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PSU

TEACHER WORK SAMPLE
TEMPLATE

Your First and Last Name: Kelsey Fabrycky

Date Submitted: 4/2017

District where you completed
USD 504
the TWS:

Name of School Building
where you completed the Oswego Junior Senior High School
TWS:

Content Area of your TWS: Visual Arts

TWS Unit Topic: Creative Thinking

Grade Level of the
Classroom / Students in
9-10th Grade
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1
I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
USD 504 is located in the South East Corner of the state of Kansas. This location of Kansas is notorious for being one of the most socioeconomically depressed

areas in the state, it is also known for not being a diverse location; USD 504 is no exception.

There are a total of 461 students in the district, out of this total there are 303 students who are approved for free or reduced price lunches; making a total of

65% of the total student body. The student bodies in all the district buildings have a very close nit bond and as such the students and community do a tremendous

job rallying around the ones who need the most help. USD 504 currently has a network for students in need called Indian Muscle. With this, students are provided

everything that they would need to live a comfortable life, including beds, food, shoes, and any other need brought to the groups attention. It is hard to distinguish

the students who come from a depressed socioeconomic background by their appearance. Not only does the community play a large part in the success of these

student’s but most parents care greatly for their child’s education no matter which socioeconomic tier they fall into; this may be a factor in the 100% graduation

rate for the district in 2014.

The USD 504 student body is currently made up of 85% White students, .4% African-American 5.3% Hispanic and 9.1% Other; leading to a district with very

little diversity. The low diversity of the school may pose to be an obstacle to some of the students when they leave home for the first time; their exposure to outside

opinions and situations have been limited to what they have been provided by their parents, school, and social media (this is tailored by who they know and what

they are involved in). Exposure and resiliency is not a problem for most of the students; some have been bounced around from relative to relative, living in

different areas and cities, while others struggle with a broken families, and parents who do not have a nose for their child’s future.

Table 1.1 Class Contextual Information (limited to 1 page)

Pittsburg State University Teacher Work Sample 2
Grade level ____9th-10th___ Content area (e.g., mathematics) ____Visual Arts_________ Topic (e.g., geometry) Creative Thinking
________
Age range of students ______14-16_________ Number of male students ____3_______
Total number of students ______9______ Number of female students _____6_____
Percentage of students receiving reduced lunch __________ Percentage of students not receiving reduced lunch______80%________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __3___ Suburban ______ Rural __6____
Ethnicity of students (give numbers) ______ African American or Black ______ Hispanic or Latino
__1____ Native American/Alaskan Native ___7___ White
__1____ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give __8____ Fluent English Proficient ___1___ English Language Learners
numbers)

Identified special needs categories ___0____ Specific Learning Disability ___0____ Speech/Language Impaired
represented (give numbers) ___1____ Hard of Hearing ___0___ Visually Impaired
___0___ Deaf ___0___ Orthopedically Impaired
___0____ Deaf-Blind ___0___ Emotionally Disturbed
___0____ Other Health Impaired ___0____ Autism
___0____ Multiple Disabilities ___0____ Mental Retardation
___0____ Brain Injury ___3____Gifted
___0____ Established Medical Disability (0-5 yrs) __0____ Developmentally Delayed
___0____ At risk for developmental disabilities __0_____ Other (Specify)_______________

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Pittsburg State University Teacher Work Sample 3
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics
- Including readiness, Overall the class is very well behaved when speaking about a classroom setting; they almost always come ready to
cognitive abilities, learning learn and create. Two of the males in this room have trouble keeping up with the rest of the class, but with some
needs, developmental levels, leniency they can generally finish their projects on time. These two males lack what we would consider artistic skill
etc. and as a result they need a lot more attention. There is one student who emigrated from China at a young age and
because of abuse at home she is unable to hear well, this causes some challenges, but they can usually be fixed by
talking into a special microphone that transmits to her earpiece. Only one student poses consistent behavioral
problems and needs constant guidance, and pressure from his teachers.
Previously demonstrated
academic performance/ N/A
ability:
% Above standard ____
% Meets standard ____
% Below standard _____
Social Characteristics
- Including emotional, Most of the students are a joy to have in class. They work well together and generally have an uplifting attitude; two
attitudinal, motivational, etc. male student’s efforts are less than desirable. They do not seem to value art as a class with any meaning, or
worthwhile; they have even told their other teachers that they took this class because they believed that they would
not have to work, and the two boys continue to be reluctant to try, because of their attitudes their classmates shy away
from group work with them and even sitting with them. This class as a whole has a high extrinsic motivation for
grades and as such they work very hard in my class, but never seem to want to go above and beyond what will get
them an a or a 3.0 on a scale.

Personal Characteristics
- Including physical, social, The family values in this school community seem to be very strong. Most students have at least one parent or
individual experiences, guardian who shows up at teacher conferences and they are always willing to help the teacher any way that they can.
talents, language, culture, The community is very proud of their Indian heritage; this common interest of the parents and students has brought
family and community this community together, making the students better able to work with one another and enjoy each-others company.
values, etc. One student was born in China; this student’s presence brings much needed diversity to this class. This student was
treated as outsiders at the beginning of the year, but have since been accepted into the community and is now a
popular member of this class.

Pittsburg State University Teacher Work Sample 4
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)

This class has a very high work ethic and they do not need a high level of external motivation from the teacher to keep on task. There are only
two males who lack external and intrinsic motivation for art. I must work extra hard to keep them on task and often times the students refuse to do
any work on an assignment because they do not enjoy what is being taught and/or he just do not want to. Academically this class is very intelligent
and extra guidance or instruction is not needed. They are usually able to pick up almost any task that they are presented with and rarely are they
intimidated by a new idea or technique. There are a surprising number of students below average in this class, but it does not seem to hinder their
work ethic and they are often rewarded very generously for their hard work, and desire to do well. This class does not seem to have any problems
including others, except for the two gentlemen who often work as slow as possible or just do not work at all; often times they have a very poor
attitude towards the class. These students are often times left out of groups and I have to force the others to include them into group activities. One
student from China was severely beaten as a child before immigrating to the United States and as a result lost most of her hearing. The school has
helped to solve this problem by providing her with a special hearing aid that picks up the frequency of the microphone that I am wearing. Because of
this microphone she does not seem to have any trouble in the art classroom; although, her imperfect English can sometimes cause problems in
translation. This student was first treated as an outsider at the beginning of the year, but has since been accepted into the class and seems to be very
popular now.

