The document describes the Creative Force Triptych, a competitive scholarship program from Innovation Advancing Education involving the arts. Phase 1 will have student teams compose a musical piece in 3 parts inspired by a triptych. Teams will apply the 4Cs of communication, collaboration, critical thinking, and creativity. The winning team will receive scholarships and perform at an unveiling ceremony for the artwork. Stakeholders including Tyler Junior College support developing students' 21st century skills through real-world projects.
The document outlines an agenda for a two-day workshop on case study method, public policy, and prisoner reentry. Day one covers introductions to the case study method and a case study on prisoner reentry in Newark. Day two covers performance management, a case study on performance improvement, and a group work session on developing Georgian case studies. The document provides an overview of the US government system, non-governmental organizations, and prisoner reentry challenges and programs.
This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.
The document is a report on the School Technology and Readiness (STaR) Chart for McMichael Middle School from 2006-2009. It evaluates the school's progress in four key areas: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Instructional Support, and Infrastructure for Technology. The report shows positive growth over time in three areas, with scores improving and reaching the Advanced level in most categories by 2008-2009. The only area that did not grow was Teaching and Learning.
This presentation defines collaboration as working with others to achieve a common goal. It discusses why collaboration is important, outlining collaborative behaviors like participation, mediation, and reflection. The presentation also notes there is a collaboration lifecycle and provides an overview of defining collaboration, its importance, behaviors, and lifecycle in 3 sentences or less.
Objectives:
Attendance/Icebreaker
Explanation of what UTeach is and my own interest with the subject
Review Syllabus
Background Information on YouTube.com
1. The agenda discusses analyzing and developing an action plan around a school's technology plan focused on 4 key areas: teaching and learning, educator preparation, administration/support, and infrastructure.
2. Data from Randall High School will be reviewed in each of the 4 areas, with questions listed about how to improve technology use and support in areas like student engagement, teacher professional development, administrative leadership, and network infrastructure.
3. Teachers will meet in teams led by department leaders and technology staff to discuss questions in one assigned key area and propose three solutions for an action plan.
The document outlines an agenda for a two-day workshop on case study method, public policy, and prisoner reentry. Day one covers introductions to the case study method and a case study on prisoner reentry in Newark. Day two covers performance management, a case study on performance improvement, and a group work session on developing Georgian case studies. The document provides an overview of the US government system, non-governmental organizations, and prisoner reentry challenges and programs.
This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.
The document is a report on the School Technology and Readiness (STaR) Chart for McMichael Middle School from 2006-2009. It evaluates the school's progress in four key areas: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Instructional Support, and Infrastructure for Technology. The report shows positive growth over time in three areas, with scores improving and reaching the Advanced level in most categories by 2008-2009. The only area that did not grow was Teaching and Learning.
This presentation defines collaboration as working with others to achieve a common goal. It discusses why collaboration is important, outlining collaborative behaviors like participation, mediation, and reflection. The presentation also notes there is a collaboration lifecycle and provides an overview of defining collaboration, its importance, behaviors, and lifecycle in 3 sentences or less.
Objectives:
Attendance/Icebreaker
Explanation of what UTeach is and my own interest with the subject
Review Syllabus
Background Information on YouTube.com
1. The agenda discusses analyzing and developing an action plan around a school's technology plan focused on 4 key areas: teaching and learning, educator preparation, administration/support, and infrastructure.
2. Data from Randall High School will be reviewed in each of the 4 areas, with questions listed about how to improve technology use and support in areas like student engagement, teacher professional development, administrative leadership, and network infrastructure.
3. Teachers will meet in teams led by department leaders and technology staff to discuss questions in one assigned key area and propose three solutions for an action plan.
The document discusses the 4Cs framework developed by the Partnership for 21st Century Skills (P21) and how it will be applied to the Creative Force Triptych (CFT) scholarship program. P21 advocates for integrating the 4Cs of communication, collaboration, critical thinking, and creativity into education. CFT aims to design a fine arts scholarship program that exemplifies these 4Cs through collaboration between students, businesses, and the community on a music composition project.
