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Monday, November 19

  1. 7:58 am
  2. page home edited ... Cary Academy November 15-16 Click {SBCsmallLogo.jpg} Click below to ... keynote speake…
    ...
    Cary Academy
    November 15-16
    Click{SBCsmallLogo.jpg}
    Click
    below to
    ...
    keynote speakers.
    Rex Jung on "The Neuroscience of Creativity"
    Neuropsychologist
    (view changes)
    7:58 am
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    7:58 am
  4. page Garfield Gini-Newman edited ... Central Question: Should our classrooms be built around hierarchies or networks? Transmissive…
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    Central Question: Should our classrooms be built around hierarchies or networks?
    Transmissive technology simply delivers content in new technological form.
    ...
    and creating? (Advance to 2:00 for the classroom scene)
    Nope...technology alone does not necessarily make teaching and learning less transmissive.
    John Seely Brown: The Social View of Learning
    (view changes)
    7:56 am
  5. page Garfield Gini-Newman edited Garfield Gini-Newman ... you doing? Transmissive Teaching--giving students information direc…
    Garfield Gini-Newman
    ...
    you doing?
    Transmissive Teaching--giving students information directly and often before the point of inquiry (giving students the answers to questions that they haven't asked)
    Additive Teaching--starting with a task or a question and then dropping in pieces of information that will help the conversation along. You bring the knowledge in during the process rather than front-loading the process with knowledge
    Central Question: Should our classrooms be built around hierarchies or networks?
    Transmissive technology simply delivers content in new technological form.
    See example below.below . Are the
    ...
    creating?
    Nope...technology alone does not
    ...
    less transmissive.
    John Seely Brown: The Social View of Learning
    "We participate--therefore we are."
    ...
    can be done in endless contexts when there is a problem to solve
    Example-- Observe the picture below.
    ...
    of year?
    Based on your observations, what can you infer? What can you therefore conclude?
    Engage students in constant cycle of observe, infer, conclude. The possibilities are endless and do not have to involve reading, so they can be used at a very young age.
    (view changes)
    7:55 am
  6. page Garfield Gini-Newman edited Garfield Gini-Newman Transmissive What type of teaching are you doing? Transmissive Teaching-…
    Garfield Gini-Newman
    TransmissiveWhat type of teaching are you doing?
    Transmissive
    Teaching--giving students
    ...
    of inquiry (giving students the answers to questions that they haven't asked)
    Additive Teaching--starting
    ...
    a task or a question and then
    ...
    front-loading the process.process with knowledge
    Central Question: Should our classrooms be built around hierarchies or networks?
    Transmissive technology can simply deliverdelivers content in
    See example below. Are the kids in this video interacting with the curriculum in a rigorous way? Are they constructing knowledge? Are they collaborating and creating?
    Nope...technology does not necessarily make teaching and learning less transmissive.
    John Seely Brown: The Social View of Learning
    "We participate--therefore we are."
    ...
    We should be cultivating dispositions--you don't teach it--you nurture it
    "Technology is a curiosity amplifier"
    The standard SetWhat should we be highlighting in our classrooms? (This list is an amalgamation of Prioritiesthe most popular 21st century skills lists out there)
    critical thinkers
    are
    thinking critically only if they are attempting to assess or judge the merits of possible options in light of relevant factors or criteria
    creative thinkers

    thinking creatively is not just undisciplined brainstorming--it is targeted, purposeful, and contextualized. It takes place in the context of the information that forms the background for the problem or situation that is being addressed
    Thinking creatively is differnt than imagining--it is makng the familiar strange.

    collaborative thinkers
    communicators(via multiple mediums)
    ...
    self regulated learners
    digitally literate
    Should be done in a context that is characterized as...
    Inquiry-based
    rigorousa place where rigorous thinking about the curriculum that is not
    Critical Thinking
    ...
    context of pre-established criteria
    preferences

    highlight the difference between preferences
    vs. judgments
    ...
    it is good)
    not a set of generic skills-in the context of curriculum and content
    focuses on quality of reasoning
    depends on the possession of relevant knowledge
    good)--challenge students to go beyond preferences!
    concerned with
    ...
    in a articulrparticular situation
    can be done in endless contexts when there is a problem to solve
    Example-- Observe the picture below.
    What time of day is it? What time of year?
    Based on your observations, what can you infer? What can you therefore conclude?
    Engage students in constant cycle of observe, infer, conclude. The possibilities are endless and do not have to involve reading, so they can be used at a very young age.
    {Rideau Canal, Ontario.jpg}