Pittsburg State University Teacher Work Sample 5
C. Sub- Groups/Students Information
Describe this Why was this
subgroup/student using subgroup/student What was learned about this subgroup/student?
information from Table 1.1 selected?
Gender The majority of the Intellectual
students in this class are When the students are made to feel comfortable they are more likely to go beyond
female, but I still wanted convergent information and delve into divergent information. They liked being
grouped with friends, but I found their ideas were better developed when they were
to look at how both the paired with students they did not know as well, they tended to have differing
males and females opinions. I also found that when males and females are paired together there tends
responded to this lesson. to be a better creative flow to conversations and ideas presented.
I wanted to see if either
group was more open to
the creative way of Social
SUBGROUP When I let the students choose who they wanted to work with in group work most
or thinking and try to
would try to pair up with who they considered to be good artists in the class or they
FOCUS distinguish reasons why wanted to work with friends. The females usually stuck within their “clicks” unless
STUDENT there may be a they were instructed otherwise and even then I saw less productivity with them at
difference if any present first. The males were more eager to work with friends, but were not afraid to work
themselves. with others. This led me to believe that males have a more natural ability to think
creatively, or be open to it.

Personal
I got mixed results with this group. The personal abilities with students depended
mostly on their want to be in the classroom and not gender. Two particular boys
showed no growth throughout the lesson. They complained several times about
having to do work and think in art class.

SUBGROUP For this subgroup I wanted I wanted to see if her Intellectual
or to focus on one specific influence of another This student is almost always well behaved the only time there has been any
FOCUS student. She was born in country’s cultures would behavioral problems have been a result of miscommunication and/or because of
different cultural backgrounds.
STUDENT China and moved here help her through this By using Guilford’s method for measuring creativity this student showed significant
when she was 10. Although process, hinder her, or growth in her ability to come up with and use divergent information.
she has hearing problems possibly have no
the microphones used seem influence on her ability Social
to curve this problem so it to think creatively. This student loves having others around her. She is a very sweet and kind person;
should not affect her Although I do not expect her only sign of being different is her hearing aid. During this lesson she had no
learning ability throughout her hearing to disrupt trouble exploring new ideas and sharing her creative insights. She did have a
problem with pairing up, she continually wanted to join groups with only close

Pittsburg State University Teacher Work Sample 6
this lesson. her ability to learn the friends.
processes of thinking
creatively, the
complicated nature of
the concept might prove Personal
difficult with her I found that this student did well sharing ideas, but her ability to move away from
inability to speak fluent her cultural background hindered her ability to push her ideas from divergent ideas
English. to convergent ideas. She did however influence other students ideas and was able to
help them learn more about the Chinese culture.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)
The point of this lesson is to get the kids thinking and teach them how to use different techniques to brainstorm and think outside of the box, so it is important that
I keep the kids thoughtful, but also remember to do it in a fun and creative way. For the first subgroup I am comparing genders. With this group I need to mix and
match different pairs to see if there are different results, I.E. if two females are paired with one male. What will the outcome of their brainstorming session be?
Teaching a person to think creatively is anything but a scientific method, but it has become more widely accepted that it is important in both the school age and
with the working class’s ability to succeed. Because there is not a lot of research done on how to teach creativity in a classroom setting it is important for me to
remain open to changing the unit or tweaking a lesson to make sure the students understand the concept. With the first subgroup I need to make sure that all kids
are participating fully and are being accepted into the group work. I also need to make sure that the students are not only pairing up with their friends. Another
aspect that will require special attention is the atmosphere we are working in. For creativity to truly flow the atmosphere has to be free from judgment and the
students have to feel comfortable. For my second subgroup I chose a student whom does not speak fluent English; this may prove to be a factor and I may have to
slow down the lesson and take more one on one time with her to make sure she fully understands all the concepts being taught. She is a bright and social student so
I do not think that I will have any problems with her joining in on group work, but I will have to make sure that she works with more than just her friends.

Pittsburg State University Teacher Work Sample 7
II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The unit covered in this research project has many levels and becomes in-depth in the idea about how to think creatively, while still covering many
different topics, creating a wide range to this unit. After covering what creativity is the unit delves into that idea further as we discuss how to think
outside of the box, what the box is, and how to use Divergent information. The unit then begins to challenge those students as the concept of being
creative and having creative ideas is broken up into 7 not so simple steps. The unit will briefly discuss ways of achieving a creative environment.
Guilford’s model for brainstorming and measuring creativity is then introduced and used to explain how Early Christian painting displays all that was
discussed and learned. For the final day of the lesson the students are to use their knowledge gained throughout this experience to turn their trash into
meaning and use it in a creative way. I chose to do this lesson because creativity is extremely important in not only the art room, but also for everyday life
experiences. I want to be able to teach students to search for not just one simple answer, but to challenge their surroundings, and turn the ordinary into
extraordinary (hence the trash project). It is important to teach all aspects of the creative process as thoroughly as possible. If I were to only tell them
what creativity was and not elaborate on several different ways of achieving creative ideas, than they would probably struggle with the concept. By giving
them multiple ways of achieving the creative process students will be able to figure out what process may work better for them. As we go in depth the idea
of creativity is broken down and each individual aspect is explained.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
1
Students will have a firm understanding of what creativity is. Understand
Remember/
2
Students will be able to use Divergent information to come up with ideas outside of the box. Understand/Apply
Remember/
3
Students will be able to distinguish between Divergent information and Convergent information Understand/ Analyze
4 Students will be able to create an environment suitable for creative thinking. Create/Apply
5 Students will know how to use Guilford’s Model to brainstorm Analyze/ Evaluate
6 Students will know the background history of Early Christian Painting. Understanding

Pittsburg State University Teacher Work Sample 8
Remembering/
7
Students will know how Early Christian Painting evolved using creativity Understanding

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)

Cr2.1.8 Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of art-making or
designing.
This unit will directly address standard 1 in several of the lessons taught. The students will be asked to apply different techniques, skills, confidence and
sensitivity with various mediums to solve problems that they encounter. They will have to work with trash to form a final composition, they will have to be
innovative and take risks to achieve this.

Re.7.1.8 Explain how a person’s aesthetic choices are influenced by culture and environment.

Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)

Pittsburg State University Teacher Work Sample 9
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
This assessment is rather long and
will take most of the class period if
Judging and measuring creativity is
not all. It uses two scientific
anything, but an easy task; for the
methods to measure the students’
purpose of this unit I was able to find
creativity, Gilford’s Model and
scientific methods that have been
Taxonomy of Creative Design.
proven to increase and to show the The assessment uses three methods of
They will first have to take five
growth in a person’s creative scoring. The first section uses Gilford’s 4
circles and come use them as a
instincts and abilities. I do not expect point Method for evaluation. The second
prompt for drawing. They will be
Pre-Assessment the students to have prior knowledge part is short answer and will be based on
assessed using Gilford’s Model. 1,2,3,4,5,6,7
(Diagnostic) The next part is 9 short answer
on any of the information given and if the correct answer was given. The third
so this assessment will not be part uses the same method. The fourth
questions that stress the key points
graded, it will only serve as a tool to part uses the Taxonomy of Creative
that this unit will cover. The fourth
show the growth of the student’s Design for evaluation.
part will use the Taxonomy of
knowledge about the creative
Creative Design to measure how
process and their abilities to
creative their solution is to the
successfully use this knowledge in
prompt given. They are to use
their work.
sketches to illustrate how they
would solve the problem.
The rational for this assessment is to
learn if the students are following the
This is a short quiz that should This assessment is all short answer and
information presented and are able to
Formative Assessment only take 10 to 15 min. This quiz will be evaluated on whether or not the
understand it. It will provide the 2,3,5
- Informal is designed to measure the students
teacher with the knowledge that
student wrote down the correct
understanding of the information information.
he/she is doing well or needs to go
covered up to that point.
back over any information.
I wanted to be able to truly tell how
much the students had improved. By
This assessment is the same as the
using the same Assessment as the
Pre-Assessment. It uses the same This assessment uses all the same
Formative Assessment Pre-Assessment I was able to
three methods of measuring the 1,2,3,4,5,6,7 methods as the Pre-Assessment to
- Formal compare them easier. It also
students creativity and their evaluate the student’s performance.
addresses all the key points that the
knowledge about the information
students were to learn during this
presented
unit

