Creative Schools Central Premise- Educators and policy makers need to transform schools so that a...

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Creative Schools Central Premise- Educators and policy makers need to transform schools so that all students are given a rigorous, engaged and personalized education that fosters creativity and a love of learning. by Mind Map: Creative Schools Central Premise- Educators and policy makers need to transform schools so that all students are given a rigorous, engaged and personalized education that fosters creativity and a love of learning.

1. Chapter 1 Claim Statement #1-The factors that affect student achievement in school must be taken into account but are never the "whole story".

1.1. Motivation, poverty, social disadvantage, home and family circumstances, etc. affect student achievement.

1.2. Schools is areas with less then ideal circumstances have transformed teaching and learning.

1.3. Critical factors in raising achievement no matter where are motivation and students expectations of themselves.

1.4. Education must cultivate skills and attitudes in students that have been previously hindered.

2. Chapter 1 Claim Statement #2- The standards movement in education is having "catastrophic consequences on student engagement and teacher morale".(Robinson, 2015)

2.1. High school graduation rates are in decline and students continue to drop out of school.

2.2. Social and economic impact is high with when it comes to non graduates being able to find jobs that pay more and lead to fulfilling lives beyond school.

2.3. Standardized education is not closing the achievement gap between socioeconomic groups.

2.4. Teacher attrition rates are high due to the conditions and pressure to get students to perform on standardized tests and high stakes assessments.

3. Chapter 6 Claim Statement #1- Active learning opportunities are needed in order for students to learn best.

3.1. Design Thinking- Brown's "Change By Design"- how thinking transforms organizations and inspires innovation.

3.2. Moss High School- Project Based Learning educational experiences focus is to foster better learners.

3.3. Big Picture Learners fosters learning that extends beyond the school/ engaging in real world tasks where students move towards actually doing.

3.4. The first Big Picture Class had high risk students, but a 96% graduation rate rose from the previous 66% and 98% went to college.

4. Chapter 6 Claim Statement #2- Reframe the curriculum in terms of competencies that are relevant to help students succeed.

4.1. Clear critical thinking is at the core of all schools disciplines.

4.2. Enabling students to collaborate and work together enhances curiosity, creativity, positivity, social behavior and raises achievement.

4.3. Develop young peoples creative abilities to cultivate leads to students developing creative thoughts

4.4. The ability to communicate our thoughts and feelings is crucial to one's well being.

5. Chapter 2 Claim Statement #1-Engaging students as individuals is the crux of raising their achievement.

5.1. DeLaSalle Education Center- The potential of students with learning, social and emotional issues was unlocked by mentors who helped them gain a glimpse into their future.

5.2. Minddrive organization- At risk students were given the opportunity to engage in something that they were interested in and were given a different outlook at what they could be. In turn they found a passion to make changes in their lives.

5.3. Alternative education programs offering students learning experiences. Students who were once unable to achieve discovered they could. Student purpose and self-respect is fostered.

6. Chapter 7 Claim Statement #1- Assessment is a key part of education, but it needs to be integrated.

6.1. Grades alone are not a defining record of a student. They do not provide say much about what a student know.

6.2. Learning is the primary focus in conjunction with individualizing that learning for each students including how students are assessed.

6.3. Standardized assessments are impacting the variety and range of assessments offered to students.

6.4. Young Zhao points out that getting great test scores won’t stop smart people in developing countries from taking more jobs. Therefore learning must foster the skills that testing does not.

6.5. Learning Records- Teachers focus on what students can do. This allows for interventions to take place so that more meaningful learning opportunities for a student can take place.

7. Chapter 2 Claim Statement #2- The industrial model of education fails because people are not identical and the idea of conformity for all fails.

7.1. The uniqueness of individuals causes nonconformity and are rejected by a educational system that wants conformity.

7.2. Human by nature are highly creative and imaginative. This creativity and imagination are discouraged in a system that promotes compliance.

7.3. Students learn at different rates and may struggle in different areas of learning then their peers.

7.4. Educational systems that follow conformity marginalize student talents and ability to show what they are capable of.

8. Chapter 8 Claim Statement #1-Schools flourish and students achieve when leadership motivates and aspires. Leadership should have a core set of principles to follow.

8.1. Boston Arts Academy- large population of economically disadvantaged students with 94% of it's graduates attending college operates in a way that students see school as not something they dislike or are not successful at. Half of the day spent with the arts and half on academics. Every student an individual.

8.2. Leadership encourages the cultivation of fresh ideas and be eager and willing to try new approaches. The creative leader’s job is not to have all the ideas, but to encourage a culture where everyone has them.

8.3. The principal’s main role is not command and control, it’s climate control. Inspired leaders bring vision, skill, and a keen understanding of the kinds of environments where learners can and want to learn.

8.4. Leadership and their staff need to focus on the strengths of students. Leaders need to cultivate school cultures where creativity and thinking has students taking risks, imagining, working hard, and working collaboratively.

9. Chapter 3 Claim Statement #1-Schools need to think in new ways about how they facilitate learning. This is done by critiquing, having a vision and a theory of change.

