When I first registered for this class I thought I would gain a better understanding for what being academically gifted entailed. I understood the basics but I have never dove deeper into the meaning. I had only "scratched the surface" as they say. Over the past few weeks my understanding and views toward creativity have changed greatly. I now see past the superficial characteristics of being gifted and now realize that everyone can tap into their abilities to become creativity.
The creativity experiences we were asked to partake in certainly took me to places I had never been before. I was out of my comfort zone for most of them no doubt. Surprising the one task I enjoyed the most was the can transformation. Mostly because I didn't think could do it. I surprised myself even though my poor Pete still took some heat from those around me.
Overall I must say the product redo assignment was the most difficult for me. I felt that every item I thought of had been "redone" before and that my ideas seemed silly or obvious. I am quite a perfectionist so I struggled with a less than exciting idea. I felt my creativity failed me and I struggled with that. In the end I am still not pleased with my idea and I still think of other things I could have chosen instead. I was disappointed in myself because I had stretched so far before (while surprising myself) so to feel that I had failed was disheartening. I guess this assignment will "haunt me" for years to come (or until May 2013 when I graduate).
From here I hope to begin looking at the idea of being gifted in a different way. For goodness sakes, I do teach at a GT school (gifted and talented)! I should know better than to not assume every student has talents and gifts. I know realize that I should look beyond those characteristics we often see on the surface. As they say, "you cannot judge a book by its cover." I'd say that is absolutely right!
Sunday, November 27, 2011
Saturday, November 19, 2011
Pinterest = Awesome Creative Outlet
For my post this week I decided to highlight a new tool I have discovered that has greatly increased my ability to think outside of the box in my classroom.
As a teacher I am always looking for new and exciting way to reach students. This year my goal was to begin thinking more outside of the box. To begin this journey I began following several amazing teaching/classroom blogs. Before the school year began I already had several new innovative ideas I would have never been able to create on my own. One afternoon while catching up on one of my favorite blogs (The First Grade Parade) I stumbled upon a post that discussed a new website... Pinterest. It grabbed my attention so I checked into the sight. After requesting an invite I joined the site and learned what it was all about. I discovered this site was an excellent source for sharing and collecting ideas.
The main gist of the web-site's concept is that you can store and save ideas/inspiration found through the site or around the web easily. Here lies the concept of "pinning." When you find something you are interested in you "pin it" to a categorized board. When you need to go back to an idea all you have to do is click on the saved image and the site will direct you to the original source. For example, while browsing this week for "turkey cookie recipes" to use with our reading buddies on Tuesday, I found several ideas. I pinned them and when I was ready when back to my idea board (labeled classroom ideas) to find out more about the ingredients and recipes. I did not have to spend all day on the internet "googling it up" as I like to call it. It is almost as if others have done all the searching for you. Of course if you find an idea through a website or search that you like, you can pin them as well.
Overall Pinterest provides an amazing way to save and organize creative, thoughtful, and exciting ideas! In just a few months it has greatly impacted the "creative factor" in my classroom!
To begin using Pinterest please visit www.pinterest.com. You can request an invite there or you can let me know and I can invite you as well! Happy pinning!
As a teacher I am always looking for new and exciting way to reach students. This year my goal was to begin thinking more outside of the box. To begin this journey I began following several amazing teaching/classroom blogs. Before the school year began I already had several new innovative ideas I would have never been able to create on my own. One afternoon while catching up on one of my favorite blogs (The First Grade Parade) I stumbled upon a post that discussed a new website... Pinterest. It grabbed my attention so I checked into the sight. After requesting an invite I joined the site and learned what it was all about. I discovered this site was an excellent source for sharing and collecting ideas.
The main gist of the web-site's concept is that you can store and save ideas/inspiration found through the site or around the web easily. Here lies the concept of "pinning." When you find something you are interested in you "pin it" to a categorized board. When you need to go back to an idea all you have to do is click on the saved image and the site will direct you to the original source. For example, while browsing this week for "turkey cookie recipes" to use with our reading buddies on Tuesday, I found several ideas. I pinned them and when I was ready when back to my idea board (labeled classroom ideas) to find out more about the ingredients and recipes. I did not have to spend all day on the internet "googling it up" as I like to call it. It is almost as if others have done all the searching for you. Of course if you find an idea through a website or search that you like, you can pin them as well.
