This is a collection of resources to teach Creativity including using imagination, making connections, asking questions and taking creative risks.
The importance of creativity, the quality of screen time, perfectionism, creativity in the classroom, finding your "tribe", problem solving, and the art of copying are explored. Other resources and contacts are also linked in.
I have decided to use the Inquiry process in my unit on rocks and
minerals. Since my students are familiar with the inquiry process and I
have already had some success with this style of teaching and learning, I
have decided to use a blended inquiry. It was be a blend of open and
guided inquiry where I was able to assist students as needed although
they had the freedom of posing their own questions and also had the
freedom to choose their own form of formal assessment such as a
written paper, a poster with an oral presentation, or a Power Point
presentation. I allowed the students to pose their own question in the
hope of sparking their curiosity and sense of wonder.
Instructables is a website specializing in user-created and uploaded do-it-yourself projects, currently owned by Autodesk. It was created by Eric Wilhelm and Saul Griffith and launched in August 2005.
Instructables is dedicated to step-by-step collaboration among members to build a variety of projects.
What Is It?
This checklist from Respectful Ways contains 14 activities for families to foster creativity, prompt discussion, expand children's imaginations, and cultivate social-emotional growth. Respectful Ways created these fun, interactive activities to guide family members through the process of recognizing and navigating negative feelings, understanding the origins of emotions, and help everyone cope with stress.
This is a collection of resources that could be used for a study of famous Japanese Artist, Yayoi Kusama.
"I’ve listed 100+ PBL ideas below to help get you started on the project-based learning journey. The ideas below that are hyperlinked will send you to the project that is already developed. Those that are not yet hyperlinked are some of our ideas for future projects. I can’t wait to share them out when they are finished. In the meantime, use them to get inspired and give you some ideas to start PBL with your students."
Project ideas are organized by Education Level, and the High School ideas are further organized by subject.
Lesson Plans by Grade Age for Teachers and Parents
We read the story “Leaf Man” by Lois Ehlert. While reading, we discussed the various animals and objects that the artist created using leaves. After the story we brainstormed other animals. We then took it a step further and imagined we were someone/something else and again brainstormed what we might see in the leaves. Students then created works of art using leaves.
"Learning for Justice seeks to uphold the mission of the Southern Poverty Law Center: to be a catalyst for racial justice in the South and beyond, working in partnership with communities to dismantle white supremacy, strengthen intersectional movements and advance the human rights of all people."
Legoland Has Released Free Lego Activities and Printables For Kids To Do While Stuck Inside
Outcomes:
The assignment focused on early Saskatchewan architecture.
DR4.1 discusses lifestyles and settlement patterns of the people of
Saskatchewan. It also looks at the styles, materials, and cultural
traditions in architecture.
Summary of plan for integrating creativity into my classroom this
year:
- My goal was to implement creativity in the form of a building
project in my Grade 4-6 Social class. We are focusing on
Saskatchewan. As a wrap up to Chapter 1 I had the students
build a model of a pioneer house. When focusing on how
geography can influence lifestyle choices, we looked at the
architecture of the past.
"Participating classes will explore how indoor environmental conditions influence human health, and identify the best conditions for healthy living. This knowledge is important not only on Earth, but also on the International Space Station (ISS), the future Lunar Gateway, and as long-duration space travel progresses, maybe even on Mars!"
"Students and educators will study the key environmental conditions that are monitored and managed to keep astronauts healthy on the ISS. Students will measure environmental conditions such as temperature, CO2, and relative humidity in their classroom and submit the data to a national database. After developing their understanding of optimal ranges, and collecting data on their current environment, students will make a plan for classroom environmental improvement. The national Living Space database allows students to compare their classroom data with information from other participating classrooms in Canada as well as data from the ISS!"
Join the project on this page!
These projects allow students the opportunity to create, test, experiment, design and collaborate to meet some seriously engaging challenges!
So, let me ask you the question: How often do we let students “work the problem” in our schools and classrooms?
Do we give students a chance to figure it out on their own or in a small group? Do we challenge them to solve a challenge in a fixed amount of time? Do we let them struggle and fail to the point where they have to work the problem and find a solution?
With PL - Now every student was “working their own problem” and stumbling, struggling, and fighting to find a solution of how to learn, make, create, and launch an idea out into the world.
“The Martian” is a great example of working the problem. He has to use a multitude of 21st Century Skills, along with his team, and the people back on Earth to work together to survive and get him home.
Math 9: Play Structure Rubric
REQUIREMENTS:
For this project, you must create a:
• Structure that is kid-friendly
• Structure show complexity and creativity
CRITERIA:
• Use a minimum of 6 3-D shapes, including at least one right rectangular prism, one right triangular prism and one cylinder in the play structure
• Include dimensions in your model/sketch (units)
• Calculate the total surface area of each 3-D object.
• Calculate the composite area of the entire 3-D object (Play Structure)
o Considering door, openings and overlaps
Students will explore the transmission of folktales over time and continent to evaluate their validity of a literary genre. By reading and analyzing a variety of folktales, students will realize the cultural implications of the genre. Students will create and perform their own original folktale in the form of a script that combines and modernizes the tales that they read. Learning will enhanced by technology infusion and the incorporation of 21 Century learning competencies.
Driving Question: How can folktales give us insight into other cultures? Why do we continue to tell and retell the same old stories?
What is My Questions Round Robin?
This strategy helps students develop their thinking processes while providing students with a sense of control and a higher sense of their academic ability. This is a small group activity.
Why use it?
To provide students with the opportunity to ask personally meaningful questions of content.
To provide students with the opportunity to develop skills related to asking divergent or open-ended questions.
To provide students with the opportunity to hear the perspectives of others on a common topic.
To provide students with the opportunity to practice the skills of communication, collaboration, and critical thinking.
To activate students’ prior knowledge on a topic to be discussed in class.
In this lesson by Creative Educator students explore and analyze familiar heroes and villains, develop their own superhero, and introduce this new hero to the world through an ID card and comic.
For students in grades 3-6.
As part of the ELA theme Chocolate students were asked to think about
how new products are developed. They brainstormed new chocolate products and
then selected their best idea to continue. Each student was asked to create a
marketing plan, radio or TV ads, as well as print ads promoting their products.
How it demonstrates Creativity? I followed the 6 Phases of Creativity from the
Learning Together Booklet. Students were told the basic framework for the
assignment, but they were given total freedom for selecting the product and
designing the elements of the assignment. They did several brainstorming tasks
along the way to help them refine their ideas.
Students were required to research nuclear reactors and use this information to create a model
of a reactor containing all of the main features.
21 CC Goals:
• Develop Creativity
• Develop Collaboration
• Develop Computer and Digital Technologies (where applicable)