The document discusses skills and strategies needed for 21st century leadership. It compares 20th and 21st century skills, learners, teaching strategies and curriculum. 21st century leaders need to be visionary, transformative, and able to communicate change. They must inspire shared visions and challenge processes while enabling others. Exemplary leadership practices include modeling behaviors and encouraging hearts. 21st century educational leaders face challenges in adapting to common core standards, research-based practices, and increased competition.
Teacher's Guide to International Collaborationdmidness
The document is a teacher's guide for international collaboration that provides resources and guidance for setting up cross-cultural, project-based learning opportunities between students in different countries. It discusses the benefits of international collaboration, provides examples of successful projects, and offers tips and tools for connecting classrooms globally. The guide also highlights organizations that support international exchange and lists opportunities for professional development. The goal is to help students learn from their international peers and better understand different cultures and perspectives in an increasingly interconnected world.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
This document summarizes a professional development session on Universal Design for Learning (UDL). The session goals were to provide an overview of UDL, discuss how to implement UDL in the classroom, and share technology resources. The presenters discussed a collaborative UDL implementation project involving multiple schools and agencies. They reviewed the UDL framework and principles of multiple means of representation, action and expression, and engagement. Examples of UDL strategies and technology tools for the classroom were also presented.
1) The document discusses the potential benefits of forming learning communities (LCs) among EdD students, alumni, and faculty across institutions, as proposed by Tony Bryk in 2012. Benefits include encouraging innovation, collaboration, and support for students and graduates.
2) Challenges to creating such communities are identified, including faculty being too busy, students focusing on coursework, and alumni losing support networks. Potential root causes like these are analyzed using a problem tree.
3) Participants are asked to help develop an action plan to increase LC participation using a driver diagram tool to identify primary and secondary drivers toward the aim. Completing a survey is suggested to provide feedback and volunteer to start an LC.
This document discusses strategies and tools to support collaboration as outlined in the ISTE standards for educators. It describes how educators should plan time to collaborate on developing authentic learning experiences using technology. This includes jointly creating instructions, sharing resources, and evaluating effectiveness. Educators are also encouraged to collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about new digital tools. Common web-conferencing tools that support collaboration include presentation sharing, document sharing, whiteboards, and polling features in programs like Teams and Screencast. Culturally responsive communication is also important, such as understanding how learners' diverse backgrounds and prior knowledge can be built upon.
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible techniques and materials to meet diverse needs. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to support the diverse needs and abilities of all learners, including those with disabilities, English learners, gifted students, and others who are marginalized. UDL uses technology and differentiated instruction to customize learning and promote academic progress for all.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
The document discusses strategies for increasing adoption of the OrgSync platform at Midwestern State University. It begins by providing background on OrgSync and the university. It then discusses targeting outreach at student organizations, individual students, and faculty/staff. Key recommendations include emphasizing features for each group, developing an awareness campaign using branding, slogans, and promotional items, and allocating 10-25% of the budget to promotion and training. The document concludes with an activity for attendees to brainstorm and prioritize effective promotional ideas.
The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible instructional techniques. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to reduce barriers and support diverse learners, including those with disabilities, English learners, gifted students, and others. UDL uses technology and differentiated instruction to customize learning for each student. An example is the software Kid'sVid, which teaches video production skills through individualized projects and teacher evaluation rubrics.
