AND SO IT CONTINUES…
Creativity is Mutualistic
Creative work occupies a complex creative space; it does not exist in isolation, nor is there only one solution to any creative work. Thus, the evolution of educator practices that support the creative process is neither straightforward nor simple. Creativity is improvisational, and often emerges when errors arise while grappling with familiar concepts; however, improvisation cannot happen when students are in lockstep with standardized directives or when they are focused on the singular goal of finding the one right answer to a problem. Thus, educators who inspire creativity must create an atmosphere within their classrooms that allows creative thought and process to evolve.
LATEST POSTS
Reimagining Creativity in the Classroom
PODCAST SERIES Reimagining Classroom Creativity Episode 1: Humans Must Be What AI Is Not Join a panel of practicing educators as they discuss that the reason why AI is a problem is also the solution. Humans have to be prepared to step up and be what AI is not: empathetic, intuitive, imaginative. PODCAST SERIES Reimagining…
Art or Mimicry
Click on the image to view a pdf that shares some thoughts about the creative potential of AI. So far, nothing I’ve seen or read has changed my mind. AI would be nothing were it not for the humans that built it.
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Peer Feedback–Results Inconclusive: An Annotation
According to a study by Ertner et al. (2007), peer feedback is important in maintaining the quality of discussion postings over the course of a semester. However, instructor feedback was still viewed as more important than peer feedback. Participants indicated that peer feedback was important on two fronts. First, when peer feedback was received that…
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Motativity: Creativity and Motivation
This brief literature review focuses on the use of creativity as a way to motivate learners. Moneta et al. (2004) describes five characteristics of the creative process: 1) self-generated problem identification, 2) building knowledge, 3) idea generation, 4) idea testing, and 5) presentation of ideas. While these ideas are all elements of the project-based learning…
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The Web as Creative Muse: An Annotation
Web-mediated knowledge synthesis. Sounds so complex. Which it is. But Deschryver has broken down this theory into seven conceptually manageable constructs that make it possible for the classroom teacher to implement relevant strategies as part of an ongoing effort to help students leverage the benefits of new literacies. Deschryver divides synthesis into two categories: synthesis…
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Swing the Pendulum
Teachers and students today are forced into extrinsic motivation mode as the emphasis in schools continues to be on performance–standardized tests, closing the gap, grades, student growth. Somehow, we all need to be thinking about swinging that pendulum back the other way, back toward students and teachers who are intrinsically motivated. Here are some thoughts…
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Whatever Happened to Interdisciplinary Projects?
Back in the 90s, interdisciplinary projects were all the rage. Whatever happened to them? There is some really great thinking embedded in them about making connections, relevance, creative problem solving. Here’s an idea based on a project designed by my business partner, Kristine. Thanks, Kristine! This was a fun take on your amazing project.
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Creativity is Contagious: An Annotation
Krishen (2022) proposed a new model, the contagious motivation and creative experience model (CMCEM), as a way to look at the interaction of five different theories and perspectives and the effect of that interaction on a student’s overall course experience. Included in the synthesis of these factors were the context-dependent fixation hypothesis, transformational teaching, the…
Cultivating Creative Thought 