Supporting AIG Learners and the

SCOS through Creativity

DPI RttT AIG Institute Winter 2012-13

Kristen R. Stephens, Presenter

DPI ~ AIG Institutes

• Building a Foundation• Connecting Creativity to the Common

Core/Essential Standards• Practical Classroom Application:

Addressing Creativity through Performance Tasks

• Debrief/Questions

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Questions to Guide Us

1. What is creativity and why is it important?

2. How do we ground creativity in disciplinary knowledge?

3. How can we design learning experiences so that creativity cuts across disciplines while also addressing the Common Core/Essential Standards?

Building the Foundation

Defining Creativity

The Status of Creativity in Schools and Society

The Intersection of Creativity and Giftedness

Small Group Activity

What is creativity?Why is it important?

Creativity: A Working Definition

Creativity is typically defined as the abilityto produce work that is novel (i.e., original, unexpected), is high in quality, and has value.

Creativity has been described as the most important economic resource of the 21st Century.

From Zhao, Y. (2012). Flunking innovation and creativity. Phi Delta Kappan,94(1),56-61.

What is the relationship between giftedness and creativity?• Definitions include creativity as:

– An expression or type of giftedness (federal)

– A dimension of intelligence that supplements IQ; a part of giftedness (Sternberg)

– A condition for the identification of giftedness (Renzulli)

– Extension of giftedness

The term 'gifted and talented', when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section 9101(22))

Systems Model of Creativity

The discipline or content area

The “gatekeepers”

The one who creates

Making Connections

Creativity and 21st Century Skills

Creativity and the Common Core/Essential Standards

Learning and Innovation Skills The 4 C’s• Critical Thinking and Problem Solving

• Communication

• Collaboration

• Creativity and Innovation

Above and Beyond

• http://www.youtube.com/watch?feature=player_embedded&v=7KMM387HNQk

Let’s Debate

• The task in the video facilitated creativity in students

• The task in the video inhibited creativity in students

Be prepared to justify your side withspecific examples and consider what your counter-arguments might be!

Creativity and the Curriculum

“Intelligence is the flexible use

of knowledge for the purpose of

creating an effective response

to a problem or a challenge that

will benefit society.”

~Howard Gardner Quo

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Important Points to Remember

• Creativity is implied in the Common Core rather than explicitly stated

• The Common Core expresses expected OUTCOMES rather than detailing HOW students should develop competencies (like creativity)

NCSCOS, Common Core ELA

• Creative writing and expression are included in the Common Core ELA standards to some degree, most obviously in the items that refer to creative writing.

• P21 encourages all states and districts to strengthen the Common Core by emphasizing the grade-level indicators that call for creative expression in ELA, including creative writing and creating and delivering presentations.

•

• Creativity can also be incorporated as an element of almost any performance task related to ELA, and educators should consider how creativity will appear in curricula and performance-based measurements. Partnership for 21st Century Skills

NCSCOS, Common Core Math

• Creativity is not addressed explicitly in the mathematics practice and content standards. There are, however, areas where creativity is implied.

• This is most evident in (but is not limited to) measurement and data, algebraic thinking, geometry, statistics and probability and modeling.

Partnership for 21st Century Skills

Suggested Practices

• Design curriculum that encourages inquiry-based learning

• Develop interdisciplinary performance tasks and/or project-based learning units

• Provide students with choices and the opportunity to apply what they know in meaningful ways.

Group Activity

• Select a Language Arts or Math example for desired grade level (elementary, middle, or high school)

• Review the example assignment and correlated standards

• Discuss and justify how the standards align with the example assignment

What is a Performance Task?

• A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept/content.

• A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.

A Performance Task…

• Is realistic

• Requires judgment and innovation

• Asks a student to “do” the subject.

• Replicates or simulates a real-world, authentic task

• Assesses a student’s ability to efficiently and effectively apply/use a repertoire of knowledge and skills to negotiate complex tasks

• Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.

Wiggins and McTighe. Understanding by Design

Sample

The state has announced the establishment of a Hall of Recognition to honor the contributions of local citizens to their community, the state, or the nation. Because you are learning about famous individuals from North Carolina, you have been selected to nominate a candidate you believe would be worthy of admission to the Hall.

Your task is to select and research the life of your chosen individual. Submit a nomination letter to the Hall’s selection committee explaining the reasons your candidate should be included in the Hall of Recognition. Be sure to describe your candidate’s accomplishments and the contributions your candidate has made.

Wiggins and McTighe. Understanding by Design

GRASPS

• GOAL: Provide a statement of the task.Establish the goal, problem, challenge, or obstacle in the task.

• ROLE:Define the role of the students in the task.State the job of the students for the task.

• AUDIENCE:Identify the target audience within the context of the scenario.Example audiences might include a client or committee.

• SITUATION:Set the context of the scenario.Explain the situation.

• PRODUCT:Clarify what the students will create and why they will create it.

• STANDARDS and CRITERIA [INDICATORS]:Provide students with a clear picture of success.Identify specific standards for success.Issue rubrics to the students or develop them with the students.

Wiggins and McTighe. Understanding by Design

Gallery Walk

• As a teacher, what are the benefits of performance tasks?

• As a teacher, what are the disadvantages of performance tasks?

• How do performance tasks engage learners?

• How is content knowledge cultivated through performance tasks?

• How are 21st Century Skills addressed through performance tasks?

• In what ways do performance tasks impact creativity?

Your Turn!

• Either working independently, in a small group, or with a partner. Develop a performance task that integrates the Common Core/Essential Standards

• Be sure that your performance task addresses Learning and Innovation Skills

Final Questions

• How can you implement what you have learned today about creativity and Common Core in your classroom TOMORROW?

• Next week?

• Next quarter?

It doesn’t matter where you start…just START!

Final Thought: Researchers say creativity should be taken out of the art room and put into homeroom

AIG: ALL DAY, EVERY DAY!

• DPI AIG WIKIhttp://ncaig.ncdpi.wikispaces.net/Home

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• Sneha Shah-Coltrane– DPI Director, Gifted Education and Advanced

Programs

– Sneha.shahcoltrane@dpi.nc.gov 919-8073849