative in the district. Our students have learned a variety of instruments with guidance, allowed to experiment, and then gone out on their own with all walls dropped. There have been many studies on the creative music classroom with jazz as an emphasis. You put yourself out there on a line, perform, and share your heart with your classmates, then reap the benefits of your creativity. I am looking forward to finding apps to encourage even more solo and ensemble creativity in my class. Our dept. purchased three macbooks for each of our music rooms. Perhaps a bit of creative forethought on the higher ups would also have included a couple of I-pads. Oh well, back to the library we go!
ReplyDeleteHey ... I've got to keep you coming to the library
DeleteAfter reading and reflecting on this article, I am more aware of what truly motivates creative children that are truly able to think "out of the box". Creative thinkers continue to amaze me with thei ideas and their reasoning. I had 2 students in my classroom this past year that exhibited a variety of the 11 traits of creative students. They are very intuitive, expressive, and can find some sort of order amongst confusion. I realize how much I probably stifled their creativity while they were in my classroom because their thinking and messy ideas drove me a little crazy. Next year in the classroom, I will definitely be more aware of these traits and will have to make myself "let go" of the tight grip on them and allow my students time to explore, push the envelope, and continue allowing students to be motivated by tasks that I may view as beyond challenging. Great article! Thanks for the wake- up call! Bring on these courageous kiddo's! Annie Pooh
ReplyDelete“Each person brings to the process his/her own history and experiences that impact creative thought even at this unconscious level” pg 78 That quote kept coming back to me as I continued to read the rest of the chapter. If we don’t give all students a variety of experiences then they won’t have any experiences to draw from when needed. When we all learned to read we weren’t just handed a book and started reading. We were introduced and experienced letters, sounds, words, etc. that continued to build upon each other. It was our experiences that helped us later to see letters as words and words together to make sentences. This is true for all areas of learning.
ReplyDeleteAnother quote that stuck with me was about g a child’s creative process and their academic potential on page 82 “…Often at odds with today’s tight classroom schedules and substantial curricular goals that must be met.” This is becoming more and more difficult it seems as each year passes. I think the technology that we have available has helped make this easier for our school. I found that the use of menus this year and choice allowed more flexibility for the students to navigate their own learning. I still feel I need more experience myself with these to help create a more flexible classroom to engage all learners.
DM. I enjoyed the article on gifted children a lot. Being reminded of their gifted qualities stimulates ones own creativity to include time in class for them to be creative. It is easy to get caught up in the curriculum and "must do" parts of the lessons which sometimes leaves little time for creativity. I plan to incorporate more time next year for creative thinking and problem solving skills in my classroom.
ReplyDeleteC LM-To comment on the traits of a creative child, I agree with the statement in the article
ReplyDeletethat creativity is “inventiveness within a domain.”
I saw this during the recent academic year with two different students in relation to the field of technology. One incident occurred when we met as an instructional team in the kiva with Mrs. Harrell and she was giving us an update on prezis and shared some examples. She asked the students to pay attention to the details on each screen (segment) and then asked for ideas on a certain theme orally.
One of my students immediately shared a massive list of possibilities on how the prezi could be used, possible details or themes that could be utilized, etc. The ideas were creative yet fluent-like an oral brainstorming. I was quite impressed! This was early in the school year and this example definitely demonstrated her creative ability.She was able tostay on the topic but think outside the box. Her ideas were prolific!!!
The second example was a different student in the same instructional group.
He showed his creativity in a very quiet unassuming manner. It was evident to his peers that he excelled in solving technology problems, knew how to do things in various programs or how to access items needed. He was our “resident expert!!!”
I noticed this because the other students sought him out when we were working on projects or using a new program for math.
This shy reticent child created mathematical flipcharts for the Activeboard in his freetime. He included the dual pen tool, random counters, measurement tools,
related videos or websites, etc. Amazing!
The flipcharts were of high quality and very useful! I had him share some with
different faculty members so that his skills would be recognized and his efforts appreciated.
He stood next to me holding an ipad or a mini and asked if he could show me something. It took everything he had to exert himself and share his creations.
I think there are several ways to encourage creativity in your classroom.
First and foremost you have to be accepting and open!!!! You have to encourage
thinking “outside of the box” and create an environment where students are willing to take a risk.
The students have to feel safe to open up, explore, try things out!!!!
I make mistakes daily and give recognition to the students who “catch” or “correct”
my mistakes. This lets the students know you are human, that we learn by trying, and that we only learn if we make mistakes.
It’s being on that edge of discomfort but a willingness to try.
I do several formal instructional activities that foster that far out nonlinear thinking to get creative juices flowing. Once they experience the success of completing something that was challenging with a few hints in the process this opens up new worlds.
