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C REATIVITY AND THE C OMMON C ORE. A MY B ASKET 17 years with Bay City Public Schools 3 children that attend Bay City Public Schools Gifted and Talented.

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Presentation on theme: "C REATIVITY AND THE C OMMON C ORE. A MY B ASKET 17 years with Bay City Public Schools 3 children that attend Bay City Public Schools Gifted and Talented."— Presentation transcript:


2 A MY B ASKET 17 years with Bay City Public Schools 3 children that attend Bay City Public Schools Gifted and Talented Program Volunteer Program Moodle Coordinator Active in all things related to my kids Baseball, Football, Wrestling, Soccer and Dance


4 CREATIVITY Carl Rogers (1959) the emergence in action of a novel relational product growing out the uniqueness of the individual on the one hand and the materials, events, people, or circumstances of life on the other. Khatena (1978) one’s power to break away from a set pattern and develop original ideas, thoughts and relationships. Torrance (1977) the process of sensing problems or gaps in information, forming an idea and hypothesis, testing and modifying these hypotheses and communicating the results.

5 W HICH O NE ? Novel Product Unique idea of the individual Based on materials, events, people or circumstances Sensing problems or gaps in information Developing an idea to solve the problem or fill in the gap in knowledge. Testing it, modifying it, communicating it. Rogers Khatena One’s ability to break away from the norm Develop original ideas, thoughts or relationships Torrance

6 T ORRANCE Probably the easiest to apply to a classroom situation.

7 T ORRANCE M ODEL OF C REATIVITY Fluency Flexibility Originality Elaboration

8 F LUENCY The ability to produce a quantity of ideas, thoughts or answers to a particular problem. Questioning is key to this component. The questions must be open-ended.

9 Practice— What are all of the uses for a shovel?

10 F LEXIBILITY The ability to think of different approaches to a problem, view a situation from different perspectives, and group ideas into different categories. If you didn’t have a pen, pencil, marker or crayon, what could you use to write with?

11 O RIGINALITY The production of something for the first time. It is the synthesis or putting information back together in a new way. Pretend you have the perfect student desk. What would the desk look like? What elements would it have? What would you get rid of?

12 E LABORATION To embellish, polish, improve upon, enhance. My perfect vacation

13 E LEMENTS OF C REATIVE T HINKING Fluency —quantity of ideas Flexibility —think from a different perspective Originality —develop an idea or product for the first time Elaboration —embellish, enhance, polish

14 C OMMON C ORE S TANDARDS Reading Anchor Standards Writing Anchor Standards Speaking and Listening Anchor Standards Language Anchor Standards 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with Mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. English Language Arts Mathematical Practice

15 F LUENCY Examples

16 F LUENCY —W AYS TO MAKE TEN Ten 10 9+1= 6+4= 29-19= 5x2= 10 1 This activity can span many grade levels from Kindergarten through Fifth Grade 60/6 Reason abstractly and quantitatively

17 F LUENCY —R EADING / LANGUAGE A RTS Besides being a fluent reader (word decoder) Quantity of ideas about the story Read grade-level text with purpose and understanding. Quantity of words in a word families CCSS.ELA-Literacy.CCRA.L.2CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. --at --et Word work with suffixes, prefixes, root words family CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate CCSS.ELA-Literacy.CCRA.L.4 How many words can you find with… aqu/a --ology auto mega


19 F LEXIBILITY --M ATH Encourage multiple ways to solve the problem. Have students demonstrate their methods to solve the problem. Construct viable arguments and critique the reasoning of others Solve a problem backwards Make sense of problems and preserve in solving The product is 24 and at least one factor is even. 8 x 3 = 24 6 x 4 = 24 2 x 12 = 24

20 F LEXIBILITY Literature CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.9 Read multiple versions of the same story Focus on the different perspectives the author writes from—Three little pigs from the Wolf’s perspective Focus on the same story from multiple different cultures—Multiple versions of Cinderella Books with multiple perspectives The Red Pyramid by Rick Riordan The Two Towers by J.R.R. Tolkien The Joy Luck Club by Amy Tan

21 F LEXIBILITY Writing-- CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.3 Follow-up writing scenarios Jack and the Beanstalk What if Jack sold the cow at the market… Stone Soup What if the villagers did not contribute to the monks’ soup? American Revolution What if the Declaration of Independence was never written? Have students question character’s decisions and how the story would have changed.

22 F LEXIBILITY The power of doodling Doodling helps kids stay focused Unfinished pictures


24 O RIGINALITY Examples

25 O RIGINALITY Model with Mathematics Use any of the CCSS standards to have students write their own real world problems. The resulting project will showcase the student’s interpretation of the prompt.

26 O RIGINALITY Presentation of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.SL.4CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.SL.5CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CCSS.ELA-Literacy.CCRA.SL.6CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

27 E LABORATION Examples

28 E LABORATION --M ATH Construct viable arguments and critique the reasoning of others Elaboration—embellish, enhance, polish Problem Solving-- Allow student a chance to embellish and enhance others answers.

29 E LABORATION —M ATH A scientist plans to study exotic birds in the rain forest. The helicopter flight to and from the rain forest costs $499. Supplies cost $112 for each day. How many days can the scientist spend in the rain forest on a $1,283 budget? The scientist can spend 7 days in the rainforest. Can anyone elaborate on my method of solving this problem? Is there a better way?

30 E LABORATION —L ANGUAGE A RTS CCSS.ELA-Literacy.CCRA.W.5CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Writer’s Workshop CCSS.ELA-Literacy.CCRA.W.9CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Embellishing or enhancing writing with a purpose. Sample assignment: Compare the ending of Hatchet to the book Brian’s Winter. Why do you think Paulsen wrote this alternative ending? Write the initial piece then revise with the purpose of adding evidence or citing a quote from a specific source.

31 C LASSIC C REATIVITY T EST Creativity-5-Classic-Creative-Challenges

32 T HANK YOU Requests for this PowerPoint information can be made to Amy Basket

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