Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving

by Patti Drapeau, 2014
Green Gables Elementary Online Book Study
October 2014 - February 2015
14 hours
Enduring Understanding:
Teaching isn't merely transmitting knowledge to students; it’s also about teaching students to approach learning in engaging and
unexpected ways.
Read
Chapter
Entry
Online Response Questions
Application Assignment
Pages
Topic
1
ix-13
Preface
1. Several definitions are given for creativity on page 3.
Share your results and goals
What is your current definition of creativity?
online:
2. What does your vision of a creative classroom look
Chapter 1:
 Complete the Creativity
like and sound like?
Intentional
Implementation Self3.
Why
is
it
important
to
make
creativity
intentional
in
Creativity
Assessment.
our instruction?
 Write a learning goal
statement for the book
study based on your selfassessment results.
2
14-41
Chapter 2:
1. What role does the classroom environment and
Make a Plan: Choose ONE “Grab
Practical
culture play in the nurturing of the creative thinking
and Go” Idea from this chapter to
Creativity
of students? What are some actionable steps that
try in your classroom. Share what
teachers can take to ensure this type of classroom
you tried, what went well, and
space?
what you might do differently next
2. There are four creativity skills explored in the
time.
chapter: fluency, flexibility, originality, and
elaboration. Select two of the four to write an acrostic Grab and Go Ideas:
summary about.
1: Starter Phrases
http://writingfix.com/PDFs/WAC_Docs/Summary_Overhead_a 2: Diversify Questions
crostic.pdf
3: Reverse Brainstorming
4:
5:
6:
7:
8:
9:

Sound Effects
Trading Cards
Connect and Solve
Change Matrix
What Stands for What
NUP

Are these lessons realistic for struggling students or English Language Learners? Why or why not? 2. Is the time spent on redesigning activities and lesson worth it? Why or why not? 1. Minus. Select one creativity skill area to target imaginative thinking with. The creative thinking lessons seem harder than the typical lessons. which is an area for growth? What are some practical ideas you have for growing in this area? 10: Be the Thing 11: Lost and Found 12: Many Voices Make a Plan: Choose ONE “Grab and Go” Idea from this chapter to try in your classroom.2 on page 68. Share what you tried. Share your idea. Assumptions 18: Information/Missing Information 19: Transformation 20: Cues.3 4 42-58 59-93 Chapter 3: Creativity and the Common Core Chapter 4: Creativity and Imaginatio n 1. Teachers worry about preparing their students for standardized or performance-based tests. If the standards emphasize critical thinking. Grab and Go Ideas: 15: Imagination Word Prompts 16: KWW Chart 17: Plus. what went well. what went well. Select a standards-based lesson to tweak using the model in Figure 4. Of the four conditions that support imaginative thinking. and what you might do differently next time. which is an area of strength for you? Why? 3. Revamping lessons takes time. 2. Share what you tried. is the use of creative thinking activities and lessons a waste of times? Why or why not? 3. Of the four conditions that support imaginative thinking. and what you might do differently next time. Creative Activities 14: Planning for Creativity Make a Plan: Choose ONE “Grab and Go” Idea from this chapter to try in your classroom. Grab and Go Ideas: 13: Typical vs. and Point of View 21: “Back to the Future” Letter 22: Three Wishes 23: Voice Changes 24: 10 Statements 25: Advertising Trailers . Context.

imagination. 2. and innovation to those that focus on more on critical thinking? 1. what went well. Of all the creative problem solving tools presented in the chapter (Figures 6. Share what you tried. Grab and Go Ideas: 36: Generating Question Prompts 37: You Be the Judge . Do you think innovation needs to be differentiated for young students? Explain. Grab and Go Ideas: 32: Nervous Nellie 33: Eliminate and Defend 34: Creating Consensus 35: Talk Show Make a Plan: Choose ONE “Grab and Go” Idea from this OR ANOTHER chapter to try in your classroom. and what you might do differently next time. Practically speaking.6). and what you might do differently next time. How would you compare lessons that emphasize creativity.5 6 94-116 117-142 Chapter 5: Creativity and Innovation Chapter 6: Creativity and Problem Solving 1. do you agree that using the innovation process can help students achieve the Common Core State Standards? Elaborate. Share what you tried. which is the one you are most likely to use and why? With what content in particular? 26: Avatars 27: Scavenger Hunt 28: Guided Visualization 29: Graphic Summaries 30: Visualize-Draw-Write 31: GE (Generate and Elaborate) Make a Plan: Choose ONE “Grab and Go” Idea from this chapter to try in your classroom.1-6. what went well. Why is it important to not just use creative problem solving in a lesson but also address the process metacognitively? 3. Should all students be required to learn and be able to use a creative problem solving process in school? Why or why not? 2. 3.

7 143-175 Chapter 7: Creativity and Assessmen t Epilogue 1. Look back on your goals from your first entry:  In which section do you feel you made the largest growth? Why?  What areas do you still want to improve? Why?  What was your big learning take-away from this book study? Make a Plan: Choose ONE “Grab and Go” Idea from this chapter to try in your classroom. Of all the assessment tools mentioned in this chapter (Figure 7. Grab and Go Ideas: 38: Feedback Form 39: Hunt for ME (Mistakes and Errors) 40: Creativity Self-Reporting Form . which is the one you are most likely to use and why? Learning Reflection: Take time to self-assess your progress since beginning the book study. what went well.1-7.10). Share what you tried. and what you might do differently next time.