Kristin+Rinoldo

=**Kristin Rinoldo**=
 * Email: kmrinoldo@alliance.k12.ec**

=//__Assignment 1: Creativity Scavenger Hunt__//= This scavenger hunt was an amazing opportunity to see the world in a new way. For me it was a time of rediscovery. I am relatively new to Quito (I have lived here for just under a year), and I can remember the wonder I had the first time I experienced the sights of Quito. I was completely amazed and captivated. How easily things become routine and mundane that were previously a source a of wonder! Having the opportunity to rediscover the Iñaquito market was truly a privilege. I also found that looking with a purpose creates so many exciting opportunities and new discoveries!
 * Personal Reflection:**

I must admit that I felt very self-conscious during the excursion. While taking pictures, everyone stopped to stare at us (some disapprovingly), and I am sure label us as annoying tourists. I have tried very hard to "blend in" to Quito as much as possible and not further validate the view that many have of those from the United States. For this reason, it was difficult for me to step out of that comfort zone and not care what others thought of me (which is one of my creative blocks). I was even uncomfortable as a group member interviewed the shop owner, as I felt as if we were imposing!

I found that people respond to others in such distinct ways! The variance in responses that we received during the process was truly surprising. Some people were glad to be photographed and were so willing to talk to us and share, while others were quick to respond with "no, no" and walk away. It is hard to face that kind of rejection! Some people did not mind having their photos taken while others were shy when they saw the camera.

We truly met a cross-section of people and saw a wonderful slice of Quito in a very new way through this adventure!I hope that I do not once again begin to take advantage of the beauty and creativity that completely surrounds me. From the markets and the park, to the mountain scenery and the colorful people- I will try to be much more intentional about recognizing the creativity that can be found everywhere!


 * Scavenger Hunt Project:**

=//__Assignment 2: Application of Creative Strategies__//=

**Lesson 1**
1st Grade Language Arts:
 * Discipline and Topic:**
 * Parts of Speech (nouns, adjectives, verbs, adverbs)
 * Reading expressively

to demonstrate their understanding of the four parts of speech being reviewed (nouns, adjectives, verbs, adverbs).
 * Learning outcomes for lesson in relationship to unit goals:**
 * Students will be able to contribute at least one word to each category in a parts of speech brainstorming session at the end of the activity,
 * Students will be able to explain: How are the parts of speech distinguishable, and in what ways are they linked?
 * Students will be able to dramatically represent a word.

Creative Dramatization- The Wonderful World of Words. This is a great strategy to use for language arts topics. Through world of words, students are able to use drama and move their bodies to visually represent a word instead of simply listing or categorizing. In this way, they are becoming the word, creating a much deeper understanding and stronger learning connection than completing a workbook page or copying information. The students will be able to see a visual representation of how the words in each scene (and ultimately the parts of speech) relate to one another (they will see the action in verbs, the descriptors in adjectives,etc.) It is also useful in the first grade when students are learning about fluency, and reading with expression. Dramatics are highly effective in teaching students to read creatively, not like a robot.
 * Strategy and rationale for strategy use:**

With world of words, students are given a basic script, and are allowed to dramatize in a manner which they determine most effective or creative in small groups. The groups then perform their dramatization for the other students.
 * Description of strategy that includes outlining the steps involved:**


 * Materials Needed:**
 * The Wonderful World of Words script (one for each student)
 * Word strips with four words written (listed below)
 * Whiteboard and markers (brainstorming)
 * Parts of speech posters