Session 2 - Day 1 project based learning.pptxNabaeghaNajam1
This document outlines an agenda for a four-day professional development training for teachers on project-based learning. Day 1 includes an introduction to project-based learning approaches and how to design effective projects. Examples of projects for different grade levels are provided, covering topics like reducing environmental impact, designing a school library application, and increasing voter turnout. The role of teachers in guiding project-based learning is also discussed, including helping students select topics, facilitating research, and providing feedback. Sample projects for primary, middle, and high school grades are outlined.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
The document provides information about a series of workshops from September 2011 to April 2012 on incorporating 21st century skills into foreign language classrooms. The workshops were a collaboration between the University of Arkansas at Little Rock's Department of International and Second Language Studies and the Arkansas Department of Higher Education. The workshops covered topics like the Partnership for 21st Century Skills framework, the foreign language skills map, and teaching methods to develop skills like critical thinking, problem solving, and cultural awareness.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
This document summarizes an introduction to the International Studies Schools Network (ISSN). It covered the goals of developing global competence and college readiness through a framework of four domains of global competence. It introduced tools for school and classroom design including essential questions, performance assessments, and a Graduation Performance System for assessing student work. Participants engaged in activities to envision ISSN schools and classrooms and learned about resources on the ISSN online community.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
The document outlines an agenda for a professional development workshop on integrating music, technology, and 21st century skills. The agenda includes introductions and background, a presentation of the 7E instructional model, and modules on topics like aural culture and identity, imagination and ideas, careers in music, and social relevance. Presenters will demonstrate how to use software like Audacity and Finale Notepad. Participants will learn about developing a Music and Media Communications course and lessons focused on composition, analysis, and collaboration.
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
Mr. Ippolito gave a presentation on creativity where he defined it as "the ability to make new things or think of new ideas." He discussed why creativity is important for finding solutions and using imagination. Mr. Ippolito also outlined the creativity life cycle, which involves challenging inspiration, imagining and generating ideas, planning and experimentation, preliminary work, revising, presenting work, and reflecting on the process.
The document is a student presentation about communication that defines communication, discusses why it is important, and identifies effective communication behaviors. It notes that communication is the exchange of information through words, sounds, signs or behaviors. Effective communication relies on compassion, empathy, humility and respect. It also addresses the different levels of communication and components of both verbal and nonverbal communication.
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The document discusses the 4Cs framework developed by the Partnership for 21st Century Skills (P21) and how it will be applied to the Creative Force Triptych (CFT) scholarship program. P21 advocates for integrating the 4Cs of communication, collaboration, critical thinking, and creativity into education. CFT aims to design a fine arts scholarship program that exemplifies these 4Cs through collaboration between students, businesses, and the community on a music composition project.
The document discusses skills and strategies needed for 21st century leadership. It compares 20th and 21st century skills, learners, teaching strategies and curriculum. 21st century leaders need to be visionary, transformative, and able to communicate change. They must inspire shared visions and challenge processes while enabling others. Exemplary leadership practices include modeling behaviors and encouraging hearts. 21st century educational leaders face challenges in adapting to common core standards, research-based practices, and increased competition.
Teacher's Guide to International Collaborationdmidness
The document is a teacher's guide for international collaboration that provides resources and guidance for setting up cross-cultural, project-based learning opportunities between students in different countries. It discusses the benefits of international collaboration, provides examples of successful projects, and offers tips and tools for connecting classrooms globally. The guide also highlights organizations that support international exchange and lists opportunities for professional development. The goal is to help students learn from their international peers and better understand different cultures and perspectives in an increasingly interconnected world.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
This document summarizes a professional development session on Universal Design for Learning (UDL). The session goals were to provide an overview of UDL, discuss how to implement UDL in the classroom, and share technology resources. The presenters discussed a collaborative UDL implementation project involving multiple schools and agencies. They reviewed the UDL framework and principles of multiple means of representation, action and expression, and engagement. Examples of UDL strategies and technology tools for the classroom were also presented.
1) The document discusses the potential benefits of forming learning communities (LCs) among EdD students, alumni, and faculty across institutions, as proposed by Tony Bryk in 2012. Benefits include encouraging innovation, collaboration, and support for students and graduates.
2) Challenges to creating such communities are identified, including faculty being too busy, students focusing on coursework, and alumni losing support networks. Potential root causes like these are analyzed using a problem tree.
3) Participants are asked to help develop an action plan to increase LC participation using a driver diagram tool to identify primary and secondary drivers toward the aim. Completing a survey is suggested to provide feedback and volunteer to start an LC.
This document discusses strategies and tools to support collaboration as outlined in the ISTE standards for educators. It describes how educators should plan time to collaborate on developing authentic learning experiences using technology. This includes jointly creating instructions, sharing resources, and evaluating effectiveness. Educators are also encouraged to collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about new digital tools. Common web-conferencing tools that support collaboration include presentation sharing, document sharing, whiteboards, and polling features in programs like Teams and Screencast. Culturally responsive communication is also important, such as understanding how learners' diverse backgrounds and prior knowledge can be built upon.
