Being Creative Inside and Outside the Classroom: How to by John Baer

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By John Baer

This ebook has basic objectives - to teach lecturers easy methods to educate their scholars to be extra artistic thinkers and to aid them to boost their very own creativity as lecturers - and it exhibits lecturers how you can do this stuff in ways in which do not clash with ability improvement and data acquisition. in truth, lecturers will how you can educate for creativity in ways in which bring about more desirable talents and larger content material wisdom. instructing for creativity and artistic instructing jointly will lead to a lot greater degrees of either scholar engagement and pupil studying. The publication specializes in 3 huge, well-researched principles relating to creativity education - divergent considering, intrinsic motivation, and the CPS version of inventive challenge fixing - and indicates the best way to follow those rules in designing classes that advertise creativity in addition to motivate the improvement of content-based talents and information. The publication is written in a manner that makes it effortless for academics to make those principles their very own, with many examples to be used in K-12 study rooms.

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Extra resources for Being Creative Inside and Outside the Classroom: How to Boost Your Students’ Creativity – And Your Own

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This means that it’s okay to borrow elements from ideas already on the table, or to make slight modifications of ideas already suggested. • Wild ideas are encouraged. Impossible, totally unworkable ideas may lead someone to think of other, more possible, more workable ideas. It’s easier to take a wildly imaginative bad idea and tone it down to fit the constraints of reality than to take a boring bad idea and make it interesting enough to be worth thinking about. ” Either way, it’s important to keep a written record of all ideas.

At first, however, it generally makes sense to start with fluency and then to emphasize each of the others in turn, rather than to introduce them all at once and risk confusing 31 CHAPTER 2 students or letting some of the four skills be neglected. And even after your students become quite comfortable with all four, they will still need to be reminded now and then to try for all of them. Example 3: Creativity in a geography project This example relates to a particular assignment that one of us (John) has used in sixth- and seventh-grade geography classes.

Because we want to indicate how one might target divergent thinking activities in a single domain, we have looked at several abilities related to each of the three examples. In your classroom, you will often be far more opportunistic in your choices of divergent thinking topics, using both topics that relate directly to what you are studying and choosing topics just for fun. One common divergent thinking activity is to have students list anything they know (or think they know) about a topic they are about to study.

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