Understanding Creativity in the Classroom

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Understanding Creativity in the Classroom von Mind Map: Understanding Creativity in the Classroom

1. Creativity

1.1. Creative Thought: generate ideas

1.1.1. Analytical Thought: to analyze which ideas are worth pursuing Practical Thought: to implement ideas and convince others of the value of our ideas.

2. How do teachers acknowledge creativity?

2.1. Examples of Observable Characteristics of Children's Creative Thought Processes

2.1.1. Playful, persistent, and intrinsically motivated Curiosity and asking questions Perceptive and curious

3. Our role as Educators

3.1. Promote creativity in the classroom by not labeling students but especially not based on appearance.

3.1.1. Classroom Environment, Materials and Climate: Provide challenging and stimulating learning material Professional Attitudes and Values: Serve as a model of creative thought Social Support for Creativity:Enable children to participate in joint projects with self-selected partners to increase interest

4. Creativity Development

4.1. 1.There are important relationships between creativity and the child's culture during the early years

4.1.1. 2. Creativity emerges through interactions with other people and with the environment. 3. Creative development is mediated by physical and symbolic artifacts within specific domains. 4. The culture of children differs from that of adults.

5. Dimensions of Creatvity

5.1. Cognitive: fluency, flexibility/adaptability, originality and elaboration.

5.1.1. Affective: curiosity, complexity, risk-taking and imagination and fantasy.

6. Tool and Resources for Students

6.1. Students will use graphic organizesr to make things more visible but also structured.

7. Differentiated Instruction

7.1. Providing varied instruction to different students with a common goal but different delivery of the material.

7.1.1. Provide models for students, not to copy but to help stimulate thinking. Anticipate conditions that contribute to boredom. (factor in Brain Breaks)

8. Mistakes we make, unknowingly

8.1. Confusing measures of intelligence with measures of creativity

8.1.1. Being overly influences by socially desirable behavior Being overly influences by the student's rate of development Associating creativity with socioeconomic privilege