Jillian+Parsons

= ASSIGNMENT 1: Scavenger Hunt Reflection =

During our scavenger hunt, I came to recognize the creativity that surrounds us in Quito. I saw patterns, made connections, took risks, challenged assumptions, and took advantage of chance as I walked with my group through Carolina Park to DiSergio’s ice cream shop. I recognized the pattern of necessity leading to creativity on several occasions. For instance, a street vendor needed to sharpen her knife, so she used the street curb, and a group of guys needed to transport furniture, so they loaded up a truck bed and strapped on the furniture using ropes. I made connections as I saw the problem of excessive wiring on telephone poles, and then observed construction workers digging ditches to bury the wires underground: a problem being creatively solved. We took risks in asking an ice shaving vender to answer our interview questions, and I found my own assumptions challenged when he responded with a surprising degree of reservation, wondering if we were out to report him to authorities for selling without a permit. Finally, we took advantage of chance by happening upon a rock band concert in Carolina Park and pausing to enjoy the music. Overall, this was an eye-opening experience that’s led me to appreciate life in Quito all the more. WONDERFUL!! =** ASSIGNMENT 2: Application of Creative Strategies **=

__Lesson Plan 1__

 * Discipline**: English
 * Level**: 7-8 grade
 * Time**: 2-3 45-min class periods
 * Strategy**: Morphological Matrix


 * Objectives**:
 * The learner will understand the use of the Morphological Matrix by paying attention and participating in class discussion.
 * The learner will analyze the components of the TV show //Psych// by watching an episode and applying what he/she has seen to a Morphological Matrix.
 * The learner will write a screenplay by creating a Morphological Matrix of his/her own.

1. Introduce students to the Morphological Matrix. Project Morphological Matrix chart. Give students examples of things that fit into the Morphological Matrix. Ask students for examples they come up with. 2. Pass out Morphological Matrix sheet. Inform students that today we will be watching an episode of //Psych//. Introduce //Psych// premise and cast, inviting student input.
 * Description of the Strategy**


 * Protagonist || Antagonist || Problem || Resolution ||

3. Watch episode. As they watch, students are to fill in their chart pinpointing the cast, foil/opportunity, problem, and solution. 4. Discuss together. How does this episode fit the typical model of all //Psych// episodes? What was the foil/opportunity, problem, and solution? 5. Introduce assignment: writing a screenplay. Explain brainstorming guidelines. 6. As a class, brainstorm ideas for TV episodes using our Morphological Matrix chart. 7. Instruct each student to select a character, foil/opportunity, problem, and solution from our session (or other ideas they come up with) and write a screenplay combining these elements. 8. Discuss the specifics of screenplay-writing such as scenes, character dialogue, and stage directions. Show a couple professional examples. 9. Give students time to work on creating their screenplay. FUN LESSON. I SUSPECT YOU WILL GET VERY ORIGINAL SCREEN PLAY.

__Lesson Plan 2__

 * Discipline**: English
 * Level**: 7-8 grade
 * Time**: 1 45-min class period
 * Strategy**: Wonderful World of Words


 * Objectives**:
 * The learner will develop creativity skills by generating an original representation of his or her “Rikki-Tikki-Tavi” vocab word.
 * The learner will work cooperatively in a group to create, rehearse, and perform a skit integrating each “Rikki-Tikki-Tavi” vocab word.
 * The learner will gain an understanding of each “Rikki-Tikki-Tavi” vocab word by taking notes on words and definitions, enacting his or her word and participating with others as the group plans and presents their skit.

1. Introduce the 6 vocabulary words for our upcoming short story through a powerpoint presentation and example sentences. Students take notes.
 * Description of the Strategy:**
 * __revived__- v. came back to consciousness
 * __draggled__- adj. wet and dirty
 * __flinched__- v. moved back, as if away from a blow
 * __mourning__- adj. feeling sorrow for the death of a loved one
 * __consolation__- n. something that makes you feel better
 * __cunningly__- adv. cleverly

