CREATIVITY AND THE COMMON CORE

AM

Y B

AS

KET

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

WHAT IS YOUR DEFINITION OF CREATIVITY?

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.

WHICH ONE?

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

TORRAN

CE

Probably the easiest to apply to a classroom situation.

TORRANCE MODEL OF CREATIVITY

Fluency

Flexibility

Originality

Elaboration

FLUENCY

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.

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

FLEXIBILITY

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?

ORIGINALITY

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?

ELABORATION

To embellish, polish, improve upon, enhance.My perfect vacation

ELEMENTS OF CREATIVE THINKING

Fluency—quantity of ideas

Flexibility—think from a different perspective

Originality—develop an idea or product for the first time

Elaboration—embellish, enhance, polish

COMMON CORE STANDARDS

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 Mathematics5. Use appropriate tools

strategically6. Attend to precision7. Look for and make use of

structure.8. Look for and express

regularity in repeated reasoning.

English Language Arts

Mathematical Practice

FLUENCYExamples

FLUENCY—WAYS TO MAKE TEN

Ten

10

9+1=

6+4=

29-19=

5x2=

101

This activity can span many grade levels from Kindergarten through Fifth Grade

60/6 Reason abstractly and quantitatively

FLUENCY—READING/LANGUAGE ARTS Besides being a fluent reader (word decoder)

Quantity of ideas about the storyRead grade-level text with purpose and understanding.

Quantity of words in a word families CCSS.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

How many words can you find with… aqu/a --ology auto mega

FLEXIBILITYExample

FLEXIBILITY--MATH

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

FLEXIBILITY

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.

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

FLEXIBILITY

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.

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.

FLEXIBILITY

The power of doodling Doodling helps kids stay focused

Unfinished pictures

ORIGINALITYExamples

ORIGINALITY

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.

ORIGINALITY

Presentation of Knowledge and Ideas CCSS.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.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.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

ELABORATIONExamples

ELABORATION--MATH

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.

ELABORATION—MATH

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?

ELABORATION—LANGUAGE ARTS CCSS.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.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.

CLASSIC CREATIVITY TEST

http://99u.com/articles/7160/Test-Your-Creativity-5-Classic-Creative-Challenges

THANK YOURequests for this PowerPoint information can be made to Amy Basket

basketa@bcschols.net