Creativity_by_Design.jpg

Presented by Cherice Montgomery, Ph.D.
of Brigham Young University
at the New Jersey Education Association/Foreign Language Educators of New Jersey Conference
Atlantic City, NJ
November 4, 2010 from 1:00 - 2:30 p.m.

Description: Craft compelling, standards-based learning environments and experiences for students by using playful pedagogies extracted from research on creativity, design, expertise, literacy, problem representation, and visual cognition.

Objectives:

  • Participants will define creativity and explain why it is considered an essential 21st Century skill.
  • Participants will assess their own creativity and evaluate it in light of their professional domains.
  • Participants will articulate the relationships between cultural values and creativity.
  • Participants will explore characteristics and conditions commonly associated with creativity.
  • Participants will identify and examine examples of key elements of the creative process.

Guiding Questions:

  • What do we mean by creativity (individually, professionally, societally, culturally) and how do we know when something is creative?
  • What does the research on conceptual transfer, the diffusion of innovations, and distributed cognition teach us about learning?
  • Why is creativity a fundamental element of learning and how does creativity influence possibilities for personal change, professional development, transformative learning, and social problem solving?
  • In what ways is creativity supported/constrained by cultural values?
  • Why is it easier to be creative in some settings than in others and what conditions seem to foster creativity?
  • How do key elements of the creative process align with key principles of second language acquisition?
  • In what ways might principles of creativity inform the design of compelling language learning environments and experiences?

For materials from Cherice's other FLENJ session, please visit http://layering2learn.wikispaces.com/




Waiting on the World to Change - From Continuum by John Mayer





Framing the Issue


Arnzen, Michael. (2005, August). Shifting the paradigm: Transformative learning theory. Pedablogue. Retrieved February 19, 2009, from http://blogs.setonhill.edu/MikeArnzen/%20010220

Babauta, Leo. (n.d.). Education needs to be turned on its head. Zen Habits. Retrieved November 4, 2010, from
http://zenhabits.net/education-needs-to-be-turned-on-its-head/

Jakes, David. (2012, January 29). What if schools created a culture of do instead of a culture of know? The Tempered Radical. Retrieved January 29, 2012, from
http://teacherleaders.typepad.com/the_tempered_radical/2012/01/what-if-schools-created-a-culture-of-do-instead-of-a-culture-of-know.html


What implications do trends in the use of emerging technologies have for the what, why, and how of student learning?

WritingSpacesThroughTime.jpg



Writing_Spaces_in_2010.jpg

ChangingLiteracy.jpg

EducatorsMustShiftFocus.jpg


CultureOfCollaboration.jpg

  • How can you design aesthetically satisfying, cognitively challenging, and emotionally engaging learning environments and experiences for students?
  • What changes might you need to make in content, process, and practice in order to adapt today’s activities to suit the needs of your classroom?
  • Common Core
  • 21st Century Skills Map (ACTFL) (Wiki)
  • 21st Century Partnership




Definitions


Creativity Brainstorming: Type with Me

Defining_Creativity.jpg

CreativityMetaphor.jpg




Creativity as Product


Cheshire, Derek. (2010). Creativity through the metaphor of food. Tickled by life. Retrieved November 3, 2010, from http://thickledbylife.com/index.php/creativity-through-the-metaphor-of-food/

Brainstorm as many creative products from your target culture(s) as you can in one minute.


LacedBanana.jpg


Creativity Test (Associative Flexibility)

School of Art & Design Creativity Test (Xs) & Creative promotions of the test (Scroll to the bottom for sample answers)

School of Art & Design Creativity Test (Os) & Sample answers - (Scroll to the bottom)

How Creative Art You? (Diamonds)

2-minute Creativity Test (5-question self-assessment, one for individuals and one for organizations)

Art Institute of Vancouver's Right/Left-brain Creativity Test (Results reported in a useful format with excellent explanations)

Creax Creativity Test (Provides a spiderweb of results on 8 different metrics)

Self-scoring Creativity Test (Must be ordered online: Originality, Fluency, Flexibility, Elaboration)

Indicants of Creativity: Flexibility, Fluency (Count), Originality (Compare), Elaboration (Observe Details)



Creativity as Process


Calvin & Hobbes Cartoon located in Castelein, Jep. (2010, January). Tips for creating better lead nurturing content. Connected Marketer. Retrieved November 3, 2010, from http://www.genius.com/marketinggeniusblog/1002/tips-for-creating-better-lead-nurturing-content.html