    Bloom's Taxonomy should be questioned. Why?
    justifies lower expectations
    encourages transmissive teaching
    not helpful in improving thinking
    creates false confidence--becauseconfidence--"because I remember
    ...
    understand the materialmaterial"
    Another way forwardforward--Thinking PAST Blooms
    Any higher
    ...
    proximal development (see picture example above)
    Make critical thinking a realistic expectation for all students--support with differentiation and scaffolds
    we don't have to use text--we can use pictures or other media
    John Hattie's visible learning
    balanceBalance giving answers
    ...
    collaboration, resilience
    Giving "an" answer vs. giving "the" answer

    Observe-Infer-Conclude
    This process can be used with any type of material.
    CriticalEASY ways to encourage Critical Thinking
    Have

    Include one false statement on a ppoint slide or in your notes--Have
    students pick
    ...
    false statement in notes that you've just
    ...

    Have students pull out the statements that aredecide which information on a slide or in notes is not as important
    Challenge now is not finding information, its limiting it
    Note

    Using these strategies, note
    taking can be interactive--becomes interactive
    How do
    ...
    problematize the curriculum?--can we do this with writing?curriculum? Turn our disciplines into problems and questions....
    Present a problem or question to your students...then, students have to ask themselves...
    What background knowledge will I need to engage with the problem? (content knowledge)
    What criteria will I use to make a judgment about the problem?
    What critical thinking vocabulary do I need to understand the question? (Infer, analyze, solve, bias, perspective)
    ...
    strategies will studentsI use?
    What
    ...
    this task? (Persistence, resilience)
    Designing Critical Challenges
    Critique something using established criteria
    ...
    Design to specifications
    Perform to specifications
    ...
    to choose in some casesamong the options when possible
    The Creative Classroom
    Authentic Tasks
    Collaboration
    Criteria
    Building Community

    Criteria for Creativity
    Something is produced--doesn't make sense to say that person is creative if they have never "created" anything
    the creation is novel
    creation adds value, has significance or solves the problem it was intended to solve
    ...
    this thinking?
    Develop an appreciation of the value of creativity through examples of successful creative thinking in all subjects
    Develop a community of thinkers
    ...
    prompt students with clues and thinking processes (give them possible answers, have them choose the better or best)
    develop the tools students need to participate in a reflective community (ex. thought journal)
    model the attributes of good critical thinking
    set appropriate expectations
    implement appropriate routines and activities