> dramatically. Discuss the difference between simply reading, and creating a drama out of words. > speech posters in the classroom. > part of speech it represents. Divide students into groups and give each group a part of the script to rehearse. Walk around to monitor/ assist groups. > Then discuss as a whole group. > of speech category. Record by checking off a class list to ensure that each student has contributed at least one word to each category.
 * Description of how you would implement and assess the activity:**
 * 1) Show students one word from each category that have been word strips (run, sadly, school, and . Read the words normally, then read the words
 * 1) Let a few students pick a words from a hat and show a creative way to act out their words. And do a quick review the four parts of speech using parts of
 * 1) Describe the activity, The Wonderful World of Words. Explain that students are to dramatically represent their words in a way that demonstrates which
 * 1) When the students are sufficiently prepared, allow them to perform for the other students.
 * 2) Allow students a few minutes to share with a classmate how the words in each scene related, how the scenes were different, and how they were acted out, etc.
 * 1) Finally, facilitate a brainstorming session where students contribute additional words that fit in each part
 * 1) As an exit ticket, students choose to act out one new word from the board.

**The Wonderful World Of Words:** **Parts of Speech** //**Scene 1**//
 * Script:**
 * Narrator:** Words can tell who, what, and where… nouns.
 * Student 1:** Bat
 * Student 2:** Waterfall
 * Student 3:** Doctor
 * Student 4:** Ice Cream

//**Scene 2**//
 * Narrator:** When nouns are not enough, adjectives arrive to tell more!
 * Student 1:** Icy
 * Student 2:** Chewy
 * Student 3:** Stinky
 * Student 4:** Green

//**Scene 3**//
 * Narrator:** But what if you want to do something? Look to verbs!
 * Student 1:** Gallop
 * Student 2:** Clap
 * Student 3:** Parade
 * Student 4:** Twirl

//**Scene 4**//
 * Narrator:** And how do you do these things? Use an adverb to explain.
 * Student 1:** Softly
 * Student 2:** Proudly
 * Student 3:** Tiredly
 * Student 4:** Excitedly

One way to make the students more involved in the creative process would be to allow them to create the script as a whole group, or once they are divided into small groups. This would allow them to be more excited about acting out the words, as they chose them themselves. It would also be an additional way to check understanding of the material. I would likely accomplish this in a second lesson, as now the students understand the process. //(I have not yet taught this lesson in the classroom.)// GREAT IDEA. I WOULD LOVE TO LEARN HOW IT WORKS OUT.
 * Reflection : How did the lesson help students’ be more creative. What did you notice? What would you extend or do differently next time:**

Lesson 2
1st Grade Math
 * Discipline and Topic:**
 * Measurement

> the measurement.
 * Learning outcomes for lesson in relationship to unit goals:**
 * Students will be able to create a story problem sparked by a presented image.
 * Students will be able to list different types of measurement, what they are used for, units of measurement, and what tools are necessary to complete
 * Students will understand: How can measurement be used to solve problems in real life?

The class will use a morphological matrix to organize our thinking, and give the students a tool to help them in their problem finding. The students will need more guidance, as they are first graders, and the morphological matrix will be a key to their success, while still allowing them to work somewhat freely and creatively.
 * Strategy and rationale for strategy use:**
 * Morphological Matrix:**

We have focused on story problems and problem solving throughout the year, as it was a weak area and a classroom goal to improve. Allowing students to create their own problems will be a welcome change and will give them much more insight into the process of problem solving (as they will see the problem from the other side). At the same time, the students will be able to add their own creativity to the situation and see how, by adding creativity, they can come up with many different problems about one picture!
 * Problem Finding:**

With the morphological matrix, the teacher creates several category headings, which then the students fill in together, viewing each category as unrelated. Then they must choose one answer from each category for the next process (whether that be problem finding, or writing a storyboard.)
 * Description of strategy that includes outlining the steps involved:**

For problem finding, students can use a common picture to develop a variety of different problems in virtually any subject. The problem can be focused or left completely open for students. Students are divided into groups and shown the same picture. They can create a back story or add in details if they wish in order to create a problem that is based on the picture. The groups can then exchange problems and attempt to solve the other groups problems.