Pittsburg State University Teacher Work Sample 10
I used a project for the Summative
Assessment. In this project they I provided a rubric for this assessment.
were to take the contents of a On this rubric are 4 points that I will be
trashcan and express value onto it. This assessment was designed to looking for when they are finished with
The value could be measured any evaluate the student’s ability to put this project. These points are: did they
Summative
way that they chose. They then had the information we just learned into 1,2,3,4,5,6,7 correctly use Gilford’s Method, were
Assessment to take photos of before and after. use. By choosing trash they are have they able to distinguish between the 7
They were able to display their to be very creative! stages of creative thinking, were they
projects in the manner of their able to explain their value, and did they
choosing. come up with divergent ideas.

Narrative for Instructional Design
II. E.
I start by introducing the idea of creativity; the next lesson breaks down that idea and then explains it in
Why are the lessons sequenced in this more detail. The lessons that follow provide brainstorming techniques and different techniques of the
manner? creative process. The lessons build on each other. We start with basic information and then move to a more
in depth discussion about that information.
II. F.
Teacher talk was used in lecture form to introduce new information and to explain activities/lessons to the
students. Group work was used to help foster new and creative ideas; exploring how the creative thinking
process worked was also a goal of these activities. Movement was used in one lesson: its purpose was to get
What learning strategies were incorporated the kids up, moving and really thinking about new ideas. It was also used as a way to get the students
into this unit? excited about the upcoming unit and everything that it had to offer. Independent exploration is another
strategy that was used. This was used in the Summative Assessment and was designed to give the students
almost free rein with a few guidelines to follow. It served as a way to see if the students could perform the
objectives of the unit.
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem This unit is all about critical thinking and problem solving. There are several activities designed to
solving strategies be implemented? Give challenge the students’ capabilities; one example is, the activity on day 3. After learning about Convergent
specific examples of use. and Divergent information the class is split into two groups. While in these groups we are practicing a real
life work place event. The teacher is the boss while the two groups are the employees tasked with solving a
problem for the company. Not only are there several activities designed to get the kids “thinking outside of
the box”, but the unit also gives them specific techniques for brainstorming new ideas and solving
Pittsburg State University Teacher Work Sample 11
problems.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
None
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the The teacher will use premade videos, a video created by the teacher using PowToon and also PowerPoint,
unit? Explain both teacher use and student the students will use technology in their final project. They have to take photos of their work and are asked
use. to display this work anyway they wish.
The students will learn about the research done on how creative thinking is processed within the brain, and
How does the unit demonstrate integration of they will also be exposed to how that process works. History will also be addressed when the students learn
content across and within content fields? about how Early Christian Painters used creative thinking to influence the World. They will learn the
history leading up to this era and how the artist of this time were able to impact the Roman kingdom.
II. J.
On day three I was able to simulate what the “box” was and what makes up the box by using props. This
What specific adaptations or differentiated helped some of the more visual learners picture an abstract concept. Along with lectures videos were
activities were used to accommodate presented that gave the students concrete examples of what had just been discussed, group activities and
individual learning needs for the whole class? individual activities were also used. I like group activities especially with this unit, because the students are
subjected to others point of views and ways to processing information.
What specific adaptations or differentiated The differentiated activities listed above greatly improved this student’s ability to process the information
activities were used to accommodate above. Because she does not speak fluent information I believe that she would not have comprehended all
individual learning needs for the identified of the information being taught if not for visual learning and group work. There was also enough time
sub-groups / students? designated to help this student if she needed 1 on 1 time.

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 12
III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
I started off by briefly introducing the unit in a few statements. Next the students were instructed to get out a pencil for the
Pre-Assessment. This Assessment was long; as a result it took the rest of the class period. The day went well. One student had
trouble being quiet, not allowing for an environment suitable for thinking and learning. He was moved away from the rest of
the class. This solved most of the problem, but he still did not want to do the work and it was a struggle to get him to finish. He
continued to complain about not knowing any of the answers and he found it ridiculous that he was being tested on
information he had not been taught. Even after explaining that this Pre-Assessment would not be graded he still complained.

Day 2:
Day 2 started off with a short video that I made using PowToon. This video was used to introduce what the unit would be
about. After the short video the students were instructed to think quietly on their own about what creativity is and what their
definition of the concept is. After 2-3mins the students were allowed to break up into groups of 3-4 students of their choosing.
In these groups they each shared what they had come up with and then they used each other’s ideas and thoughts to come up
with the best version and shared it with the class. It was important for them to do this activity because there are so many
different types of creativity and it can mean many different things to people. The students were then shown a video titled “How
to Be Creative”. This video is a great synopsis of everything that we would be covering. It also shared with them how the brain
processes information and how the brains of people considered to be creative connect neurologically. After the video the
students were instructed to get back into their groups and readdress their definitions to see if they had new ideas; they then
presented any changes to the class. After they had presented their ideas there was about 20min left of class. With this time the
teacher told the students to get out paper if they chose to and maybe a pen or pencil and simply do the instructions that she
wrote on the board. The vagueness of instructions confused, but intrigued most of the students. I wrote “Write your first name
as…. Many different ways as you can.” At first the students all got out pen and paper and began writing bubble letters spelling
their names, up and down and cross ways, until I said “I see you are all still working in your seats?” There was a popcorn
effect; one student jumped out of her seat and began to spell her name with her body, after the others saw her do this they all
began to follow, writing their names with soap, standing upside down, and holding their pen with their mouths. It was a fun
and exciting day for the students. It got them really thinking about what the unit would cover. I used movement in this lesson
to help the students learn to express themselves in a different way than they are used to in school. It also served as a way to get
them enthusiastic for the unit to come. I believe that this day was fantastic. Even the most problematic student was racing
around the room to show his friends what he could do.

