This tool helps you evaluate the level of proficiency
that you or your students have with the 21st Century
Fluencies. The Fluency Snapshot Tool can be used
either with individual students or with groups.
There are 10 statements for each Fluency. As you
move through the statements, chose a value you feel
represents how well the individual or group has
demonstrated the characteristic. This is an editable
form that you can check the boxes in online or off.
Have your students assess themselves and discuss
the outcome. Compare your results in each Fluency
to determine where focus and improvement may be
needed. Revisit this again in the future and co
Creativity, Innovation and Entrepreneurship
Creativity, Innovation and Entrepreneurship
- Creativity is the ability to apply creative thought processes to create something of value.
- Innovation and entrepreneurship is the capacity to create and apply new knowledge in innovative and entrepreneurial ways to create new products or solve complex problems.
This tool helps you evaluate the level of proficiency
The students were given one period each week for 5 weeks to explore their interests and plan, implement and produce a Genius Hour Presentation in a format of their choosing. They began with a few worksheets to identify their interest areas and various ideas in which they may present their information and also various formats both electronically and paper-based which they could use to showcase their learning. The students used books, ipads and computers to access information. Various showcases included working replicas of battery-operated cars and helicopters, working volcanoes, a hockey rink, baking, painting and posters. Students were so engaged that most students completed the majority of their projects outside of school on their own time.
Students get one class period (52 minutes) to find a real problem on campus, document it, develop a solution and prepare a market-based presentation to be peer-reviewed the next day. The main goal of this project is to highlight the importance of collaboration when working under a tight deadline - a common situation in today's working world.
This project integrates engineering, design and business concepts and meets learning standards from 9th to 12th grade.
We started this project by reading the story “Over & Under the Snow” By Kate
Messner. While reading the story, we talked about the different animals that we
saw and what they did in the pictures. After reading the book we, we made a
chart of animals that lived over the snow and animals that lived under the snow
(both from the story and our prior knowledge. We then decided to make a large
mural of what animals do over and under the snow with the list that we had
made. Students were split into different groups that were in charge of various
animals (ex. animals under the snow, animals over the snow, animals in the sky
and nature). Using their creativity, they were to create pictures of animals in their
certain category through collaboration with one another.
This lesson helps define imagination and creativity and explain how it helps us learn and about ourselves and the world. Caine created a massive cardboard arcade and is the inspiration behind this lesson.
Students learn about power generation using river currents. A white paper is a focused analysis often used to describe how a technology solves a problem. In this literacy activity, students write a simplified version of a white paper on an alternative electrical power generation technology. In the process, they develop their critical thinking skills and become aware of the challenge and promise of technological innovation that engineers help to make possible. This activity is geared towards fifth grade and older students and computer capabilities are required. Some portions of the activity may be appropriate with younger students. CAPTION: Upper Left: Trey Taylor, President of Verdant Power, talks about green power with a New York City sixth-grade class. Lower Left: Verdant Power logo. Center: Verdant Power's turbine evaluation vessel in New York's East River. In the background is a conventional power plant. Upper Right: The propeller-like turbine can be raised and lowered from the platform of the turbine evaluation vessel. Lower Right: Near the East River, Mr. Taylor explains to the class how water currents can generate electric power.
The Institute for Humane Studies has partnered with the authors of the textbook Common Sense Economics: What Everyone Should Know about Wealth Creation and Prosperity to help teach students why economic understanding is essential for life in today's society. With videos and quiz question corresponding to each element, this collection can be used as a study guide for "Part 1: Twelve Key Elements of Economics".
In this activity, students learn about astronomical phenomena we can see in the universe and create their own music inspired by astronomical images. By performing original musical improvisations, students enhance their knowledge of what astronomical phenomena are represented in images and experiment with creative ways of representing these using music. This activity engages students in first hand exploration of music and astronomy connections.
About This Guide
These guides are designed by the Global Digital
Citizen Foundation to help you gain a better
understanding of the 21st Century Fluencies and
how they work.
This guide contains a description of the stages of
Creativity Fluency, as well as a perspective on the skills
each stage develops and why they are important for
our students?and everyone?to learn.
We hope this information will help you with the
development of the Fluencies as you work to infuse
them into your students' learning experiences.
A short personality style test created by Adobe to showcase varieties of creativity. Types are the artist, thinker, adventurer, maker, producer, dreamer, innovator, and visionary. Each type includes a goofy animated character that represents the type, there is a description of each type, and who they work best with.
Project: The students were given the task to write a narrative story. Grade 3/4’s theme was adventure and the grade 5/6’s theme was mystery. We had covered the two writing traits - Ideas and Organization and therefore that was our focus for this writing task. Students took their stories through the writing process and included a hand drawn cover page for their published story. Hollywood then called and was looking to turn their stories into a big screen production. We kicked this excitement off with a PowerPoint presentation sharing the details of their assignment. Students used the iMovie app to create movie trailers
promoting their stories. We hosted a red carpet event – Kenaston Golden Globes where we viewed all of the movie trailers and a variety of awards were handed out. The day was full of excitement with everyone dressed up in their formal wear. Popcorn and drinks were served during the movie premier. Everyone was pleased to receive a Golden Globe Award.
Students discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature becoming a nature detective, so to speak can lead to new innovations and products. In this activity, students reverse engineer a flower to glean design ideas for new products.
In this project students identify real-world problems, prototype user-centered design solutions, and implement those solutions according to expert and user feedback. This process, developed by Allen Distinguished Educator Regan Drew, is segmented into the Mindset, Challenge, and Implementation phases.
Review the environmental factors that make the Earth habitable and compare them to other worlds within our Solar System. Use creative thinking to design an alien life form suited for specific environmental conditions on an extra-terrestrial world within our Solar System.
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity. Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
In the past, Eatonia Colony School published a school newspaper monthly. It was decided that while focusing on creativity and collaboration, we would bring the paper to life again! This project was a collaborative school effort. Every student in grades 1-8 participated and had a job to do. We brainstormed ideas together and put our two oldest girls in charge of being the editors. We set deadlines and every grade/student was in charge of designing their own pages.
We have included pictures of our process as well as the cover, table of contents and pictures from our finished product! We have also included a lesson plan and our assessment rubrics.
First, we studied fairytales and fractured fairytales. We learned about the elements of each story and compared them. During the learning process students were practicing a variety of reading comprehension strategies: predicting, inferring, compare and contrast, main idea, theme etc. After learning about all the elements of fractured fairytales my students took their shot at writing them. They were split into partners based on the fairytale that they wanted to fracture. Then they had to work through the five stages of the writing process. First, the partners had to plan their fractured fairytale. They were given the choice of what kind of graphic organizer to use to begin their planning and brainstorming. They had to plan their plot, setting, problem and solution. Then the students worked through the rough draft, editing and revising stages of the writing process. Throughout those phases they were completing self-assessment checklists to keep on track with their work. Lastly, they wrote a good copy of their fractured fairytale and illustrated it. This also included a cover page and a back page. The back page included a teaser to hook the reader.
I have been doing expert writing with the older students for a few years now as an independent English Language Arts project while I am working with the younger students. However, I have been disappointed with the variety and creativity in presentations. I give them a list of possible formats and they choose the topic they are interested in researching and how they want to present what they have learned. Only 1 or 2 have been brave enough to deviate from the traditional written report, or poster. My plan was to do a variety of creativity projects from the Destination Imagination series to foster creativity and get them in the right frame of mind before doing their projects. I insisted that they had to choose a format other than a written report, or poster.