Image Courtesy of  Dierk Scheafer Rethinking the creative student  Jana Hood & Robert Squires
Image Courtesy of  Dierk Scheafer Rethinking the creative student  Jana Hood & Robert Squires
A convergence Image Courtesy of  Shaggy 359 The brain is a parallel processor; it can perform several activities at once, ...
 
 
Vocabulary Wilson, Leslie Owen.  (2006).  Curriculum Pages: Beyond Bloom – A new Version of the Cognitive Taxonomy .  Retr...
Definitions <ul><li>Remembering : Retrieving, recognizing and recalling relevant knowledge from long-term memory. </li></u...
What about that garbage?   SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT  Shel Silverstein. (1974).  Where the...
Greasy napkins, cookie crumbs,  Globs of gooey bubble gum,  Cellophane from green baloney,  Rubbery blubbery macaroni,  Pe...
 
Stout Family Grocery List
  SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT  1.  Please write all of the  (adjectives)   in the space belo...
Role-playing interview
Readers’ Theatre C6  Greasy napkins, cookie crumbs,  Globs of gooey bubble gum,  C7  Cellophane from green baloney,  Rubbe...
  SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT  5.  Imagine that you had a little more time to relate the fat...
Summary of Activities Name of Activity Level of Revised Bloom’s Taxonomy Multiple Intelligences Learning  Modality Vocabul...
A convergence Image Courtesy of  Shaggy 359 The brain is a parallel processor; it can perform several activities at once, ...
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Rethinking the Creative Student

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Presentation delivered by Jana Hood and Robert Squires for the DeLin Institute of technology, November 3 2009

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Rethinking the Creative Student

  1. 1. Image Courtesy of Dierk Scheafer Rethinking the creative student Jana Hood & Robert Squires
  2. 2. Image Courtesy of Dierk Scheafer Rethinking the creative student Jana Hood & Robert Squires
  3. 3. A convergence Image Courtesy of Shaggy 359 The brain is a parallel processor; it can perform several activities at once, like tasting and smelling. Learning engages the whole physiology. The search for meaning comes through patterning. Learning involves both conscious and unconscious processes. Learning resides in the connections we make.
  4. 6. Vocabulary Wilson, Leslie Owen. (2006). Curriculum Pages: Beyond Bloom – A new Version of the Cognitive Taxonomy . Retrieved from http://www.uwsp.edu/edication/lwilson/curric/newt ... 10/21/2009
  5. 7. Definitions <ul><li>Remembering : Retrieving, recognizing and recalling relevant knowledge from long-term memory. </li></ul><ul><li>Understanding : Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. </li></ul><ul><li>Applying : Carrying out or using a procedure through executing, or implementing. </li></ul><ul><li>Analyzing : Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. </li></ul><ul><li>Evaluating : Making judgments based on criteria and standards through checking and critiquing. </li></ul><ul><li>Creating : Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. </li></ul>Anderson, L. W. and David R. Krathwohl, D. R., et al. (Eds.) (2001) A Taxonomy for Learning, Teaching, and Assessment: A Revision of Bloom’s Taxonomy of Educational Objectives . Allyn & Bacon, Boston, MA (Pearson Education Group)
  6. 8. What about that garbage? SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT Shel Silverstein. (1974). Where the Sidewalk Ends . New York: Harper and Row.
  7. 9. Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, &quot;OK, I'll take the garbage out!&quot; But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out! Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out by Shel Silverstein
  8. 11. Stout Family Grocery List
  9. 12. SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT 1. Please write all of the (adjectives) in the space below. 2. Write the sentences from the poem which tell us (what the garbage did) . 3. Write as many examples of (alliteration) as a as you can find. 4. Make a list of (rhyming) words from the poem. 5. Imagine that you had a little more time to relate the fate of Sarah. Rewrite the ending using the rhythm and rhyme of the author.
  10. 13. Role-playing interview
  11. 14. Readers’ Theatre C6 Greasy napkins, cookie crumbs, Globs of gooey bubble gum, C7 Cellophane from green baloney, Rubbery blubbery macaroni, C8 Peanut butter, caked and dry, Curdled milk and crusts of pie, C9 Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, C10 Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. N7 At last the garbage reached so high That it finally touched the sky. N8 And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, Everyone &quot;OK, I'll take the garbage out!&quot; N9 But then, of course, it was too late. . . N10 The garbage reached across the state, From New York to the Golden Gate. N11 And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. Everyone But children, remember Sarah Stout And always take the garbage out! N1 Sarah Cynthia Sylvia Stout Would not take the garbage out! N2 She'd scour the pots and scrape the pans, Candy the yams and spice the hams, N3 And though her daddy would scream and shout, She simply would not take the garbage out. N4 And so it piled up to the ceilings: C1 Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. N5 It filled the can, it covered the floor, It cracked the window and blocked the door C2 With bacon rinds and chicken bones, Drippy ends of ice cream cones, C3 Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, C4 Pizza crusts and withered greens, Soggy beans and tangerines, C5 Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . N6 The garbage rolled on down the hall, It raised the roof, it broke the wall. N = Narrator C = Chorus
  12. 15. SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT 5. Imagine that you had a little more time to relate the fate of Sarah. Rewrite the ending using the rhythm and rhyme of the author.
  13. 16. Summary of Activities Name of Activity Level of Revised Bloom’s Taxonomy Multiple Intelligences Learning Modality Vocabulary Grocery list Grammar Poetic devices Role-playing interview Readers’ theater Writing Musical Environmental project Open to imagination
  14. 17. A convergence Image Courtesy of Shaggy 359 The brain is a parallel processor; it can perform several activities at once, like tasting and smelling. Learning engages the whole physiology. The search for meaning comes through patterning. Learning involves both conscious and unconscious processes. Learning resides in the connections we make.

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