Pittsburg State University Teacher Work Sample 13
Day 3:
This lesson started off with another video, this video was over “thinking outside of the box, convergent, and divergent
information.” Instead of playing the video through I planned strategic stopping points and questions to ask the students at
each. These questions were designed to help the students better understand the information being presented, and also to keep
them interested and from falling asleep! A ten minute video can seem like a life time for this age group. I also used props to
help the students visualize what the “box” is and what makes it up. After the video I split the students up into groups. This
time choosing which groups in order to keep them from simply pairing with friends. It is important for me that they keep
pairing with new people so they are continually exposed to new ways of thinking. With the small size of this class that
presented a problem, but I think that throughout the unit they were able to get enough mix and matches that it worked out ok.
The students were split into two groups. Each group was given the same prompt. I was their boss, and they were the lucky
employees chosen to head up a committee. In this committee they were to figure out a way or ways to keep the moral up in the
office. There were no other instructions except to “think outside of the box” and to write down any and all ideas no matter how
dumb they may sound. Most of the students liked this activity. It was harder for my second subgroup student to stay involved
with her group due to her hearing problem; although, her group did a good job of relaying the ideas they had come up with.
She still was not able to participate in a way that I would have liked. This lesson was a big hit with some of the students who
were more comfortable in the business setting, but not all of them enjoyed this activity. They were not allowed to ask any
questions, they did not like this. Most had a hard time not complaining and coming to the teacher anyways. Besides for a few
Debby downers during the activity the students enjoyed the video and were fairly well behaved. The male student who had
struggled up to this point refused to work in any group and simply sat at a table with his classmates. He was later separated
from his group because he would not let them focus on the task.

Day 4:
I continued the lesson with a lecture over the 7 steps and/or stages to creative thinking. In hindsight I should have provided the
students with a handout or something so they could better visualize the 7 steps instead of having them rely on their notes. After
the lecture I played another video to help the information sink in. This video is very interesting and is presented by a man who
had to teach himself how to speak again after an 18 wheeler decided to park in the back seat of his car. There are not a lot of
worksheets or papers over the concepts that I wanted the students to learn in this lesson, so I created a short PowerPoint over
the next part of the lesson. This part covered how to create a creative environment. The students really liked the video that was
played and sat through it well as for the PowerPoint the one trouble maker had, had too much and began acting up. He was
subsequently moved across the room again.

Day 5:
Day 5 was used to discuss Guilford’s model and his four points, fluency, flexibility, originality, and elaboration. After a short
lecture about what his method is and what the four points entail I had them do a brainstorming activity. It was a long activity
and took up 2/3 of the class period. They learned how to use the SCAMPER technique to brainstorm new ideas to achieve
Guilford’s model. For homework I had them sketch in their journals three of their ideas that they had come up with during the
activity. Again the problem student was refusing to work and he was instructed to go to the office this day. This day went well.
Pittsburg State University Teacher Work Sample 14
I really like the activity that was done this day. It used Guilford’s method and offered them concrete examples of how each of
the four points worked and ways to achieve them. For this unit I would probably split it up into two days because I felt that the
activity was rushed and they may have learned more from it had they had more time.

Day 6:
This lesson started off with a short quiz. This quiz focused on all the information that they had learned up to this point. Then it
moved to a PowerPoint about Early Christian Painters. This PowerPoint discussed how the artist of this time used all of the
methods we had learned to come up with new ways to express their subject matter. Due to the religious content of this lesson
the students were given the option to participate. Only one student did not take part in this lesson due to religious differences.
I should have made the PowerPoint in more detail for the teacher. She did not explain all the ques and the subject matter in
detail as much as I would have liked and as a result I believe that some of the key points I wanted made clear did not come up.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The rules and procedures in this classroom are pretty straightforward, do your best, ALWAYS handle materials and tools with respect and safely, have a positive
attitude, and respect others. When it comes to making the rules and procedures I do not agree that students should have a say in the rules or discipline. In an art
room there can and often times is hazardous material present and if a student is mishandling it in my classroom and gets hurt that is on me… not the other students.
So I believe that it is my responsibility to keep the students safe and discipline them when they are not. If two students are in a fight about something I will always
make sure to listen to both sides before passing judgment, but most of the time they both will receive punishment, because they were both breaking a rule or
procedure by not respecting each other. I try to be fair and consistent with rules and punishments. Students pick up on these indicators and will often times respond
in a more positive way next time they need addressing, or they may have better behavior in your classroom because of this.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
I used a couple different group activities in my unit that prompted interaction and engagement between students. I also used an activity that let them get up and
move about the classroom freely. I kept the lessons different so they were constantly learning new material and nothing was repetitive keeping the unit fun and
interesting.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Student to student communication has been proven through research to be a very beneficial tool for student learning and success, so to encourage this type of
behavior I used discussions. I normally had a short 5-10 min. discussion after each video. These discussions opened up the floor for all to talk freely. I wish that I
would have done a student lead discussion. I think that this is a great way for students to learn.

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Narrative: Analysis of Assessment
E. Pre-Assessment
None of the students did well on this assessment, but I did not expect them too. This was new material to all of them.
This is why I did not grade this assessment. The average score for my first subgroup was males 10% and females
Overall analysis of results.
20%. The entire class being 16%. My focus group student scored only 5% on her pre-assessment.

According to the results of this Pre-Assessment the students knew very little about the material in the learning
Discuss the results in reference to objectives. There were a couple questions that several people got correct or partially correct. One of these dealt with
the learning objectives. how to create an environment suitable for creative thinking.

Describe how pre-assessment data I knew going into this unit that the students would know little background knowledge going into this unit so it did not
change my lesson plan, but I had planned my lesson to start out slowly and then grow into more depth because of this
was used to proceed with instruction
prior knowledge. The Pre-Assessment was used mainly as a way to map how much each student grew in knowledge.
for all students.
Throughout my unit I use several methods to reach all types of learners. These methods include movement, props that
What is the plan to differentiate for illustrate the material, videos lectures, and PowerPoints.
all learners?

F. Formative Assessment
The students improved drastically from the Pre-Assessment to the Formative Assessment. The class average was 82%
where as my first subgroup was males 67% females 90%. Two of the three boys did much better than this group
Overall analysis of results. average percentage shows. The males average was brought down by the student who refused to do this assessment
and was sent to the office to finish. The focus student for the second subgroup scored an impressive 92%.
Discuss the results in reference to In reference to the learning objectives the students did well. They mastered almost all of the objectives that I had
the learning objectives. intended.
The only objective that I should have spent more time on according to the Formative Assessment results was the 7
Are students learning what was steps or stages of creative thinking. Most students were not able to come up with all 7 stages.
intended they learn?
My formative assessment was towards the end of the unit so I did not have much time to make any changes, but I did
Discuss any adaptations based on the readdress the 7 stages before assigning them their final project. I felt that it was necessary to have these students learn
results of formative assessments. this information and by going back over it they would have a refresher in it.