CreativeProcess.jpg

Dare to Wonder - Oreo
- This 30-second video asks what would happen if we dared to wonder, dared to try, dared to share ourselves, dared to stop worrying who we are "supposed" to be, dared to use what is inside of us to overcome our fears and doubts.
I am creative (Tips on brainstorming creatively)

C and the Box: A Paradigm Parable

The Little Boy - A poem by Helen Buckley about the impact of teaching on creativity

- Harry Chapin's Flowers are Red












Creativity as a Shift in Perspective


19 Pictures That Will Make You Appreciate Life From Another Person's Perspective (Comics)


Depende by Jarabe de Palo, set to images by famous artists


Depende - Original music video by Jarabe de Palo

How we usually think about creativity. Stay Out of School. Retrieved November 3, 2010, from http://stayoutofschool.com/wp-content/uploads/2010/05/creativity_1.png [located in King, Elizabeth. (2010, May 7). Creativity: What is it anyway? Stay Out of School: Advocating Critical Thinking, Creativity, & Teaching Both In and Out of the Classroom. Retrieved November 3, 2010, from http://stayoutofschool.com/2010/05/creativity-what-is-it-anyway/]

What creativity really is. Stay Out of School. Retrieved November 3, 2010, from http://stayoutofschool.com/wp-content/uploads/2010/05/creativity_1.png [located in King, Elizabeth. (2010, May 7). Creativity: What is it anyway? Stay Out of School: Advocating Critical Thinking, Creativity, & Teaching Both In and Out of the Classroom. Retrieved November 3, 2010, from http://stayoutofschool.com/2010/05/creativity-what-is-it-anyway/]

I'll be happy to give you innovative thinking. What are the guidelines?







Key Concepts & Principles



What research-based concepts provide the foundation for this session?

  • Creativity - Creative self-expression supports knowledge integration (Vygotsky, 1978; Csikszentmihalyi, 1996; Eisner, 2002)

  • Flow - Key principles for keeping students engaged and "in the zone" (Csikszentmihalyi, 1990; Csikszentmihalyi, 1996)

  • Motivation - The whats, whys, and hows of breakdowns in learning (Deci & Ryan, 2001)

  • Multiple Representations - Changes what students can see & understand (Ainsworth & Loizou, 2003; Ainsworth & Van Labeke, 2002; Boland, et. al, 2001; Minsky, 1974; Mishra & Nguyen-Jahiel, 1998)

  • Networks of Conceptual Associations - Critical implications for approaches that are likely to facilitate language acquisition and vocabulary development (Bransford, 1999; Ma, 1999; Siemens, 2005; Siemens, 2008; Spiro, Feltovich, Jacobsen, & Coulsen, 1991; Holden & Von Kortzfleisch, 2004)

  • Transfer - Recontextualization increases students' ability to transfer their learning to new situations

  • Transliteracy & Transformative Learning - Carefully crafting multifaceted, layered learning environments and experiences empowers students to change the world (Thomas, et. al, 2007; Thomas, 2008; Cazden, et. al, 1996; Leu, Coiro, & Cammack, 2004; Thomas; Burbules & Callister, 2000)

  • Visual Cognition - Supports memory, problem-solving, representation, self-expression (Anderson & Woodill, 2004; McLoughlin & Krakowski, 2001; Moore, Cohen, & Ranganath, 2006)



Quickfire Challenges


What is a "Quickfire Challenge?"

Quickfires Explained (Blog post by Leigh Graves-Wolf)

QuickfireChallenges.jpg

Texts.jpgTasks.jpgTools.jpg


Components

How do the key elements of a Quickfire Challenge work together to produce a meaningful learning experience?


  • Purpose (drives the content, process, tools, and final product)

  • Constraints (support creativity by establishing specific limits re: "ingredients," theme, time, tools)

  • Content Creation (a critical element of synthesis and personal integration of content knowledge & skills)

  • Social Sharing (promotes sharing of expertise with authentic audiences, along with expansion of personal learning

What does this diagram teach us about the elements we should consider when constructing Quickfire Challenges (and when evaluating the content of student-created products)?


  • Content
  • Process
  • Tools
  • (All anchored in a meaningful purpose)


Used with permission from Punya Mishra & Matt Koehler http://tpack.org/





Demo Challenge


What does a Quickfire look like, feel like, and sound like in practice?

Creativity Quickfire - Great for developing students' communication skills






Key Principles for Making Quickfires Work

How can tweaking our pedagogical practices improve the quality of students' work during Quickfire Challenges?