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible techniques and materials to meet diverse needs. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to support the diverse needs and abilities of all learners, including those with disabilities, English learners, gifted students, and others who are marginalized. UDL uses technology and differentiated instruction to customize learning and promote academic progress for all.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
The document discusses strategies for increasing adoption of the OrgSync platform at Midwestern State University. It begins by providing background on OrgSync and the university. It then discusses targeting outreach at student organizations, individual students, and faculty/staff. Key recommendations include emphasizing features for each group, developing an awareness campaign using branding, slogans, and promotional items, and allocating 10-25% of the budget to promotion and training. The document concludes with an activity for attendees to brainstorm and prioritize effective promotional ideas.
The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible instructional techniques. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to reduce barriers and support diverse learners, including those with disabilities, English learners, gifted students, and others. UDL uses technology and differentiated instruction to customize learning for each student. An example is the software Kid'sVid, which teaches video production skills through individualized projects and teacher evaluation rubrics.
Session 2 - Day 1 project based learning.pptxNabaeghaNajam1
This document outlines an agenda for a four-day professional development training for teachers on project-based learning. Day 1 includes an introduction to project-based learning approaches and how to design effective projects. Examples of projects for different grade levels are provided, covering topics like reducing environmental impact, designing a school library application, and increasing voter turnout. The role of teachers in guiding project-based learning is also discussed, including helping students select topics, facilitating research, and providing feedback. Sample projects for primary, middle, and high school grades are outlined.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
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This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
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Creative Force Triptych Scholarship Program - Stakeholder Version
1. Creative Force Triptych
A Competitive Scholarship Program
From IAE
Phase 1
Stakeholder Presentation
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
2. Overview
• Vision statement
• What is Creative Force Triptych?
• The Creative Force Triptych Steering Committee
• What are the 4 Cs?
• What are the framing questions?
• Creative Force Triptych – Phase 1
• Who is eligible?
• What are the competition rules?
• How will the competition be judged?
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
3. Overview (continued)
• What are the measureable outcomes?
• What is the proposed budget?
• The stakeholders
• Recap
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
4. Vision Statement
Design and implement a fine arts scholarship program
template that involves business/industry, community
and education and that exemplifies innovation via
real world application of the 4 Cs as defined by
Partnership for 21st Century Skills. This program will
showcase Tyler Junior College as it is replicated
nationwide.
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
5. Creative Force Triptych
• Groundbreaking competitive scholarship program
• Designed to provide liberal arts students with a real-
world application of the 4 Cs from the Partnership
for 21st Century Skills
• Phase 1 open to all students interested in music
composition and performance
• 3-phase rollout open to students in several fine arts
disciplines
• CFT Steering Committee will provide program
leadership and oversight
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
6. CFT Steering Committee
• Christopher D. Stewart - Professor/Dept. Chair, Art, TJC
• Larry W. Marta - Professor/Dept. Chair, Dept. Music, TJC
• Thomas H. Mench III - Director, Band/Professor, Applied Music,
TJC
• Lara K. Smith - Professor, Speech/Division Director, Behavioral
Science/H&K/Social Science/Speech, TJC
• Jacque Shackelford - Professor, Theater, Ret., TJC
• D. Mitch Andrews - Executive Director, Advancement and
Alumni Engagement, TJC Foundation
• Al Ippolito - Director, IAE; Professor Speech Communication,
TJC
• Don Bristow – Board member, IAE; Owner, Lightray
Photoimagery
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
7. Partnership for 21st Century Skills
• National organization that advocates for 21st century
readiness for every student
• P21 and its members provide tools and resources to
help the U.S. education system keep up by fusing
the 3Rs and 4Cs
• P21 advocates for local, state and federal policies
that support this approach for every school
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
8. The 4Cs
From Partnership for 21st Century Skills
• Communication
• Critical Thinking (and problem solving)
• Collaboration
• Creativity (innovation)
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
9. Communication
• Listen for meaning, including knowledge, values,
attitudes and intentions
• Inform, instruct, motivate and persuade
• Appropriate used of multiple communication
technologies
• Communicate effectively in diverse environments
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
10. Collaboration
• Work effectively and respectfully with others
• Share information
• Be willing to negotiate and compromise to
accomplish a common goal
• Share responsibility and accountability for
collaborative work
• Value individual contributions made by each team
member
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
11. Critical Thinking
• Analyze evidence, arguments, claims, beliefs, ideas
and points of view
• Use deductive, inductive and abductive reasoning as
appropriate
• Ask pertinent questions
• Synthesize and evaluate information
• Make judgments and decisions
• Solve problems in both conventional and innovative
ways
1/21/2013 Copyright 2012 Innovation Advancing Education. All Rights Reserved. Do Not Copy.