2. Explain instructions for Wonderful World of Words. Each student must say his or her part and only this part. They may repeat their parts as many times as they want to and in any volume or tone of voice. Their object is to convey the meaning of the word in the way they say it. Pass out scripts. Scripts will begin with the narrator introducing words: “Welcome to the Wonderful World of Words. Words tell stories. Words describe emotion. Let’s explore the wonder of words. 3. Group students into clusters of 7: 1 person per word and a narrator. Students rehearse for 2-5 min, deciding which person will say each word and how. 4. Each group presents. 5. Challenge the groups to now go a step further and not only say their words but act them out. Give students examples of weaving their words into a story. 6. Students rehearse for 5-10 min. 7. Students present their skits. 8. Debrief. What was similar about the presentations? What was particularly interesting or unique? 9. Review. See how well students have learned their vocab words by calling out a word and asking students to give the definition without looking at their notes. IMP

= ASSIGNMENT 3: Class Participation and Reflections =

=
 Scott Berkun and Ken Robinson address our educational system’s lack of creative skill development. In his article “The Creativity Crisis,” Scott Berkun asserts that project-based learning helps students develop creativity skills. He points out, however, that project-based learning is rare at most levels of education. Berkun concludes that teachers need to be trained differently in order to incorporate more project-based learning in the classroom. Ken Robinson, in his TED Talk about schools killing creativity, claims that in our school systems creativity is as important as literacy and should be treated with the same status. In reality, though, schools destroy students’ creative capabilities by instilling within young minds a fear of being wrong. Both Berkun and Robinson bring to light the need for change in developing students’ creativity. =====

=
 I nurture creativity through lessons, assessments, and classroom environment. During our study of //Julius Caesar//, I encourage my eighth graders to act out their interpretations of various scenes, often incorporating a creativity-sparking element: no talking, the use of a particular prop, etc. Creative writing assignments, including survival stories and concrete poetry, have inspired my seventh graders to create delightfully imaginative pieces. I further invite both my seventh and eighth graders to help decorate our classroom, bringing in and displaying their artwork and writing. These activities, assessments, and invitations have opened my eyes to the talent my students possess and the creativity of which they are capable. =====

=
 However, after reading Berkun’s article and hearing Robinson’s talk, I am convinced that I am not doing enough to develop my students’ creativity. I would like to learn some practical ways to focus more on creative skill development in my classroom. For instance, I am interested in exploring project-based learning, learning how to encourage students to be risk-takers rather than mistake-fearers, and developing ways to embrace students’ different learning styles. I look forward to challenging my students in new ways as a result of taking this course. ===== I THINK THE READINGS AND ACTIVITIES HELPED REACH THE GOALS YOU SET FOR YOUR OWN LEARNING IN THIS COURSE.

__**Group Definition of Creativity**__


YOUR DEFINITION AND ITS REPRESENTATION MAKE PERFECT SENSE. WE SO ENJOYED IT.

__**Block Busting**__
Although I've experienced emotional, cultural, and environmental blocks to creativity, I think the block that most affects my teaching is a perceptual block. Especially at the start of my first year teaching this year, I tried to run my classroom like I'd seen my cooperating teachers do during student teaching, as my favorite high school teachers taught, and as my professors had instructed me. My perceived block is "this is the way to teach because this is the way I've been taught." I had some great models and certainly it's beneficial to apply what I've learned from them. At the same time, I need to be willing to experiment with new ideas of my own. As the school year progressed, I branched out a bit, but with growing confidence and increased experience, I look forward to breaking through my perceptual block and being more creative in the year to come. ALL YOU NEED IS THE COURAGE TO TAKE A RISK. START SMALL AND ENJOY YOUR SUCCESS.

__**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? CREATIVITY ABOUNDS, EVEN IN THE FIELD OF MATH. GREAT PROBLEM FINDING AND ELABORATION!!!! = ASSIGNMENT 4: Creativity Socratic Seminar =

TED Talk: Steven Johnson, "Where Good Ideas Come From" Playworks, "The Value of Play in the Workplace"/ Donald Latumahina, "9 Lessons Richard Feynman Taught Us About Creativity"

Entry Card Questions: 1) The Playworks article offers ideas for playing in the workplace. What are ways to integrate play into a secondary classroom? 2) According to research from Kevin Dubar, people get most creative when they talk together about their mistakes. How can we help students see mistakes not as failures, but as learning opportunities? How can we model that in our teaching?

EXCELLENT AND BASED ON YOUR READINGS AND VIEWINGS.