 * Materials Needed:**
 * Measurement tools for discussion/ manipulatives for group work
 * Projected copy of the morphological matrix
 * Projected or individual copies of the problem finding picture
 * Pencils and paper (or whiteboards and markers)

> students are stuck. > (This is why you should only uncover one column at a time.) > Then explain that they will be dividing into groups, and creating a measurement problem inspired by this picture. > choices from the other three columns. Use this to write a problem on the board together. //For example: Johnny is at the beach. He is building a tall sandcastle.// > //He used a ruler to measure how tall it was. The ruler showed that it was three feet. How many inches was his castle?// > so that it is different from the other groups. They then must circle the corresponding choices from the other categories in the same color (the teacher should check to > see that they made accurate choices). > could be measured, or to consider their own beach trips in writing the problem.
 * Description of how you would implement and assess the activity:**
 * 1) Tell students that we will be finding math at the beach today.
 * 2) Project the blank morphological matrix on the board (a sample completed matrix is included for teacher reference only)
 * 3) Cover all categories with paper except for the first. Have students volunteer ideas for the first column. Have measuring tools available to spark ideas if
 * 1) Uncover only column two and repeat the process. Continue with three and four. Important note: the columns do not need to (and should not) “match up”.
 * 1) Show students all of the columns, and project or hand out a copy of the picture of the boy at the beach. Ask students if they see any math problems.
 * 1) Create one example problem as a class to explain the process. Choose a measurement from the first category, and then look for or decide the corresponding
 * 1) Divide students into groups, and let them choose a form of measurement. Once they have chosen they should circle their choice on the board (in a unique color)
 * 1) Circulate as groups create their problems and ensure that they are using the correct units. Help struggling groups to look closer at the picture to see things that
 * 1) Check that groups are able to solve their own problems, then allow each group to exchange their problem with another group and solve the problem from the other group.
 * 2) Each group corrects their problem to check the solving group.
 * 3) Groups hang their problems on the challenge wall for the other students to work on in their spare time throughout the week.

//**Blank Morphological Matrix:**//
 * Type of Measurement || What can be Measured || Tools of Measurement || Units of Measurement ||

//**Sample Completed Morphological Matrix:**//
 * Type of Measurement || What can be Measured || Tools of Measurement || Units of Measurement ||
 * Weight || Liquids || Balance scale || Ounces ||
 * Height || Very small solids (sugar) || Scale || Kilograms ||
 * Width || Heavy objects || Ruler || Inches ||
 * Length || Light objects || Paper Clips || Cups ||
 * Temperature || Flat things || Measuring Cups/ Spoons || Degrees ||
 * Volume || Outside || Thermometer || Meters ||
 * //Problem Finding Image://**

//(I have not yet taught this lesson in the classroom.)// GREAT IDEA AND USE OF MORPHOLOGICAL MATRIX. BRAVO!!!
 * Reflection : How did the lesson help students’ be more creative. What did you notice? What would you extend or do differently next time:**

=//__Assignment 3: Class Participation/ Mini Learning Activities__//=

**Pre-Assignment**
The articles were very thought provoking and fascinating. It is truly incredible what can be accomplished through a creative classroom. The articles should challenge all teachers to consider if the methods they are using are truly the most effective in the classroom. YOU HAVE CHOSEN KEY IDEAS TO RECORD. I PARTICULARLY LIKE HOW YOU COMMENTED ON THE IDEAS AND SET A POSITIVE IMAGE OF AN ACTION.
 * Write a summary of five main points you find compelling from these articles.**
 * 1) 1. One of Ken Robinson’s initial statements struck me as incredibly profound. He mentioned that amazing children are not the exception. Children have amazing talents that are generally being squandered. When teacher’s refuse to teach creatively and to reach their students, they are destroying their capabilities. Students will become complacent if they do not feel that they are successful. Teachers need to strive to determine //how// their students are remarkable, not //if.//
 * 2) 2. It is scary to think that we are educating kids for a future that is completely unknown to us. Technology is advancing at astounding rates, and along with it philosophies, and trends. As teachers, we have a nearly impossible job- to prepare students for a world that is completely foreign to us, and that we will never see. We cannot continue to teach students the same ways and the same things that we were taught.
 * 3) 3. The fear of being wrong can be overpowering. It is almost always the force that holds us back from stepping out and trying. How inspiring to consider that this is not a factor for children. What a huge opportunity this presents! Our students have the whole world open to them- and they are willing to go after things, try new things, ask “silly” questions, and even be wrong! What a shame if we do not take complete advantage of this openness to trying and learning in our students.
 * 4) 4. Getting kids to think is a struggle at times. It is easier for them to do a simple math problem or answer a true or false question than it is for them to actually think. When you can introduce a project that causes kids to think creatively- with convergent and divergent thinking- you have truly initiated learning! I would absolutely love to spend ¾of the day in a creative, effective learning environment!
 * 5) 5. How interesting to consider dance be taught as mathematics! It is such a foreign idea, that it triggers a lot of thought. Who decided that students must learn math, language, science, and history- and nothing else is of the same importance? Why are we all so willing to accept that all students should excel in these areas, while areas of the arts for instance are mostly neglected (or relegated to their ½ hour time slot each week)? This reminded me of the quote by Albert Einstein, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