Overall Pinterest provides an amazing way to save and organize creative, thoughtful, and exciting ideas! In just a few months it has greatly impacted the "creative factor" in my classroom!
To begin using Pinterest please visit www.pinterest.com. You can request an invite there or you can let me know and I can invite you as well! Happy pinning!
Friday, November 11, 2011
Thinking Hats
The story of the tortoise and the hare is a classic. Through perseverance the tourtis succeeds. It is a lesson we can all learn from. This week we were challenged to create a list of questions we would ask these characters based on the "six thinking hats." This concept that once originated as a cooperate business tool, can help problem solve, brainstorm, and create.
The interview...
White Hat:
Hare - Tell us more about Why you choose to take a nap? Why not just sit by the road and watch instead?
Red Hat:
Hare - How emotions did you feel once you realized the Tortoise won the race?
Tortoise - Did you feel a sense of pride or surprise (or any other emotion) when you realized you beat the hare?
Black Hat:
Tortoise - What words of encouragement can you give those who do not have the courage to face their fears?
Yellow Hat:
Hare - Looking back from this experience, what can you take away. Any lessons learned?
Green Hat:
Tortoise - Given the chance do you think you would succeed in another race? What strategies would you use to stay ahead?
Blue Hat:
Tortoise and Hare- What will you tell your children, grandchildren about this story some day?
The interview...
White Hat:
Hare - Tell us more about Why you choose to take a nap? Why not just sit by the road and watch instead?
Red Hat:
Hare - How emotions did you feel once you realized the Tortoise won the race?
Tortoise - Did you feel a sense of pride or surprise (or any other emotion) when you realized you beat the hare?
Black Hat:
Tortoise - What words of encouragement can you give those who do not have the courage to face their fears?
Yellow Hat:
Hare - Looking back from this experience, what can you take away. Any lessons learned?
Green Hat:
Tortoise - Given the chance do you think you would succeed in another race? What strategies would you use to stay ahead?
Blue Hat:
Tortoise and Hare- What will you tell your children, grandchildren about this story some day?
Sunday, November 6, 2011
New and Improved
Purses... Every woman loves them but they aren't always as functional as they appear. As a new mom I struggled to get out the door with a car seat, diaper bag, and purse. Pretty soon I resorted to leaving my cute bags at home and began carrying my diaper bag like a purse. Since I like to consider myself "hip and young" it saddened me to have to say adios to the bags I loved so much. That being said I have devised a plan to make purses more functional and multifunctional. Below are my ideas...
1. Downsize...
Bulky bags are no beuno. They get in the way and are usually filled with unessasary pouches, pockets, and other "fluff." A diaper bag that also serves as a purse would be streamlined. Each compartment would have a purpose. A space for diapers, money, bottles, wipes, and cell phone.
2. Repurpose...
Most purses have huge zip style pockets on the outside. These pockets usually become collectors of old recipes. The new and improved purse would feature a zip out changing pad. This would eliminate the need for carrying one. This feature would also allow the purse to be more functional as well.
3. Durability...
Purses aren't always the most durable items. They can't just be tossed in the wash and they are not always easy to spot clean. My mommy friendly purse would totally be able to go through a cycle and drier without looking deflated or discolored!
4. Ease of use...
Remembering you are low on diapers can often put moms in tight spots. This purse would feature a reminder bell to let you know when you are running low on supplies in the designated locations that were mentioned earlier.
Although I am sure no purse like this will ever exsist I am sure that I can now use some of the tools and ideas found in Davis' text to begin utilizing my own diaper bag in a more useful and mom friendly way.
1. Downsize...
Bulky bags are no beuno. They get in the way and are usually filled with unessasary pouches, pockets, and other "fluff." A diaper bag that also serves as a purse would be streamlined. Each compartment would have a purpose. A space for diapers, money, bottles, wipes, and cell phone.
2. Repurpose...
Most purses have huge zip style pockets on the outside. These pockets usually become collectors of old recipes. The new and improved purse would feature a zip out changing pad. This would eliminate the need for carrying one. This feature would also allow the purse to be more functional as well.
3. Durability...
Purses aren't always the most durable items. They can't just be tossed in the wash and they are not always easy to spot clean. My mommy friendly purse would totally be able to go through a cycle and drier without looking deflated or discolored!