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To meet the requirements I used some 1 on 1 with all of the students to make sure that they were learning
Identify differentiation needed to what I wanted. More 1 on 1 time was spent with the focus student because of her hearing. After the
help all students meet the goals and formative assessment the teacher went to all of the students as a group and had them explain what the 7
objectives of this unit. stages were and then she went back and explained it again to them to make sure that they had not left any
information out.
G. Summative Assessment
All of the students did well on this project and met my expectations with flying colors. Two of my most unique
projects were: 1 my focus student took a trash can of old socks her mother and thrown away and made a very unique
What did the disaggregated data of sweater out of them (this sounds kind of gross, but it was actually very beautiful) 2: I had another student take the
the assessment reveal? contents from a trash can and create a mural picturing all that those human made products had destroyed. I believe
that this Assessment showed that almost all of the students knew the material that the unit covered and they were
proficient in the learning objectives.
In reference to the learning objectives the students were able to illustrate through their written ideas and final project
Discuss the results in reference to that they were proficient in all of the learning objectives. The only student who struggled through this unit was the
the learning objectives. student who had the most sever behavioral problems.

All of the students, but one learned what I had expected the lesson to teach. The only student who did not reach a
Did all students learn what was proficient score was the student who refused to do the work and who did not care to participate during group work.
intended they learn? Explain.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
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Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: I believe that they were able to fully grasp this concept because I successfully tied this objective from the
The students did a great job learning and beginning of the unit, through the middle and to the end of the unit. I also believe that the students were
understanding how to use Gilford’s Model able to understand this idea well because of the activity that was used along with the lecture.

Objective 2:
I had stopped the video at strategic times throughout the video in the lesson and had the teacher ask them
There was significant growth in the student’s questions. I believe that this played a big role in their understanding of this knowledge. I also think that the
abilities to come up with Divergent information, concept was reinforced nicely by the activity we did at the end.
and thinking outside of the box

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
The first thing that I would do differently is maybe change the activity at the end of the Divergent lesson, although; it served its purpose and the students
learned all they needed to know most students did not enjoy this activity. My unit had the underline concept of thinking creatively throughout the lesson,
but little else was carried through all of the lessons. I want to find a way to tie all of the lessons together. My lessons were separated and so I think that the
students did not understand that all of the techniques presented play off of one another and can all be used at once.

B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective 1: This is a hard concept and the students need much more practice, than only a week or two to fully
Based on the Assessment results, students were understand all of the stages. I believe that if it had been taught in a lecture form and not with a video it
the least successful at distinguishing between would have been more successful. The video did not have the steps written in a concrete form and so the
the 7 different steps. kids had to rely heavily on their notes. I should have provided a worksheet or a handout for these steps.

Objective 2: The first and most dominate reason that this objective was not fully met was because of the time spent on it.
Based on the Assessment results, some students I did not allow for the appropriate time during the lesson. There is not an appropriate amount of examples
had trouble grasping the art history lesson. They throughout the lesson to exaggerate each point I was trying to make.
did not see a connection between how Early
Christian Painters used creativity to change the
art world.
Discuss at least TWO things to do differently in the future to improve students’ performance.
The lesson was very complex and I felt that in order to fully get the concept of How to Think Creatively taught to the students, I had to teach all the
Objectives, but the time allowed did not seem long enough for the entire lesson. I believe that I can take the Art History aspect out of the equation.
Although it is a good illustration of how creativity has been used in the past, it can be moved into another lesson to carry the idea over, and make sure
that the students are continuing to use the points and concepts that were taught. I also want to use fewer videos; although, they are great tools I think that
the students grew tired of them. The main reason I used so many videos was because the teacher who taught the lesson was not familiar enough on some
of the concepts to adequately explain them to the students. But in hind sight I could have used fewer.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
The student was exhibiting behavior The teacher did not get a response
11/20/2015 Parent Email yes
problems that needed addressed from the parent via email
The student was instructed by
The student’s behavior problems had not
parents to behave better and
11/23/2015 Parent Phone Call been resolved and the teacher did not get No
participate, but it made little
any follow up from the parents
difference in the student’s attitude.
11/16/2015 Parents Handout The teacher sent home handouts over the Two of the parents wrote emails yes
unit and its overall objectives. She did not regarding the lesson. They did not
want the parents to be surprised when their believe that this was a lesson
children began digging through the trash at suitable for art. No other parents

Pittsburg State University Teacher Work Sample 20
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
home. responded.
The responded positively and said
She contacted the two parents who had
11/19/2015 Parents Phone call that they had just been curious and
concerns about the unit
want to know more.
Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

It is very important to keep good contact with the parents for both good and bad behaviors in regards to the student with behavioral issues the teacher tried to
contact the parents, but it did not seem to make any difference in the child’s mentality towards the class and this unit. In most cases the parents will be more
involved and hopefully come in to work out a solution to the problem. The teacher did get a response from two of the more involved parents at the school. They
were intrigued by the lesson and wanted to know exactly how it fit into their child’s art curriculum. This type of communication is very important for the student
also. When a problem does arise the teacher and the parent will be able to better correlate to come up with a solution.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Observing other art teachers, online resources, and books
I did not allow a lot of lectures over material because I too am still learning
some concepts and I believe that the videos covered ideas that I may have
forgotten. It is a lengthy unit, over a hard concept. I could and probably should
find a way to break it up into small bits and incorporate these ideas within other
units.

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REFERENCES

Hesston High School. (2013). Retrieved December 3, 2016, from http://www.publicschoolreview.com/hesston-
high-school-profile

City Data.com. (2013). Retrieved December 3, 2016, from
http://www.lessonplans4teachers.com/highschool_lesson_1.php

Kansas State Department of Education (2014) Retrieved December 3, 2016, from
https://online.ksde.org/rcard/district.aspx?org_no=D0460

Laura Gilchrist (2013) Retrieved November 2, 2016, from http://lauragilchrist.blogspot.com/2013/08/storytime-
my-favorite-think-outside-box.html

PBS Digital Studios (Off the Books). October, 3, 3016. How to Be Creative from
https://www.youtube.com/watch?v=weIQIthC3Ks

Giovanni Corazza (TedxRoma). March 11, 2016. How to Think Outside of the box and generate ideas. From,
https://www.youtube.com/watch?v=bEusrD8g-dM

Raphael DeLuzio (Tedx Roma) January, 28, 2016, The Seven Steps of Creative Thinking. From
https://www.youtube.com/watch?v=MRD-4Tz60KE

Pittsburg State University Teacher Work Sample 23
APPENDIX A

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APPENDIX B

Teacher: Kelsey Fabrycky Lesson Plan Period:9th -10th Grade

BACKGROUND KNOWLEDGE NECESSARY FOR STUDENTS BEFORE ENGAGING IN THIS
LESSON:
 Students should have a vague idea about what creativity is, but they are not required to have previous knowledge
further than that.

COMMON CORE STATE STANDARDS TO BE ADDRESSED IN THIS LESSON:
 Standard 1- Understand and apply media, techniques and processes
Benchmark1- The student explores a variety of art materials, techniques, and processes.
 Standard 1- Understanding and applying media, techniques and processes
Benchmark 5- The student demonstrates the safe and correct use of simple materials and tools.
 Standard 3- Creating art works through choice of subject, symbols and ideas
Benchmark 3- The student examines the problem solving-process and how it relates to creating art.

