Rochester Creativity Part ONE

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  • 1. Nurturing(Success(and(Crea0ve(Produc0vity(in(a(Digital(Age March&30,&2012 Dr.&Angela&Housand University&of&North&Carolina&Wilmington Dr.&Brian&Housand East&Carolina&University
  • 2. CREATIVE PRODUCTIVITYI N A D I G I TA L A G E boces2012.weebly.com
  • 3. 8:45 Why Creativity Matters 9:00 Connecting to the Common Core 9:30 Technology + Creativity 9:45 Break10:00 Creating Your Digital Footprint10:30 Ten Tools for Creativity11:30 LUNCH12:30 Profiles of Creative Productivity 1:00 Constructing an Outlet 2:30 Making a Plan
  • 4. Why Creativity Matters
  • 5. Benjamin BloomCriticalThinking
  • 6. E. PaulTorranceCreativity
  • 7. JulianStanleyadvanced content
  • 8. Schoolhouse AbilityCreative Productivity
  • 9. Creative Productivity AboveAverage Creativity Ability Task Commitment
  • 10. p21.org
  • 11. 4,473
  • 12. “The Nation thatdramatically and boldly led the world into the age of technology is failing to provide its own children with the intellectual tools needed for the 21st century.”
  • 13. BUT this is aPRECARIOUSAdvantage
  • 14. The world is changing FAST. Technological KNOW-HOW isspreading throughout the world;Along with the knowledge that such SKILLS and SOPHISTICATION are the basic CAPITAL of tomorrow’s society.
  • 15. Our children could beSTRAGGLERSin a world of technology.
  • 16. AMERICA MUST NOT BECOMEAN INDUSTRIAL DINOSAUR
  • 17. WE MUST NOTprovide our childrena 1960s educationfor a 21st Century WORLD.
  • 18. SepTEMBER 121983
  • 19. www.p21.org Learning and Innovation Skills Creativity and InnovationCritical Thinking and Problem Solving Communication and Collaboration
  • 20. & Sir Ken Robinson &&We&are&educaEng&people& &CreaEvity&is&as&important&in& out&of&their&creaEvity.& educaEon&as&literacy.&
  • 21. Rather than running the risk of having our students become WALKINGENCYCLOPEDIASwe need to TEACH them how toTHINK CREATIVELY. (Sternberg,&2006)
  • 22. 1768 - 2012
  • 23. Knowledge)alone)is)NOT)enough.)
  • 24. DID
  • 25. If your students canthe answer, then you may be asking the wrong question.
  • 26. 20%
  • 27. PianosNOTStereos (Resnick, 1996)
  • 28. Connecting to the Common Core
  • 29. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in suchareas as literature, composition, language, and journalism should be available.This work should provide the next logical step up from the college and career readiness baseline established here.
  • 30. Students who are College and Career Ready.... ✓Demonstrate Independence ✓Build Strong Content Knowledge ✓Respond to Varying Demands of Audience, Task, Purpose, and Discipline ✓Comprehend as well as critique ✓Value Evidence ✓Use Technology and Digital Media Strategically and Capably ✓Come to Understand Other Perspectives and Cultures
  • 31. Research to Build and Present KnowledgeWriting Anchor #7: Conduct short as well as moresustained research projects based on focusedquestions, demonstrating understanding of thesubject under investigation.
  • 32. The whole process of education should thus be conceived as the process of learning to think through the solution of real problems. -- John Dewey, 1938
  • 33. Real World Problems Academic RigorTechnology Integration www.ecugifted.com
  • 34. Interest and Rigor Lead To Creative Productivity“We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.”
  • 35. Writing Anchor #6:Production and Distribution of WritingUse technology, including the Internet,to produce and publish writing and to interact and collaborate with others.
  • 36. Production and Distribution of Writing With guidance and support from adults, explore aK variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a1 variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a2 variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 37. Production and Distribution of Writing3 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. With some guidance and support from adults, use technology, including the Internet, to produce and publish4 writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. With some guidance and support from adults, use technology, including the Internet, to produce and publish5 writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  • 38. Production and Distribution of Writing Use technology, including the Internet, to produce and6 publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Use technology, including the Internet, to produce and7 publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Use technology, including the Internet, to produce and8 publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • 39. Production and Distribution of Writing Use technology, including the Internet, to9 produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other10 information and to display information flexibly and dynamically. Use technology, including the Internet, to11 produce, publish, and update individual or shared writing products in response to12 ongoing feedback, including new arguments or information.