4. Ease of use...
Remembering you are low on diapers can often put moms in tight spots. This purse would feature a reminder bell to let you know when you are running low on supplies in the designated locations that were mentioned earlier.
Although I am sure no purse like this will ever exsist I am sure that I can now use some of the tools and ideas found in Davis' text to begin utilizing my own diaper bag in a more useful and mom friendly way.
Sunday, October 30, 2011
Reader's Theatre
At the beginning of the school year my class read the story about Pete The Cat. You may remember Pete from my can creation assignment. At first glance this story may just seem to be a story about color words. When you look further you quickly realize that the story has a deeper meaning... when life gets you down, you keep moving because it's alllll gooood!
Below is the reader's theatre for the story of Pete The Cat "Rocking my White Shoes."
Genre: Fiction
CULTURE: American (late 19th century)
THEME: Self Confidence and Colors
READERS: 8
READER AGES: 5 and up
LENGTH: 4 minutes
PREVIEW: Did Pete let it get him down? Goodness no!
ROLES: Gitar, Pete, Stawberries, Blueberries, Mud, Bucket of Water, Shoes (2)
Gitar: Pete likes to go to school.
Shoes 1: Pete loves his white shoes.
Gitar: He walks along singing this song.
Pete: I love my white shoes. I love my white shoes.
Strawberries: One day Pete steped in a pile of strawberries.
Gitar: What color did it turn his shoes?
Shoes 2: RED!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my red shoes, I love my red shoes.
Blueberries: The next day Pete steped in a pile of blueberries.
Gitar: What color did it turn his shoes?
Shoes 2 : BLUE!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my blue shoes. I love my blue shoes.
Mud: Then Pete steps in a big puddle of mud.
Gitar: What color did it turn his shoes?
Shoes 2: BROWN!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just let singing this song.
Pete: I love my brown shoes. I love my brown shoes.
Water: The next day Pete steped in a bucket of water.
Gitar: What color did it turn his shoes?
Shoes 2: WHITE! But now they are all wet!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my wet shoes. I love my wet shoes.
Everyone together: Because it is all good!
Below is the reader's theatre for the story of Pete The Cat "Rocking my White Shoes."
Genre: Fiction
CULTURE: American (late 19th century)
THEME: Self Confidence and Colors
READERS: 8
READER AGES: 5 and up
LENGTH: 4 minutes
PREVIEW: Did Pete let it get him down? Goodness no!
ROLES: Gitar, Pete, Stawberries, Blueberries, Mud, Bucket of Water, Shoes (2)
Gitar: Pete likes to go to school.
Shoes 1: Pete loves his white shoes.
Gitar: He walks along singing this song.
Pete: I love my white shoes. I love my white shoes.
Strawberries: One day Pete steped in a pile of strawberries.
Gitar: What color did it turn his shoes?
Shoes 2: RED!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my red shoes, I love my red shoes.
Blueberries: The next day Pete steped in a pile of blueberries.
Gitar: What color did it turn his shoes?
Shoes 2 : BLUE!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my blue shoes. I love my blue shoes.
Mud: Then Pete steps in a big puddle of mud.
Gitar: What color did it turn his shoes?
Shoes 2: BROWN!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just let singing this song.
Pete: I love my brown shoes. I love my brown shoes.
Water: The next day Pete steped in a bucket of water.
Gitar: What color did it turn his shoes?
Shoes 2: WHITE! But now they are all wet!
Gitar: Did Pete let that get him down?
Shoes 1: Goodness no!
Gitar: Pete just kept singing this song.
Pete: I love my wet shoes. I love my wet shoes.
Everyone together: Because it is all good!
Monday, October 24, 2011
Creativity in the Classroom
Finding the balance between allowing students opportunities to be creating and teaching the required curriculum can be difficult. It can be a stressful situation for any teacher! Currently I am in this predicament myself. This year our grade level has been asked to implement a new math program and text books. Before this program came to our school our kindergarten team was given the free range to create our own lesson plans that we felt met the standard course of study objectives we were teaching. This year we have felt very much like our ability to create has been taking away. This has been a difficult learning curve that we are still trying to work through. After reading the article by Adams it is clear that finding a balance between creativity and standards is a lot like trying to find a balance between using a text book verses not.