ESSENTIAL QUESTIONS FOR THIS LESSON:
 What is creativity?
 Are you born with creativity, or is it a process everyone can go through?
 How can collaboration help or hinder your creative process?

OBJECTIVES OF THE LESSON:
 The students will be able to define creativity.
 The students will know the cognitive stages of creativity.
 Students will be able to apply different media, and techniques to write their name.

INSTRUCTIONAL INPUT
 Because no background knowledge is needed for this lesson the instruction will begin by the teacher verbally
introducing the video. After the video the teacher will do a short activity with the students, verbally instructing
them on what is next.

ACTIVITIES
 Louis the Panda video: I created this video in order to quickly spark interest in the student’s minds, and also to
introduce the unit.
 Coming up with a Definition: It is important for me that the students are given time to think about how creativity
is defined and what it means to them, before they are given the thoughts of others. It is my hope that by giving
them 3-4min of quiet reflection they will get this understanding. After they reflect by themselves they will join
groups of their choosing to compare, and come up with the best possible definition.
 Another video will be presented: This video delves into the idea about what creativity is, and the cognitive
functions that the human mind has to go through in order to achieve creative results.
 Readdress the Definitions: After the video the students will readdress their own definitions.
 Write their name: For this activity I ask students to get out paper maybe a pen or possibly a pencil, you can really
use whatever. The vagueness of instruction will get them wondering. Then I will write the instructions “Write
your 1st name in… as many ways as you can” on the board. Students will most likely remain in their seats
working with their pen and paper. I will then simply say “I see you are all still working at your desks with pen and
paper.” No other directions are given. The students gears should begin to switch as they realize they can use the
entire room.

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Teacher: Kelsey Fabrycky Subject: Fine Arts Period: 9th- 10th grade

BACKGROUND KNOWLEDGE NECESSARY FOR STUDENT BEFORE ENGAGING IN THIS
LESSON:

 Students must know how to use Guilford’s Model and Scamper to successfully brainstorm new and creative ideas
 Be able to identify each of the 7 steps of creativity
 Know how to use Divergent Information

COMMON CORE STATE STANDARDS TO BE ADDRESSED IN THIS LESSON:

 Standard 1-Understanding and Applying media technique and processes
Benchmark 5- The student uses control in handling art materials and tools in a safe and responsible
manner.
 Standard 3- Creating art works through choice of subject, symbols and ideas
Benchmark 1- The student differentiates among ideas, subjects, and symbols used to communicate in art.

ESSENTIAL QUESTIONS AND LESSON ESSENTIAL QUESTIONS for this lesson.

 What meaning or value can you attach to the trash that you threw away today?
 Why is it important to be open minded and thoughtful with everything you do, even throwing away
trash?

OBJECTIVES OF THE LESSON

 The students will be able to think outside of the box to place value on everyday items
 The students will be able to use Guilford’s model successfully
 The students will be able to identify the 7 steps of creativity
 The students will be able to distinguish between Divergent and Convergent Information
 The students will be able to correctly write and display their use of Divergent Information.

INSTRUCTIONAL INPUT

 The introduction will begin with a quick recap of what we learned in the previous classes during this unit.
Introduction into the project will be completed with a handout. The introduction will cover only what is on the
handout and no questions can be answered.

ACTIVITY

 Ask students what did you throw away today?
 Their challenge is to take the contents of tone trash can and create as much value as possible using the contents.
Value can be measured in any way they like. They will take a picture of the contents before they start and after
they have finished. They are to present their fished products along with their pictures any way that they choose.
 They must use 20 words or less to describe each image.

ASSESSMENT: This assignment is their Summative Assessment. It will measure how well the students understand the
key points in the unit and their ability to implement these into their works of art.

Pittsburg State University Teacher Work Sample 26
APPENDIX C

Pre Test Name: _____________________________

This assessment will be using the Guilford Model and the Taxonomy of Creative Design to
measure how creative you are and how creative your work is. Do your best/ write an answer even
if you don’t know it, and try hard!

Part 1:

Directions: Use the circles below as a prompt for drawing. You will be given 2 minutes and will be measured
on;

Fluency: how many responses
Flexibility: how many types of responses
Originality: the unusualness of the responses
Elaboration: the detail of the responses

If you need more circles use the extra space bellow!

Part 2:

1. What are 5 techniques that you can use to create an environment suitable for creative ideas to flow?

2. How did Early Christian Painting use creativity to change the style of art?

3. What are convergent ideas?
Pittsburg State University Teacher Work Sample 27
4. What are 3 factors that limit our ability to think creatively?

5. What are the 7 steps to thinking creatively?

6. What are 2 thoughts that you must never listen to when you have come up with a creative idea that may
sound dumb at first?

7. Explain what the “box” is when people say “think outside of the box.”

8. What are divergent ideas?

9. What are the four thinking points for creative brainstorming by Guilford?

Part 3:

Give 1 example of when you will have to use creative thinking outside of the classroom.

Part 4:

Directions: Use the prompt on pg. 3 to come up with an inventive way to solve the problem. I would like you
to first express your idea with a quick sketch (it does not have to look perfect. You may need to draw more than
one to get your idea all worked out). Next you will need to express your inventive way of solving the problem
with a short description. Talk about the parts you are using, how each one works, and then talk about the project
as a whole. I would then like you to draw a more refined version of your gadget or solution. This one should
look nice and I should be able to envision it as a concrete object!

Pittsburg State University Teacher Work Sample 28
The chart below is what I will be using to measure how creative your design is. Below the chart is a detailed
description of how each category is described.

 Imitation: Is the creation the same or virtually the same as something that already exists?
 Variation: Is it a slight change to an existing object, such that it is different, but still retains the identity of the
original object?
 Combination: Is it a mixture of two or more things, such that it can be said to be both or all?
 Transformation: Is it a re-creation of something in a new context, such that it has some characteristics of
the original object, but it cannot be said to still be that kind of object?
 Original Creation: Does it appear to have no discernible qualities of pre-existing objects or ideas

Prompt: You and your friend visit a remote village in Guatemala called Tabacall. You notice that the people
of this village do not have a clean source of water anywhere near their homes. The children have to walk several
miles each day to get drinking water for their families. Because the terrain is so retched they can only carry a
gallon at a time. After seeing what they have to go through to get water you want to help. Come up with an
inventive way for the children of these families to get the water to their village faster and more efficiently.
Remember you will be measured by the table above! Be creative!!

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Answer Key for Creative Assessment #1

Part 1. Answers will vary, but the following diagram is an example of what students may draw and how fluency,
flexibility, originality, and elaboration will be used to measure creativity.

Part 2.

1.What are 5 techniques that you can use to create an environment suitable for creative ideas to flow?