I especially try to make my science lessons very creative, hands on, and experimental. I like to introduce my science units with open-ended, creative assignments. Recently, while learning about force and motion, I divided my 1st grade class into small groups and gave each group a bag of standard items (a straw, rubber band, ruler, etc.) and a ball. I allowed the students a length of time to figure out as many different ways to move the ball as possible. I then posed different challenges, such as trying to use all of the items in the bag to move the ball. The students were engaged for a length of time. They also collaborated well as a group and learned teamwork skills. I find that working in new areas can even spark creativity in the minds of my little ones. When reading a Language Arts story book called “Story of a Blue Bird”, I took my reading groups up into a high area of playground equipment that acted as our “nest”. The students were able to look at the things happening in the story in a much different way, as they were experiencing life as a bird in a nest. They could access things that scared them the way that a bird may be scared to fly from their nest. Our final writing project for this year focuses on persuasive writing. Rather than just writing another piece, the students are divided into groups to create a commercial. They choose a product and selling points, and then write a script and design props. The commercials are filmed and then played for the whole group. The students love the freedom of the project, and also the chance to be on camera and act. This project requires much more creative thought than a typical writing piece, and is also very fun! YOUR ALLOWING THEM TO PLAY WITH POSSIBILITIES IS THE BEST TRAINING FOR INNOVATION AND EXPERIMENTATION. GOOD FOR YOU.
 * Discuss how you nurture creativity in your students currently. Provide concrete examples.**


 * List three understandings or skills you would like to learn in this course on creativity:**
 * 1) 1. I would like to learn more about how to effectively grade creative projects. It is difficult to grade creative projects objectively and according to a standard, as the results of these projects are often varied and have merit in different areas. I HOPE YOU SAW THAT YOU COULD GRADE THE KIDS ON FLUENCY, FLEXIBILITY, ORIGINALITY, AND ELABORATION.


 * 1) 2. This year I had trouble getting my kids to think creatively or be imaginative- they needed to be explicitly taught how to write creatively, or imagine silly scenarios. They sometimes even complain that things are not just a simple answer like 2+2=4. What are some tips to get kids thinking creatively? I KNOW YOU WERE INUNDATED WITH STRATEGIES. I HAVE ALREADY SEEN HOW YOU WILL BEGIN TO APPLY THEM.


 * 1) 3. In the 1st grade classroom, it can be hard to do creative projects of a large caliber. I would like to learn how to encourage creativity, and feasibly implement creativity, while ensuring that there is some order, for the sake of learning, in the classroom. BREAK THEM DOWN AND START SMALL.

**Creativity Is...**
Creativity is like following a recipe to bake a cake. You need the basics in order to do it, but there are specific tools to help you. The process is similar to a recipe, resulting in any variety of baked good "effects". As with creativity, in baking you never really know how things will turn out!There are still negative perceptions, which are the dirty dishes at the end of a baking adventure.