9.1. North Star Self-directed learning- Allowing students to choose for themselves can have a profound impact on their learning. Students are taught in a way that caters to their individuality and what interest them.

9.2. Finnish schools focusing on giving priority to practical and vocational programs while cultivating creativity in schools.

9.3. Finland schools encourage collaboration rather then competing among schools and teachers and students are achieving high standards because of this shift in learning.

10. Chapter 8 Claim Statement #2-Great schools are those who continue to connect to the community and are hobs of learning for the entire community in which they support.

10.1. Clark University has elementary. middle and high schools working together to connect with each other. Building pathways between the school, city and where student live. This is helping to cultivate resilience in the lives of students when they encounter challenges.

10.2. LEEP provides students will real-world challenges so students learn to face these kind of challenges when they leave school.

10.3. Clark University is helping University Park as an initiative to address challenges faced by high school students in the disadvantaged areas surrounding the college. With this type of connecting to the community, a vast majority of University Park students attend post secondary schools.

11. Chapter 3 Claim Statement #2-"The heart of education is the relationship between the student and the teacher" and how successful that relationship affects everything else that follows.

11.1. Willing learners and engaging teachers are the product of a learning environment where the conditions allow for the teacher student relationship to cultivate.

11.2. Create conditions in which students want to learn and will be able to learn and that is in a trusting and supportive learning environment cultivated by the teacher.

12. Chapter 9 Claim Statement #1- Ties with parents and community are essential supports for success.

12.1. Parents who connect with the children’s school can promote academic achievement and the students’ general well being. Schools need to cultivate and foster these connections.

12.2. Parents are able to help schools see their children as individuals and gain a deeper understanding of each students capabilities and unique qualities.

12.3. Parents are able to support the various ways children develop competencies in an changing world not to limit their future by trying to duplicate the education path that a parent had.

12.4. Collaboration between schools and parents is a source of school improvement because schools begin to listen to parental concerns and in turn these schools create a better and more successful learning environment.

13. Chapter 4 Claim Statement #1-Children are natural learners if they are given effective tools to do so.

13.1. Suguta Mitra, New Delhi- students given a computer who had never seen a computer before and within hours they were playing games, making music and teaching each other. These same student always within time refined their own ability to speak English to access other programs.

13.2. Research professor of psychology, Peter Gray- The innate ability to learn is a powerful drive in all children. If given the opportunity to play freely students will explore. learn and make choices on their own. This free play is essential to learning.

14. Chapter 9 Claim Statement #2- Parents micromanaging a child’s education and educational successes, can lead to a "life-long dependency" and be detrimental to their growth.

14.1. Chris Meno, Indiana University Psychologist supports the fact that when children do not have opportunities in their life to struggle on their own they do not develop problem solving skills and resilience.

14.2. Students who don’t experience failure are likely to fear it rather than embrace it, and self-confidence is likely to be low.

14.3. Meno suggests that staying connected to what your children are learning is a good thing, but when parents step in to do the work and insist on always being at the top does nothing for children except promoting a false sense of entitlement.

15. Chapter 4 Claim Statement #2- Students need to be given the opportunity to explore their range of ability in school.

15.1. Academic studies are essential, but not enough to make up a student entire education. School systems are organized in a way that do not reflect or cultivate the vast talents and abilities of individual students.

15.2. Ken Robinson sister Lena did not have the opportunity to to show she had a gift for working with people and organization and therefore despite her success as a hairdresser she might have chosen a different path f she had been given the opportunity to do so.

15.3. The problems students face today with motivation and learning are due to the current system not fostering or supporting the cultivation of individual abilities. Schools do not reflect the variety of talents of the students who attend them. .

15.4. Callum Mains- Everton Free School- has moved beyond systems that confine and conform and are personalizing learning to meet the abilities of their students. the free school paid attention to Mains ambitions and found inspiration to learn again.

16. Chapter 10 Claim Statement #1- Even though educators can do something to change the system, change is needed at the local and national level and policy makers need to understand their roles for change to happen.

16.1. In 2012 South Carolina began prioritizing technology, project-based learning, problem solving, and communication while giving teachers more freedom while still holding them accountable.

16.2. In South Carolina more emphasis is being placed on the recruiting, retention and continuous professional development of high-quality teachers who will in turn positively affect teaching and learning.

16.3. River Bluffs High School in Lexington gave up on textbooks and lockers and parts of some schools look more like Starbucks and the leadership and policy makers are understanding that change happens when there is discussion about education and the disconnects that occur.

16.4. Schools are creating conditions in which they begin to transform themselves for the better. Fostering conditions such as health, ecology, fairness and care.

17. Chapter 5 Claim Statement #1- Quality teaching is the key to transforming education.

17.1. Teaching should inspire students to learn outside of the classroom walls. Continual need to know more, to question...

17.2. Teachers use a wide arrange of how they deliver knowledge to students- small groups, whole group, direct instruction, group work, project, inquiry, etc.