Answers will vary, but we will talk about turning off your cellphone, asking co-workers/friends to leave you
alone for a few hours, listen to a new type of music, use the website to play coffee shop sounds, move to a new
location.

2. How did Early Christian Painting use creativity to change the style of art?

Early Christian Painters used Jewish and Roman art for inspiration. They took old ideas and used fluency,
originality, flexibility, and elaboration to build on these ideas and come up with a new style of art.

Pittsburg State University Teacher Work Sample 30
3.What are convergent ideas?

Convergent ideas are the dominant ideas. These ideas are not inventive and are the obvious answers.

4.What are 3 factors that limit our ability to think creatively?

Environment-

What others have done before us,

Our own experiences such as successes and failures.

5.What are the 7 stages to thinking creatively?

1st stage: idea or question- research stage

2nd stage:

3rd stage: Enough is Enough, stop researching

4th stage: Look for questions that have multiple answers. Problem solve.

5th stage: Eureka moment. This can be a little inkling before bed or maybe a big idea. Write them down.

6th stage: Make it happen

7th stage: Share your work

6.What are 2 thoughts that you must never listen to when you have come up with a creative idea that may
sound dumb at first?

If this idea is so great then somebody else must have already thought about it, I am not smart enough, I do not
know how, or I can’t make it so why even try.

7. Explain what the box is when people say “think outside of the box.”

The box is a metaphor for a boundary within our minds. This boundary is made up of three things: the
environment, what others have done before us, and our direct experiences.

8. What are divergent ideas?

Divergent ideas are convergent ideas taken to a grander scale. They are cross outside of the box from what we
know to ideas that we have not thought of yet.

9 What are the four thinking points for creative brainstorming by Guilford?

Fluency, flexibility, originality, elaboration

Part 3.

Give 1 example of when you will use creative thinking outside of the classroom.

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Answers will vary. These are a few examples of what I will be looking for.

I will use creative thinking in all aspects of my life.

One example is a work situation. If your boss asks you or a group of people to come up with a solution to a problem
the company may be having.

Teachers have to use creativity every day to come up with new lessons that follow the unit plan.

You may even have to get creative to pass a level in Halo. You will have to think outside of the box to take down
those pesky aliens and save the day.

Cooking dinner for your family can also be a creative process.

Part 4. Taxonomy of Creative Design: Answers will vary. I have given some examples of answers that could be
given and how the scale below will be used to measure the student’s ability to come up with a creative solution to
the problem.

Use the prompt to come up with a solution to the problem:

 Carol proposes they use five-gallon water jugs like the ones in water coolers; people can carry the jugs in
their arms. This solution, however, really doesn't offer anything new. It is an imitation of something that
Alex has seen before.
 Anna, however, suggests designing a five-gallon water jug that has a handle on it. This is a variation on the
kind of cooler that Alex suggested. It takes a core idea and tweaks it a little bit, which adds some novelty to
it, but it very much remains of the category of the original object.
 Benji however, has kids who have backpacks that they pull behind them on wheels, and he imagines a five-
gallon water jug like those backpacks: with wheels and with an extendable handle. This is a combination of
two ideas: the water jug for holding liquid, and the wheels for pulling it around. In the end, it is both a water
jug and a roller, and not one or the other.
 Darlene, on the other hand, decides that a backpack can be repurposed entirely to hold water instead of
other contents. It requires a re-imagining of the materials and design of the backpack: the seams, openings,
valves, and more, making it more than just a combination of a backpack and something else, for it only
serves water-specific purposes and couldn't accurately be called a backpack. In this way, it is a
transformation of a backpack rather than a combination of it with something else.
 Eric imagines something completely different. She imagines a cylindrical tank of water that rolls on the
ground on its side and can be pushed like a lawnmower. It's not quite a jug, not quite a wagon or a plow,
and not quite like anything else. It might be a combination of many things, but in any case it appears to be
an original creation. This has the greatest novelty in form, and so it could be said to be the most creative.

Pittsburg State University Teacher Work Sample 32
Class Scores for the Pre Test

Name Score

Abby 25%
Dominique 15%

Angela 20%

Lee 5%
Darren 5%

Hope 25%
Randy 10%

Rachelle 15%

Kieran 30%

Pittsburg State University Teacher Work Sample 33
Formative Assessment Name: _____________________________

This assessment will be using the Guilford Model and the Taxonomy of Creative Design to
measure how creative you are and how creative your work is. This assessment is worth 30 pts so
do your best and try hard!

Part 1: 8 pts

Directions: Use the circles below as a prompt for drawing. You will be given 2 minutes and will be measured
on;

Fluency: how many responses
Flexibility: how many types of responses
Originality: the unusualness of the responses
Elaboration: the detail of the responses

If you need more circles use the extra space bellow!

Pittsburg State University Teacher Work Sample 34
Part 2: Each question is worth 1 pt.

10. What are 5 techniques that you can use to create an environment suitable for creative ideas to flow?

11. How did Early Christian Painting use creativity to change the style of art?

12. What are convergent ideas?

13. What are 3 factors that limit our ability to think creatively?

14. What are the 7 steps to thinking creatively?

15. What are 2 thoughts that you must never listen to when you have come up with a creative idea that may
sound dumb at first?

16. Explain what the “box” is when people say “think outside of the box.”

17. What are divergent ideas?

18. What are the four thinking points for creative brainstorming by Guilford?

Pittsburg State University Teacher Work Sample 35
Part 3: 2 pts

Give 1 example of when you will have to use creative thinking outside of the classroom.

Part 4: 10 pts

Directions: Use the prompt on pg. 3 to come up with an inventive way to solve the problem. I would like you
to first express your idea with a quick sketch (it does not have to look perfect. You may need to draw more than
one to get your idea all worked out). Next you will need to express your inventive way of solving the problem
with a short description. Talk about the parts you are using, how each one works, and then talk about the project
as a whole. I would then like you to draw a more refined version of your gadget or solution. This one should
look nice and I should be able to envision it as a concrete object!

The chart below is what I will be using to measure how creative your design is. Below the chart is a detailed
description of how each category is described.

 Imitation: Is the creation the same or virtually the same as something that already exists?

Pittsburg State University Teacher Work Sample 36
 Variation: Is it a slight change to an existing object, such that it is different, but still retains the identity of the
original object?
 Combination: Is it a mixture of two or more things, such that it can be said to be both or all?
 Transformation: Is it a re-creation of something in a new context, such that it has some characteristics of
the original object, but it cannot be said to still be that kind of object?
 Original Creation: Does it appear to have no discernible qualities of pre-existing objects or ideas

Prompt: You and your friend visit a remote village in Guatemala called Tabacall. You notice that the people
of this village do not have a clean source of water anywhere near their homes. The children have to walk several
miles each day to get drinking water for their families. Because the terrain is so retched they can only carry a
gallon at a time. After seeing what they have to go through to get water you want to help. Come up with an
inventive way for the children of these families to get the water to their village faster and more efficiently.
Remember you will be measured by the table above! Be creative!!