None of this is “tied” into a specific TEK but more generic. It’s fostering the students
to think, to look at things in a new or unique way.
In addition to the environment, it also takes “listening.” By listening to peer conversations or discussions you hear concepts or ideas you can help those students explore.
By opening up the final communication possibilities of a project or menu item so that students can choose the best avenue or type of product to share their learning we open up the possibility for them to be creative, to use their talents to fit their learning styles and interests and maximize the instructional time.
I have to agree with everyone! They are right on!!!
ReplyDeleteI feel that too often, teachers are driven by already set - curriculum & lessons. So when it is time for the children to show us that they have understood what was being taught, their choices are limited.
Bottom line - kids know SO much more than we do!!! They also spend a heck of a lot more time in playing with technology becoming experts in certain areas. We, as teachers, need to listen to the kids because many of them have the most unique and creative ways to present information!
If we "open the box of technology tools" and shift the paradigm of learning back to the students, then the creativity will follow. It is hard to step out of that facilitator role and have the students lead and own up to their learning.
I really enjoyed this article. It reminded me, once again, that the sky is the limit and what perimeters I have set for the students to achieve, might need to be rethought several times before saying "yes" or "no" to a way a student wants to present what they have learned!
I also have to add that kids enjoy teaching one another "new things". So, in reality, if you allow for one to try something new, it generally trickles down the learning for the rest of the class. It sparks creativity, fires off dendrites and embarks on yet another way to look at a problem and what the final product could be! And sometimes, kids like to take the "road less traveled"!
I also meant to say that typically, when there is student choice, it helps motivate individual students. Furthermore, drawing upon one another's strengths adds to the group dynamics!
ReplyDeleteI love the idea of having a continuous project that they can leave and come back to. While watching my daughter's OM team it is amazing to see them walk away week to week and come back each time with a new vision. KML
ReplyDeleteKS. it was great to read the article to remind myself about the traits of a creative child and to think of ways to encourage creativity in the classroom. I think because of all the pressures and deadlines in the classroom we tend to worry about the end product rather than the process and the creative problem solving that might be involved. I know that the kids need to feel freedom to take risks and think out of the box. I need to get away from expected answers and value the creative process. Luckily in preK we already practice the discovery method! I just need provide more opportunities in this approach!
ReplyDeleteKH Creativity is so important. We must not squelch it but rather create an environment where children are encouraged to try new things and promote ideas that might not be "the norm." It is important that we give students time to think, peruse and learn by experience. Creativity can make a "plain" lesson ...fun and enjoyable and also one that students remember.
ReplyDeleteI think it is often more difficult to tap into boys creativity, because many of them are excited about war, monsters, good guys vs bad guys, and stories where people die. Since these are not typically viewed as appropriate school topics, they often get stuck writing or creating things that they really are not interested in, but are "appropriate" in nature. As I try to create excitement and real interest in my class, this is an area that I need to continue to consider.
ReplyDeleteHB The article made me think long and hard about the truly gifted child. I feel that we focus on getting what the district and state requires of us taught and then if there's time we can let creativity come into play. I need to remember to not worry about the product but how the creative process the child went thru to get the end result, to not focus on a timeline.
ReplyDeleteI loved this article....it's so easy to forget these practices. Some of the points that stuck out to me:
ReplyDeleteRespect children as individuals and see them as capable
Share values, instead of levying rules
Be close, not dependent, but accepted
Allow work to remain in progress
Encourage students to find problems, instead of always providing the problems
LT
NH - I have enjoyed reading the numerous examples of how you have experienced and dealt with creativity in your class. I agree that being open and encouraging is a key. I love observing when a creative thought brings out the creativity in others. It happens between children and adults often. And with it often comes a level of excitement that is contagious. This was a great article and I think the suggestions for parents might be worth sharing.
ReplyDeleteThis article was a good reminder of many key things. I agree with everyone... and too many times we do get hung up with the end result and we miss out on lots of learning through discovery and creativeness . In kindergarten, the nice thing is the kids are driven and are so willing to try new ways to learn which opens many doors to creative learning. I look forward to taking some of the emphasis off timelines and end products with more emphasis in questioning and discovery. MR
ReplyDeleteI found this article to be very interesting! I can recall a few students I have taught that fall right into this category. I am thinking about how II can better help students to bring out their creative side. Problem solving comers to mind. Just finding solutions isn't enough. We can also help children by teaching them to think about how they solved the problem, other ways to solve the problem! Evaluate their problem solving, help others solve problems, and create their own problems. Very different than just working and solving a problem.
