Keys To Creativity

Written by Denise Litke, Instructional Coach
Reflections from Learning and the Brain Conference "The Science of Innovation": Teaching Students to Think, Create, Innovate, Imagine and Inspire

In mid - February I attended the Learning and the Brain Conference in San Francisco, CA.  I had heard from colleagues that this was an exceptional conference to go to, so I drained my PD funds, packed up my laptop and suitcase, and off I went!  The focus for the conference was The Science of Innovation:  Teaching Students to Think, Create, Innovate, Imagine and Inspire.  The title alone got me thinking and making connections to what is happening in Alberta’s education around the implementation of the competencies.  In fact, one of the competencies is Creativity and Innovation.

I was excited to delve into some new learning and had scoured the conference brochure, picking out the speakers and sessions that I wanted to attend.  My top three choices were Dr. David M. Eagleman, neuroscientist, Dr. Jo Boaler, author of Mindset Mathematics and the YouCubed Math website and Alberta’s own George Couros (I first met him when he worked at Rimbey Jr./Sr High School and was doing presentations on WebQuests).  I was not disappointed by any of these choices, and for the most part, any of the sessions that I attended over  the next two and a half days.

Once the conference wrapped up, I started to look over my notes and gather my thoughts about all that I had learned.  I searched for common themes that wove their way through each session and presenter, and I was able to identify four key ones:

●      Creations are a balance between something that is novel or new (flexible) and

something that is seen to have value (stability).  

David Eagleman stated that “All ideas have ahistory and ideas evolve when we bend, break

apart or blend 2 or more of them.”  Because the human brain is more thoughtful than reflexive

and can think about other possibilities, people can take a model of something that is in the

world and turn it into something new.  However, innovation does need balance.  If an idea is

too far out there, or it is not seen as being valuable, nothing will become of it (well, maybe not

at that time). 

●Cultivating curiosity.  

The idea that when we are curious we are inquiring and exploring, which in turn increases

our  “grittiness” and perseverance.  Consequently, when we are faced with something novel

or unexpected, we believe we can handle it.  It’s called:

Courage Quotient = willingness to act

fear by Todd B. Kashdan.

●      Growth Mindsets.

Not only our students, but our own.  People who are creative embrace challenges, even if

they know it may be hard.  They are willing to take risks, fail, and have the attitude of “This is

great! I will learn from this.”

● Making Mistakes and Facing Challenges.  

Are we (students and teachers) willing to take risks?  Do we have the “grit” to struggle through the

learning process?  What is our mindset?  Emily Diehl talked about having Mistake Procedures

and Challenge Supports in our classrooms.  That we need to support and encourage students

to get into the “Learning Pit” and work through the learning process.  The graphic below, is

just one example that Diehl shared with us, of how a teacher had her students reflect on their mindset and attitude toward facing a challenge.           

●      She also suggested when considering our lessons or tasks for students, ask yourself these four questions: 

○      What opportunities do learners have to engage in creative work?

○      How much focused time do they have to work at solutions?

○      What is the feedback loop for creative work?

○      How do you celebrate and recognize people who are creatively productive, and what is the message you send about why they succeeded?     

As I considered what I had heard at the conference, I realized something.  I realized that we don’t teach students creativity.  Creativity evolves and develops in our students when we cultivate curiosity, shift fixed mindsets, encourage and support students in facing challenges, and then provide them with “opportunities to engage in creative work”.  Being creative is not out of anyone’s reach.  It is there in the way we solve everyday problems and face countless situations when functioning in the world around us.  As Gini-Newman and Case state in their book Creating Thinking Classrooms “The point is that creativity is not simply a matter of being inspired; it can be nurtured [and there is] creative capacity within every student” (54).

Spatial Thinking: Everyday Activities in the Classroom

Written by Julie Julian, Instructional Coach

“Spatial thinking, or reasoning, involves the location and movements of objects and ourselves,
either mentally or physically, in space. It is not a single ability or process but actually refers to a
considerable number of concepts, tools and processes.”