Answer Key for Formative Assessment

Part 1. Answers will vary, but the following diagram is an example of what students may draw and how fluency,
flexibility, originality, and elaboration will be used to measure creativity.

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Part 2.

1.What are 5 techniques that you can use to create an environment suitable for creative ideas to flow?

Answers will vary, but we will talk about turning off your cellphone, asking co-workers/friends to leave you
alone for a few hours, listen to a new type of music, use the website to play coffee shop sounds, move to a new
location.

2. How did Early Christian Painting use creativity to change the style of art?

Early Christian Painters used Jewish and Roman art for inspiration. They took old ideas and used fluency,
originality, flexibility, and elaboration to build on these ideas and come up with a new style of art.

3.What are convergent ideas?

Convergent ideas are the dominant ideas. These ideas are not inventive and are the obvious answers.

4.What are 3 factors that limit our ability to think creatively?

Environment-

What others have done before us,

Our own experiences such as successes and failures.

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5.What are the 7 stages to thinking creatively?

1st stage: idea or question- research stage

2nd stage:

3rd stage: Enough is Enough, stop researching

4th stage: Look for questions that have multiple answers. Problem solve.

5th stage: Eureka moment. This can be a little inkling before bed or maybe a big idea. Write them down.

6th stage: Make it happen

7th stage: Share your work

6.What are 2 thoughts that you must never listen to when you have come up with a creative idea that may
sound dumb at first?

If this idea is so great then somebody else must have already thought about it, I am not smart enough, I do not
know how, or I can’t make it so why even try.

7. Explain what the box is when people say “think outside of the box.”

The box is a metaphor for a boundary within our minds. This boundary is made up of three things: the
environment, what others have done before us, and our direct experiences.

8. What are divergent ideas?

Divergent ideas are convergent ideas taken to a grander scale. They cross outside of the box from what we
know to ideas that we have not thought of yet.

9 What are the four thinking points for creative brainstorming by Guilford?

Fluency, flexibility, originality, elaboration

Part 3.

Give 1 example of when you will use creative thinking outside of the classroom.

Answers will vary. These are a few examples of what I will be looking for.

I will use creative thinking in all aspects of my life.

One example is a work situation. If your boss asks you or a group of people to come up with a solution to a problem
the company may be having.

Teachers have to use creativity every day to come up with new lessons that follow the unit plan.

You may even have to get creative to pass a level in Halo. You will have to think outside of the box to take down
those pesky aliens and save the day.
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Cooking dinner for your family can also be a creative process.

Part 4. Taxonomy of Creative Design: Answers will vary. I have given some examples of answers that could be
given and how the scale below will be used to measure the student’s ability to come up with a creative solution to
the problem.

Use the prompt to come up with a solution to the problem:

 Carol proposes they use five-gallon water jugs like the ones in water coolers; people can carry the jugs in
their arms. This solution, however, really doesn't offer anything new. It is an imitation of something that
Alex has seen before.
 Anna, however, suggests designing a five-gallon water jug that has a handle on it. This is a variation on the
kind of cooler that Alex suggested. It takes a core idea and tweaks it a little bit, which adds some novelty to
it, but it very much remains of the category of the original object.
 Benji however, has kids who have backpacks that they pull behind them on wheels, and he imagines a five-
gallon water jug like those backpacks: with wheels and with an extendable handle. This is a combination of
two ideas: the water jug for holding liquid, and the wheels for pulling it around. In the end, it is both a water
jug and a roller, and not one or the other.
 Darlene, on the other hand, decides that a backpack can be repurposed entirely to hold water instead of
other contents. It requires a re-imagining of the materials and design of the backpack: the seams, openings,
valves, and more, making it more than just a combination of a backpack and something else, for it only
serves water-specific purposes and couldn't accurately be called a backpack. In this way, it is a
transformation of a backpack rather than a combination of it with something else.
 Eric imagines something completely different. She imagines a cylindrical tank of water that rolls on the
ground on its side and can be pushed like a lawnmower. It's not quite a jug, not quite a wagon or a plow,
and not quite like anything else. It might be a combination of many things, but in any case it appears to be
an original creation. This has the greatest novelty in form, and so it could be said to be the most creative.

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Formative Assessment Scores

Name Score

Abby 95%

Dominique 80%

Angela 85%

Lee 92%

Darren 90%

Hope 78%

Randy 30%

Rachelle 95%

Kieran 97%

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Creative Thinking Quiz

1. What are the 4 points in Guilford’s model?

2. What does the acronym SCAMPER stand for?

3. What is Convergent Information and what is Divergent Information?

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Creative Thinking Quiz Key

1. Fluency, Flexibility, Originality, Elaboration
2. Substitute, Combine, Adapt, Minify, Put, Eliminate, Reverse
3. Convergent Information is the dominant ideas. These ideas are not inventive and are the
obvious answers. Divergent information is convergent ideas taken to a grander scale.
They cross outside of the box from what we know to ideas that we have not thought of
yet.

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Creative Thinking Quiz Scores
Name Score

Abby 100%

Dominique 100%

Angela 97%

Lee 95%

Darren 95%

Hope 100%

Randy 75%

Rachelle 85%

Kieran 95%

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Summative Assessment

WHAT DID YOU THROW AWAY TODAY?

Bottles, cans, paper, pens, electronics, appliances, cardboard boxes, milk cartons, cereal boxes, shoes, sandwich
bags, candy wrappers, apple cores, rubber bands, bubble gum, shampoo bottles, aluminum foil, sticky notes,
toothpaste tube, fast food wrappers, torn socks, drinking straw, sugar packets, wooden chop sticks, Styrofoam
containers, coffee grounds, ticket stubs, etc.…

Your challenge is to take the contents of one trash can and create as much value as possible using the contents.
Value can be measured in any way you like.

Take a picture of the contents before you start and after you finish. Present your images along with your
finished product any way that you would like. You must describe each image using 20 words or less.

This is worth 50 pts and is graded according to the rubric below:

Rubric
Category 1 2
Correctly Use Guilford’s Model Shows little to no understanding of Understands Guilford’s 4 pts and is
20pts how to use Guilford’s 4 pts to come up able to show all ideas that they came
with new ideas up with through the process.
Distinguish between the 7 stages of Shows little to no understanding of Shows complete understanding of the
Creative Thinking recalling what stage their ideas are in stage that their ideas are in and are
5pts able to display this with examples.
Able to explain their value Shows little to no ability to understand Shows complete understanding of why
15pts or show why they placed or what value they placed value on the objects and
was placed onto the trash items are able to display it in their work and
20 word description.
Divergent Ideas Shows little to no ability to come up Shows complete understanding of
10 pts with Divergent ideas Divergent ideas and is able to provide
all examples of these ideas.

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Individual Scores for Summative Assessment

Name Scores
Abby 90%
Dominique 100%
Angela 95%
Lee 100%
Darren 95%
Hope 95%
Randy 60%
Rachelle 100%
Kieran 100%

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