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DeleteAll students need to be learners. I remember hearing this at many GT workshops: Those who learn the least are those who come to us already filled with the curriculum. My goal is to give students different ways to present their learning. In doing this they will strive to learn as much as possible. When sharing students’ work, this also shows peers a variety of styles of learning and producing that will encourage them to think outside the box. I hope to try more menus in my classroom next year. I will share different apps. with students and let them share their favorite too. I will push for applications that they can prove have an educational value. Allowing creativity in their thinking and therefore their products, may encourage students who are generally “careless [or] sloppy with details” to put an effort into their publications. This should help all students, identified GT and not, who have a lack of interest to learn to become “active” and “take part in experiences that are stimulating.” KE
ReplyDeleteLB - The important reminder to me was that creativity can be nurtured or lost. Ouch!! I need to make sure that my sweet darlings and I create an environment for learning that encourages, accepts, and nurtures the development of creativity in a variety of ways. Students will need time to explore and experiment in a safe environment. Make sure to provide ample opportunities for extensive idea generation. In LA, interest inventories could be utilized to enhance the classroom library with biographies, fiction, and nonfiction that support student interests. I feel that CCP also helps to provide time to explore and experiment in writing. Authentic praise should be given along the way. I really enjoyed this article.
ReplyDeleteThis article is a good reminder of the importance of developing and nurturing creativity in the classroom. We are always on such a time crunch...it's impossible to fit everything in! But we have to remember to leave time for children to be playing, exploring, and discovering. We must create an environment that helps to develop that creative thinking in all of our students.
ReplyDeleteOops...above post by MR1. :)
ReplyDeleteMRid- I found this article to be interesting. After reading through everyone's posts, I agree with all of the comments. I think that sometimes we focus too much on what the state denotes as gifted and what the district defines giftedness as according to the GT surveys, that we forget about the concept of creativity. I think that it is such a rewarding moment when a child is allowed to be creative without the "set boundaries" that we typically have in place. I remember last year, during one of my math observations, when Nancy was in my room. We were studying the concept of 3D shapes and the kids were given marshmallows and toothpicks and told to create a 3D shape. With minimal guidance and instructions, most of the kids did as they were instructed. Several kids gave up, but a few kids channeled that creativity and constructed some very neat shapes on their own. I feel that it is all too common that we "run out of time" or "have too much on our pate" to allow for learners to explore and be creative. I plan to try more of this in my classroom this year.
ReplyDeleteIn my move to pre-k this year I am going to be able to nurture creativity by play, exploration and discovery. In the upper grade levels this is sometimes overlooked because of the curriculum and everything that has to fit into the day. MH
ReplyDeleteLK-The parts of the chapter that resonated with me the most were the discussion of evaluation of creativity. I thought, "So true," when the author stated that children can tell if praise is false. That what a creative person desires is support and honest, yet positive evaluation. They are critical enough on themselves.
ReplyDeleteRR-@mrid,so true!! At the end of last year i created a station that allowed for complete freedom to research compile and present in any format the kids picked.The results were amazing.
ReplyDeleteMMS-I liked reading about how much most parents need our guidance when they have a newly identified gt child and the resources Karen has found for us are going to be great for us to reference. Some of these creative apps are great warm ups for any of us when we are needing to "wake up" our brain and get focused for the day. I truly believe that teachers need to let go of some of their control issues and allow the creative students to explore in ways that make more sense to them opposed to the one way the teacher said to do it.
ReplyDeleteWhile I definitely agree that "tight classroom schedules and substantial curricular goals" coupled with the added pressure to obtain high test scores sometimes inhibit creativity in the classroom, this article reminds us as educators that first and foremost, we must focus on the goal to develop the whole child. As we know, standardized tests focus on limited knowledge and fail to assess a child's full capability, especially in the area of creativity. How then can we find a balance between preparing students for both curricular goals and real world situations? I think we do a good job of this at Rummel Creek, as we strive to teach beyond the test, but this article serves as a good reminder to make sure that students feel comfortable taking risks, stretching their thinking "outside of the box," and are engaged in problem based learning where they are seeking to identify and not just solve problems.
ReplyDeleteKC - I loved reading about the oddness of the creative GT child and how they can be “introverts, independent thinkers, and unconcerned with social norms.” That’s probably why they are often overlooked because they can also be weaker students since they are “sloppy with details, intolerant, and temperamental.” I found it interesting on page 81 that “busy schedules do not permit the necessary opportunities for reflection and insight” so it is important for me to remember that in my classroom. If I want to be the “one adult who [sees] beyond the nonconforming behavior and champion[s] the child’s creative efforts,” then I want to constantly foster their ability to see connections and use tricks to prompt their thinking. I also want to highlight alternative ways to solve math problems by rewarding the most usual paths to the same solutions.
ReplyDelete