–National Research Council, 2006

WHY make it an everyday part of your classroom routine:

·       There is a strong connection between spatial thinking and mathematical performance

·       Spatial thinking can be improved through education and experience

·       Schools play an important role in fostering spatial reasoning in a currently underserved area

·       Spatial reasoning provides multiple entry points to explore mathematics in an inclusive way

Have the students work collaboratively to:

·      Visualize

·      Verbalize

·      Verify

Emphasize playful pedagogy(regardless of age):

·       Flip gradual release of responsibility upside down!

o   Try YOU DO, WE DO, I DO

·       Notice how students engage in the processes of:

o   Visualization

o   Mental Rotation

o   Visual-Spatial working memory

o   Information processing

o   Spatial language

o   Gestures

Where am I going to find the time if it’s not part of the curriculum?!

·    Use spatial thinking activities as brain breaks, but call them BRAIN BOOSTERS because that’s
what they are!

·    10 minutes a day will help students with numeracy and mathematical thinking, so it’s worth it!

   Every time you see [V] for Visualization attached to a math outcome that’s spatial thinking, in
addition to the entire Space and Shape (GEOMETRY) strand:

·    Mapping & planning (Social Studies & Science) and coding (Technology)

·    Physical/Outdoor Education

·    Perspective taking (Art)

·    GO 1 & 5 in ELA-intentionally plan a spatial reasoning activity where you are listening for and
assessing how students work together and communication their ideas and understanding.

       

TRY THESE:

Hole Punch Symmetry Challenge

Give students squares of paper and a single hole punch. Challenge them to make the same
pattern shown on the Smartboard with one punch.

Find more here:

http://jdh.hamkins.org/math-for-nine-year-olds-fold-punch-cut/

https://drive.google.com/file/d/1-IRVc1NQxY1zjfV5STjcN_FcDiR5cg4s/view?usp=sharing

Perspective Taking

Challenge students to build the following with Unifix cubes:

A Critical Thinking Tug-of-War

Written by Shain Chisholm, Instructional Coach

During a recent Social Studies class, students were discussing current events centered around Syrian, Haitian, Turkish and Nigerian refugees seeking asylum in Canada.  In light of the current political debate around the immigration process, the students were invited to think critically at some of the pros and cons of our current immigration system.

To become more informed on the Canadian immigration, the students read articles and watched
videos that dealt with economic, safety, political and health concerns related to immigrants coming to
Canada..  

To help students think critically about immigration, they engaged in an thinking routine called “Tug-of-War”.  As they read the articles and watched the videos, they individually recorded on sticky notes whenever they encountered a fact, example or argument they deemed to be either negative (created a pull in the negative direction) or positive (created a pull in the positive direction) according to the pre-established criteria:

Criteria  

• Strengthen Canada economically
• Provide refuge for the persecuted
• Maintain Canadian health and safety
• Reunite immigrant families

Once they had completed their sticky notes, they met with their group mates to decide where to place their sticky notes. The concept of leverage came into play as the students were asked to place the stronger arguments (having more pull) closer to the ends of the rope and the weaker arguments closer to the middle.  (see Tug-of-War posters above) It was interesting to observe the animated discussions as students debated where arguments should be placed along the rope.

 

In debriefing the lesson, the students liked the fact that they were ALL engaged in an important discussion in their groups as opposed to a whole class discussion where not all students get to share their viewpoint. They also shared that simply having more arguments on one side of an issue did not necessarily mean that particular perspective was more viable.  It was the weight of arguments that was a more important consideration

Application

From a teacher viewpoint, the principles of critical thinking contained in the Tug-of-War routine are easily transferable to other subjects and grades.  Even more valuable was the recognition by the students that the kind of critical thinking in Tug-of-War could also be a very helpful tool when faced with important decisions both in school and beyond.