12. Creativity
• Utilize idea creation techniques
• Incorporate dreams, visions & ideas
• Entertain new and diverse perspectives
• Realize practical limitations
• Understand that creativity is an iterative process that
consists of successes and failures
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13. Framing Questions
• How can visual art and music synergize one
another?
• How can visual artists and musicians collaborate?
• What challenges occur in a collaborative project?
• How do you know when a successful result has been
achieved?
• What is innovation?
• Does practicing the 4 Cs spur innovation?
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14. Creative Force Triptych – Phase 1
• Students will compose a piece of music in 3 parts
inspired by a triptych (a work of visual art consisting
of 3 panels)
• Students will compete in teams of 3
• Triptych will be made available to competitors
• Winning team will perform their music composition
during an unveiling ceremony for the triptych
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15. Creative Force Triptych – Panel 1
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16. Creative Force Triptych – Panel 2
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17. Creative Force Triptych – Panel 3
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19. Guest Artist – Don Bristow
• Owner Lightray Photoimagery, Bullard TX
• Synthesizes advances in imaging technology with
passion for photography and mathematics
• Creates large-scale mathematical renderings that
enhance home, school and business environments
• 10 solo and 21 group exhibitions in Dallas, Arlington,
Fort Worth, Marble Falls, Tyler and Sacramento
• U.S. Navy veteran, former math teacher, 20 years in
the software industry, 9 years professional
photographer and website designer
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20. CFT – Phase 1 (continued)
• Each winning team member will receive a $1,000
scholarship
• IAE will coach teams in the application of the 4 Cs to
the project
• Visual artist will be available to answer questions
and provide feedback
• Guest professional composer will provide ideas and
inspiration
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21. Guest Composer - Aaron Alfred Lee
• Degree in Music Composition from College of Music
at the University of North Texas
• Began studies of music at age of 8
• Won a National Keyboard Competition in Malaysia at
age of 11
• Many commissioned works performed by renowned
orchestras and musicians
• Travels the world as composer, music arranger,
music consultant and performer
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22. Student Benefits
• Create a musical interpretation of a visual art piece
• Apply the 4 Cs to a real-world application
• Participate in a small team competing for a shared
goal
• Meet and be inspired by an innovative local artist
• Meet and be inspired by an innovative world-class
composer
• Understand the keys to innovation
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23. Winning Team Added Benefits
• Share $3,000 scholarship
• Be recognized for winning a unique competitive
scholarship
• Be honored during unveiling ceremony
• Perform composition during unveiling ceremony
• Benefit from media coverage
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24. Eligibility
• Registered Fall 2012 TJC students
• Carrying a minimum of 12 credit hours
• Willing to compete as part of a 3-person team
• Willing to actively participate in the program
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25. Team Placement
• Applicants will compete in teams of 3
• 3 applicants can apply as a team
• Applicants applying individually will be placed by
lottery on a team
• Teams must remain intact throughout competition to
remain eligible for scholarships
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26. Competition Rules
• Applications must be submitted by (TBA)
• Applicants will receive instruction in the 4 Cs
• Attendance and participation in orientation, 4 Cs
instruction and motivational event is mandatory
• Teams will demonstrate the use of the 4 Cs at
various points during the creative process
• Teams must work independently from one another
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27. Competition Rules (continued)
• Competitors will interpret through music a provided
work of visual art consisting of 3 panels (triptych)
• Music compositions should consist of 3 parts, each
1 minute or longer
• Each of the 3 parts of music must describe a
different panel of the triptych
• Compositions should have sufficient unity to
describe the entire triptych as a whole
• Consider characteristics of complexity, geometry,
vibrancy, power, dimension and scale
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28. Competition Rules
• Any type of music or instrumentation can be used
• Performance of the music must be feasible both for
judging and during the unveiling ceremony
• Additional musicians can be utilized for the musical
performance
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29. Judging Criteria
• The 4 Cs – Has the team demonstrated knowledge
and use of the 4 Cs throughout the process?