    Creating engaged learners
    Students need to experience success about 20% of the time in order to stick with a task
    ...
    Fail forward--angry birds--you learn from your failures; it is where we do our learning
    Transcendent Question: What is the issue/concept students will take away from the unit that will connect broadly to life beyond the class?
    ...
    communicating, actions)
    Lines of Inquiry:
    Physical Space: how can this be used most effectively?
    ...
    Stimulating life outside of school and having an audience beyond the teacher or classmates
    A task that requires students to demonstrates skills in an authentic setting
    Thinking Strategies to encourage creative thinking
    Brainstorming--generating a lot of ideas
    Cluster the ideas--group them to see connections (concept formation)
    (view changes)
    7:47 am
  7. page Rex Jung edited ... Persistence is often required in this phase, thus personality is very important to creativity …
    ...
    Persistence is often required in this phase, thus personality is very important to creativity
    Critical thinking plays a big role here
    Lingering Questions from Session:
    (view changes)
    7:15 am
  8. page Rex Jung edited ... Over 71 million hits on you tube Video illustrates how powerful the mind is—no trick photogra…
    ...
    Over 71 million hits on you tube
    Video illustrates how powerful the mind is—no trick photography
    ...
    and useful (video(the you tube video is "useful"
    Where are we in terms of research on creativity?
    We are in the very early days of creativity research
    The pre paradigm phase (based on Kuhn’s Structure of Scientific revolution)—no theories yet exist for us to hang our research on
    In other words, be skeptical of people drawing major conclusions about creativity and the brain at this stage
    § EmotionalWhat do we know about creativity?
    We can think about creative thinking in terms of domains--this helps to refute their being one single type of or path to creativity
    Emotional
    vs. Knowledge: Knowledge Domain
    § Deliberate
    of Creativity
    Deliberate
    vs. Spontaneous:
    Different structures of the brain moderate the creativity based on the knowledge domain and processing mode
    Patients with degeneration in temporal and frontal lobes showed increased creativity
    Creative cognition –people who scored higher on these tests had a lower concentration of white matter in a particular region; these people were also less inhibited
    Less
    Less cortical thickness
    ...
    frontal lobe (center of judgment and decision making) is linked to
    Functional imaging reveals that tasks are very difficult to pin down to particular areas of the brain
    Untested theories: Folk Psychologies—Aspects but not synonymous with creativity
    Creativity as divergent thinking—part but not all
    Conclusions from this: There is some evidence that when our frontal lobes (centers of creativity
    Creativity as eureka moment
    Creativity as “flow”
    Creativity as drug-induced
    Creativity as touched by madness or genius
    Malcolm Gladwell full of it according
    judgment and decision making) are less active, we are more prone to speaker
    Creative
    thinking creatively)
    What is the Creative
    Process as supporteddemonstrated by cognitive science
    §Preparation—putting
    science?
    Preparation—putting
    ideas into your brain
    o Pick

    Pick
    one area
    ...
    woman idea
    o Intelligence-the

    Intelligence-the
    ability to
    ...
    we follow
    o Inductive

    Inductive
    problem solving
    ...
    your own
    §Incubation—settling

    Incubation—settling
    in and
    ...
    your brain
    o Transient

    Transient
    hypofrontality: frontal
    ...
    relaxed—on hold
    o Repetitive

    Repetitive
    activities, long
    ...
    something mindless
    o Downtime
    allows for hypofrontality
    Downtime
    is important—pausing with knowledge acquisition—freeform environment—what does this look like in schools these days?
    o Internally
    acquisition—free-form environment
    Internally
    directed problem space
    §Illumination
    o Remote associative test-Lick-mine-shaker (salt)
    o Productivity—may things to choose

    Illumination---Discovery or the a-ha moment
    creative idea is borne
    from
    o Blind variation—variation of input
    o Frontal lobes
    §Verification
    o Is
    incubation period (which varies dramatically--can be deliberate or spontaneous)
    Verification--Is
    what I
    ...
    accurate, useful?
    o Persistence—personality

    Persistence is often required in this phase, thus personality
    is very
    ...
    to creativity
    o Selective Retention
    o Creative Achievement Measure (Shelley Carson)

    Critical thinking plays a big role here
    Lingering Questions from Session:

    (view changes)
    7:01 am
  9. page Rex Jung edited Rex Jung, University of New Mexico Health Sciences Center What is creativity? Pumped up Kicks Yo…
    Rex Jung, University of New Mexico Health Sciences Center
    What is creativity?
    Pumped up Kicks You Tube Video (overOver 71 million hits)
    o Illustrates
    hits on you tube
    Video illustrates
    how powerful
    ...
    trick photography
    o Very creative

    Something creative
    ...
    and useful
    Early days
    (video is "useful" as entertainment as evidenced by the response)
    Where are we in terms
    of creativity research
    o We
    on creativity?
    We
    are in the very early days of creativity research
    The
    pre paradigm
    ...
    research on
    Dietrich, A “Who’s afraid

    In other words, be skeptical
    of a cognitive neuroscience of creativity?” 2004
    oDomain space of Creativity
    people drawing major conclusions about creativity and the brain at this stage
    § Emotional vs. Knowledge: Knowledge Domain
    § Deliberate vs. Spontaneous: Processing Mode
    (view changes)
    6:36 am

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