To be honest hearing what Adams had to say was just what I needed to hear this week. "Each type of learner is valuable (p. 59, 2007). Many times as teachers we often write off those students who are distracted as those who are having difficulty learning. Rather than pushing them to think deeper we take the easy road and allow them to complete basic assignments. Adams challenges us to create free thinkers who have "imaginative intelligence and are curious to discover what lies beyond the given boundaries (2007).
Another point I found enlightening from the reading this week was the part where Adams discusses how we must teach students HOW to be creative. Even though many students are truly gifted, creative thinkers, we are not all born this way (myself included). Adams states that "teacher behaviors influence creativity. Teachers that realize creativity is multidimensional, not an ability or personality trait, will nurture the concept within their classrooms (p. 60, 2007). It is time for us as teachers to stop believing this type of behavior will happen naturally on its own. We must begin facilitating it within our classrooms.
Providing opportunities for creativity in a classroom can be challenging. Finding the necessary time for these activities can be difficult in our already very busy schedules. However, if we begin making creative thinking a part of our daily routines (i.e. Daily 5 tasks, math talk, free writing/journal time, etc.) we may begin to see our students surprising themselves (and their teachers)!
To be honest hearing what Adams had to say was just what I needed to hear this week. "Each type of learner is valuable (p. 59, 2007). Many times as teachers we often write off those students who are distracted as those who are having difficulty learning. Rather than pushing them to think deeper we take the easy road and allow them to complete basic assignments. Adams challenges us to create free thinkers who have "imaginative intelligence and are curious to discover what lies beyond the given boundaries (2007).
Another point I found enlightening from the reading this week was the part where Adams discusses how we must teach students HOW to be creative. Even though many students are truly gifted, creative thinkers, we are not all born this way (myself included). Adams states that "teacher behaviors influence creativity. Teachers that realize creativity is multidimensional, not an ability or personality trait, will nurture the concept within their classrooms (p. 60, 2007). It is time for us as teachers to stop believing this type of behavior will happen naturally on its own. We must begin facilitating it within our classrooms.
Providing opportunities for creativity in a classroom can be challenging. Finding the necessary time for these activities can be difficult in our already very busy schedules. However, if we begin making creative thinking a part of our daily routines (i.e. Daily 5 tasks, math talk, free writing/journal time, etc.) we may begin to see our students surprising themselves (and their teachers)!
Monday, October 17, 2011
Hard Work vs. Insight
This week we were posed this question from Davis, "In your own creative productivity (even if it is just writing term papers), how much of the final product is due to hard work, one or more sudden 'insights,' or some chance happenings or discoveries (p. 141, 2004)?"
At first thought I began thinking, "Of course it has to be mostly hard work! I did not get the brains of the family so I must work hard to compensate for my lack there of." But after thinking deeper into the true meaning of the question I had a glimmer of hope. Yes in fact, I realized, many of the projects I have been the most proud of are created from little insights and discoveries. Does this mean I may truly be creative? Oh boy I sure hope so!
When you think about research, term papers, group projects, etc. although hard work is certainly a huge component, sudden insights can certainly help you to turn something good into something great, A+ work (or in teacher language, a level 4).
I guess if I must break it down into terms Davis would like to see I would say the following equation is true (in my humble opinion):
50% hard work + 25% sudden insights + 25% chance discoveries = creative productivity
I have to admit, growing up a small town girl raised by a family tree full of working class full blooded Americans I appreciate hard work and how far it can take you. That effort combined with an extra spark of creative thinking can lead to some pretty amazing ideas!
At first thought I began thinking, "Of course it has to be mostly hard work! I did not get the brains of the family so I must work hard to compensate for my lack there of." But after thinking deeper into the true meaning of the question I had a glimmer of hope. Yes in fact, I realized, many of the projects I have been the most proud of are created from little insights and discoveries. Does this mean I may truly be creative? Oh boy I sure hope so!
When you think about research, term papers, group projects, etc. although hard work is certainly a huge component, sudden insights can certainly help you to turn something good into something great, A+ work (or in teacher language, a level 4).
I guess if I must break it down into terms Davis would like to see I would say the following equation is true (in my humble opinion):
50% hard work + 25% sudden insights + 25% chance discoveries = creative productivity
I have to admit, growing up a small town girl raised by a family tree full of working class full blooded Americans I appreciate hard work and how far it can take you. That effort combined with an extra spark of creative thinking can lead to some pretty amazing ideas!
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