Blocks To Creativity
I think that I am often captive to two of the blocks to creativity, namely the emotional block and the cultural block. I have a hard time getting past my emotional creativity blocks, as I have a fear of making mistakes, as well authority and of "shaking up the system." I do not want to be seen as a disruptor, and would rather squelch my creativity than risk making a mistake or upsetting the way things have "always been", or what someone else would like to do. When even considering suggesting a new school program, I had non-stop butterflies in my stomach! It is very hard for me to navigate past that block. Culturally, I often find myself creatively conforming to the way that things are supposed to be, as well. I have learned certain procedures and taboos, and subconsciously keep my creativity at bay in areas that may disrupt the norms. Environmentally, a lack of support for creativity in the school is another hindrance to the creative process. It is very hard to step out and create and try new things (especially when you already fear failure), when you know that those around you will likely not support you in your endeavors. These blocks make it very difficult, in a school situation and outside of the school, to perform at my creative peak. THAN KS FOR YOUR CANDOR. YOU KNOW THAT AWARENESS IS THE FIRST STEP TO POSITIVE CHANGE.

TED Talks- Ross Lovegrove: "Organic Designs"


Our poster reflects the simplicity and design that Ross Lovegrove presented in his TED Talk, Organic Designs. Ross creates simple designs inspired by organic nature, and intelligent form. He believes that true creativity and the ultimate in design can be found all around nature; in the corrosive properties of water or from images viewed at a molecular level. He seeks his inspiration from the simplest of things- what he calls "fat-free" designs, and creates items that are often unappreciated, but that he considers to be the essence of simplicity and efficiency in design. His inventions range from a bio-polymers water bottle, to a table crafted from one piece of material, to an egg-shaped car with only 300 parts that doubles as a street lamp. Lovegrove continues to create interesting pieces, despite his critics. GREAT POSTER TO REVEAL THE MEANING. FINE WORK.

Problem Finding Math Problem
Thomas and Rusesabegina were hunting antelope in a field. Rusesabegina tripped and speared himself. Thomas called an ambulance. The ambulance left the hospital located 200 miles from Thomas and Rusesabegina’s location and traveled at 60 MPH. At the exact moment the ambulance left the hospital, an antelope began charging in a straight line towards Thomas from 100 miles away at a speed of 35 MPH.

If along the way, the antelope stops at a watering hole during the length of time it takes the ambulance to travel 20 miles, which will arrive first and how much sooner will it arrive?

= GREAT ORIGINALITY AND ELABORATION. FUN!!! = = = =//__Assignment 4: Socratic Seminar__//=


 * TED Talk:** Ross Lovegrove- Organic Designs
 * Article:** The Value of Play

1. Is creativity completely objective? Or is there a point where it becomes frivolous (ie: Ross Lovegrove spending $300,000 to build a stairway)? Should creativity always be accepted, or can we get to some ends where we say- "Let's step back!".
 * Questions:**

2. How can you get people to accept your creative approaches? What have you learned to do, from experience, when people shoot down or refuse to accept your creative counsel (as they have done consistently with Ross Lovegrove's ideas)?

1. We are trying to move work places towards more playful and free environments, and at the same time are making school more like a workplace! School should be the first place we think of when implementing the effectiveness of play in learning! 2. We are so interested in product- but studies show that a playful environment produces a more effective product- yet people still resist the change, in schools often claiming that we need to focus on product (testing, standards)... we can do both! 3. Inspiration is so different form individual to individual- it is our job to find the spark for each child and help them to grow that. 4. To be truly creative you cannot fall subject to the "creative block" of social norms, and how you are viewed... you will often mess up and look like a fool. Others may not appreciate your ideas or may judge you for them- who cares!!
 * Discussion Points:**

EXCELLENT QUESTION WHICH BOTH REFLECT YOUR VIEWING AND READINGS. THEY WOULD ENGENDER GREAT CONVERSATION AND IDEAS IN THE SEMINAR.