17.3. Teachers facilitate learning and connect with their students to understand how they learn and what interests them.

17.4. To be creative teachers are provided with trainings and continuing education to hone their craft and gain control of the knowledge, concepts and practices that shape their teaching.

18. Chapter 10 Claim Statement #2- Healthy educational systems need to work as a whole with all pieces of the system working to support one another in the best interest of the students they support.

18.1. Silvina Gvirtz in Argentina spearheaded an initiative to greatly increased graduation rate and reduced the drop out and repeat rate. She leaned on private industry to give her funding for programs within her school to reduce drop out rates and increase graduation rates.

18.2. Jiang Xueqin in China- Created a new school to focus more on creativity, writing and empathizing to create a new genre of entrepreneurs rather then just test takers.

18.3. In Scotland through collaboration with educators, parents and the private sector has created a national education system to meet the particular needs of individual students and it's communities.

18.4. In Ottowa Canada, Peter Gamwell a superintendent of instruction for the school board spearheaded the creativity movement by incorporating everyone's thoughts from the kindergarten teacher to the janitor. This involved the idea that everyone has a capacity for creativity and brilliance and that needs to be recognized and cultivated. Everyone has something to contribute and that needs to be taken into account.

19. Chapter 5 Claim Statement #2-Improvements in education begin with teachers who inspire their students.

19.1. Great teachers bring out the best in students- Hobart's Shakespeareans and Steinberg's journalism class.

19.2. Knowing how and when to use techniques can make the difference between inspiring and hindering student learning.

19.3. The music teacher who used technology to inspire creativity in students and music workshops to share with students and teachers all over the world.

19.4. Using entertainment as a teaching tool- AsapSCIENCE- relatable content which sparked curiosity

20. Chapter 4 Claim Statement #3- Students who learn in different ways also learn at different rates and therefore schedules must be flexible to facilitate learning.

20.1. Joe Harrison- The same pacing makes it hard to engage all students when you are rushing from one lesson to the next. Students don't have the time to engage in the music and opportunities to become engrossed and motivated in learning was not there.

20.2. Holy Trinity Primary School- Slow Education - spending time to having the school and the community learn about individual students and what they were about. Then tailoring programs to meet their interests, and capacities and pace in which they learn.

20.3. A personalized and flexible schedule is more in line to facilitate the type of curriculum and learning that students need to inspire creativity and motivation.

21. Chapter 7 Claim Statement #2- Emphasis on state and federal testing is negatively affecting student creativity and creative talents.

21.1. Relying on high stakes testing is hindering educator's efforts to focus on learning experiences that promote innovations. creativity, problem solving, collaboration and critical thinking.

21.2. Tests do not take into account other factors that affect performance.

21.3. Students who make the cut off with their testing scores are given attention to improve scores while those who are on the low end and high end are neglected

21.4. Due to testing pressures teachers are not able to spend time on what engages or interests students. The test dictates what and how things are taught. Schools become testing programs.

22. Chapter 7 Claim Statement #3- Assessments are being standardized due to international competition with other countries and as a country our focus on testing is pushing us behind others.

22.1. PISA League- showing other countries out testing in areas of math, reading and science. Countries such as the USA are performing somewhere in the middle.

22.2. These rankings are leading to a push for tougher standards in schools and dictating what schools need to emphasize.

22.3. This way of ranking students determines in some places where student go next in their academic careers and this ends up hindering students natural creativity and curiosity during the learning process.

22.4. Standardized testing in countries such as Shanghai is becoming more "nuanced" (Creative Schools, Page 168) so that they are more relevant to the future lives of it's students.

23. Chapter 8 Claim Statement #3- Both leadership and management are vital and have such an impact in supporting schools where kids succeed and develop a love of learning.

23.1. Leadership is about vision, and management is about implementation. Vision is not enough as people need support, resources, and the skills to do the job.

23.2. Since leadership styles vary, the best are able to inspire those they lead with the sense that they are doing the right thing and that they are capable of doing it.

23.3. Manchester United- Teaching and motivation from leaders has lead to the high success of this team.

23.4. Principals such as Richard Gerver with The Grangeton Project was able to build the desire and capacity within the community to take on fresh ideas and "dip" into new ideas until the were comfortable and motivated and inspired to dive in.

24. Chapter 9 Claim Statement #3- When families take an active role in their children's education and schools make it possible for this to happen students are more likely to thrive.

24.1. Blue School provides an educational environment which supports it's students in all aspects of their lives beyond the school walls. Opportunities are provided so that students develop deep connections in all areas of their life. The belief of the school is the relationships that are forged between the family and school, one that is focused on educating and helping students grow.

24.2. The National PTA advocates for students and is the template for the parent and school engagement that allows students to flourish and be successful in all aspects of their lives and not just school.

24.3. The U.S. Department of Education stresses the importance of families and school working together to achieve the goals and outcomes that both families and educators want to achieve.

24.4. Oscar Cruz- Families In Schools- Creating culturally relevant materials parents can use to become active in their children's schools, Training staff to effectively connect with parents and changing policy to get districts to invest in parent involvement.