• Musical Interpretation - How effectively does the
composition interpret each panel of the triptych and
the triptych as a whole? Are characteristics of
complexity, geometry, vibrancy, power, dimension
and scale present?
• Music Performance – Does the performance
synergize the unveiling ceremony? Does it meet the
client’s expectations?
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30. Important Dates
• Fall Semester Orientation – November 9, 2012
• Meet the guest composer – November 9, 2012
• Meet the guest artist – November 9, 2012
• New Deadline for applications – January 25, 2013
• Spring Kickoff – January 25, 2013
• Judging – TBA (April/May, 2013)
• Unveiling ceremony – TBA (April/May, 2013)
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31. How to Apply
• Complete the online application at tjc.edu or
iaetx.com/cft
• Team applicants must choose a unique team name
and indicate that team name on their individual
applications
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32. Measureable Outcomes
• Pre and post testing of participants
• Student participation
• Student attrition
• Adherence to budget
• Stakeholder participation (funding)
• Unveiling ceremony attendance
• Media coverage
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33. Estimated Budget - Income
• Sale of artwork $7,500
• Local corporate sponsors $3,000
• Private donations $1,500
• TJC Foundation $3,000
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34. Estimated Budget - Expenses
• 3 Student Scholarships $3,000
• Guest professional composer/musician $1,500
• IAE instruction & guidance $1,500
• Unveiling ceremony (venue rental, refreshments)
$1,000
• Promotional expenses $500
• Program catalyst (Creative Force Triptych, 132”(w) x
48”(h) on Aluminum from ChaoticaTM Series by Don
Bristow) $7,500
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35. The Stakeholders
• Interested in programs that help prepare students for
the 21st century global job market
• Recognize that communication, critical thinking,
collaboration and creativity are keys to innovation
• Understand the value of real world applications of
educational concepts to prepare students for the real
world
• Willing to invest in a unique competitive scholarship
program that will challenge small teams of students
to be innovative
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36. The Stakeholders (continued)
• Tyler Junior College
• TJC Foundation
• Tyler Museum of Art
• Innovation Advancing Education
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37. Tyler Junior College
• Established 1945
• One of the largest community colleges in Texas
• Enrollment of more than 12,000 credit students each
year with an additional 20,000 continuing education
enrollments annually
• Associate in Arts, Associate in Applied Science and
Associate of Arts in Teaching degrees
• Tech prep and certificate programs
• Participant in Achieving the Dream national program
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38. TJC Foundation
• Incorporated 1965 as a separate 501(c)(3) support
organization for TJC
• Enhances the overall reputation of TJC
• Provides external resources to fund college
priorities
• Creates opportunities for the college to build
partnerships with alumni, friends, donors,
corporations and foundations
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39. Tyler Museum of Art
• Opened in 1971
• Educational and cultural center
• Enriches the lives of East Texas citizens and visitors
• Collects, preserves, studies, exhibits, interprets and
celebrates the visual arts
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40. IAE
• Tyler based education consulting company
• Preparing students to compete in the global
economy
• Local innovators from business, education and
industry
• Utilizing the 4 Cs from Partnership for 21st Century
Skills
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41. Recap
• Creative Force Triptych (CFT) competitive
scholarship program
• The 4 Cs and Partnership for the 21st Century Skills
• Framing questions
• Measureable outcomes
• How can I participate?
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42. Thank You!
This presentation and more information is available at:
iaetx.com/cft
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