QuickfireChallengeTemplate.jpg

1) Talk less, plan for students to do more

2) Simplify instructions (Words, words, words!)

  • No more than 5 steps
  • No more than 7-10 words per step
  • Model FIRST
  • Write key words on the board or on a ppt slide
  • Use images to support comprehension

3) Scaffold

  • Where is the activity likely to break down?

  • What supports can you add into the structure and processes of the activity to maintain "flow" for students?

4) Don't pre-teach vocabulary--let students learn it through the activity

5) Activities should build to a final creative product that invites self-expression



Examples


(Note: Most of these Quickfires were generated by instructors in Michigan State's Masters in Educational Technology Program (#maet) as tools for helping students to develop skills with particular technologies. Look at the diagram above and brainstorm how you might add linguistic and cultural content and your knowledge of second language acquisition and pedagogy in order to repurpose these activities for use in a world language classroom.)


Abstraction Quickfire (Digital Camera) - How could you turn this into a language learning activity?

Acrostic Quickfire (Photography, Copyright) - Great for getting to know students at the beginning of the year (Sample)

Album Cover Quickfire (Image Editing) - How might you continue the pattern established by these instructors in order to add language and music elements to this assignment?

Capture a Concept (Video) - Click here for more ideas for implementing a challenge similar to this one in a language classroom

Demotivational Posters (Images) - Would your students enjoy doing this activity?

Digital Natives, Digital Immigrants (Article + Video ) - How has the teacher structured this task to increase students' engagement with and understanding of the reading?

Disney Dilemmas (Variety of tech) - How do each of these challenges promote different kinds of language development?

Explore, Create, Share (Video) - How might videos like this assist students in developing conceptual networks around verbs in the target language?

Feeling Hot . . . Hot . . . Hot (Image Manipulation) - What ideas does the first example give you for your classes?

Google Teaching Academy Quickfire (Video) - This Quickfire offers great practice in creating "instructional" videos with conceptual depth

IgniteLansing: Clearing Hurdles in a Wheelchair (PowerPoint & Screencast) - Compare this example with the next one. Note they both follow the same format (1 topic, hobby-based, unique personal insights, life lesson, 15-20 slides, rotate automatically every 15 seconds)

IgniteLansing: Food Photography (PowerPoint & Screencast) - What did you learn about teaching as you watched this presentation? (1 topic, hobby-based, unique personal insights, life lesson, 15-20 slides, rotate automatically every 15 seconds)

ISTE Tech Skills Challenge: Remixing Anew (Audio clips) - How could grounding a quickfire challenge in audio support students' language learning?

MAET Jing Off Quickfire (Screencasts) - Could your students pull off 6 screencasts in 60 minutes? (Inspired by Jing Speed Series)

Quickfire Stop Motion (Stop Motion Video) - What could YOUR students do with a poem in the target language?

Remix, Reuse, Recycle (Video) - How might you use an assignment like this to help students gain a deeper understanding of cultural practices and perspectives?

Sean & Leigh Take on the Quickfire (Remix, Reuse, Recycle Video Example)

Remixing, Recycling, & Reusing to Create New Visions (Video, Conceptual Reinforcement) - How might you use a similar assignment in your classroom?

Storybook in 5 Items - How might you repurpose this activity for a language classroom?

TeensNTech List of Projects (Variety of Tech) - How might you repurpose some of these for your own classroom?




Templates


How can I create my own Quickfire Challenge?

(Templates are provided in both PDF and DOC formats so you can adapt them for use in your own classroom)//

- Designed to help you plan a Quickfire Challenge in a very short amount of time







Resources


Example of creativity

TheStudentCreativeLogo.jpg

TheCreativeLanguageClass.jpg


Closure


Reynolds, Peter H. (2003). The dot. Cambridge, MA: Candlewick Press. Retrieved November 3, 2010, from http://www.amazon.com/James-Excellence-Childrens-Literature-Awards/dp/0763619612




References



References

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Bizior, Piotr. (2007, March 3). Laced banana. Stock Xchng. Retrieved November 3, 2010, from http://www.sxc.hu/browse.phtml?f=view&id=730972 Used under a Standard Stock Xchng License. Photographer notified and credited.

Brokenarts. (2005, December 27). Parchment (Photo #432896). Stock.xchng. Retrieved November 17, 2007, from http://www.sxc.hu/photo/432896. Used under a royalty free, Stock.xchng 8.2 Image License Agreement.

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