Tricia+Bastidas

E-mail: tbastidas@alliance.k12.ec

= ASSIGNMENT 1. Scavenger Hunt to Iñaquito Market = Group Video:

@http://www.youtube.com/watch?v=R2ri62zN2xU&feature=plcp

1. **Someone doing an ordinary thing in a creative way:** When we were driving in the car we found a person who stacked his DVD on the wall because he had no shelf to put them on. I had seen this many times, but it never occurred to me that it was creative. 2. While walking around in the Iñaquito market we found **three examples of flexibility:** -Little boys kicking a bottle cap as a soccer ball. It reminded me that kids will look for anything to play with. -A lady sitting on a bucket. I thought that when someone is tired they will use anything to sit on to get a rest. -A motorbike with a crate on it, holding items. I thought that the crate did not look very secure on the back of the motorbike with just the rope tying it down. What would happen if the rope gave way? The driver would lose all of his merchandise. 3. **An art form in an unlikely setting:**Red balloons were put together to create a heart shape which was rare because it was not Valentine´s Day. Walking in some places of the market it looked like a mini church. There was a painting of an angel on the wall in the middle of the food market.

4. **An inanimate object communicating in an original way:**There were various displays of baby Jesus throught the market which communicated the importance of their religion.

5. **Find a problem that has been solved in an original way**: In side the market, a woman was standing on a crate so her feet would not get wet from when she watered down her glass display. 6. **Find something that Shakespeare would write about:** Inside the market, we found that the flames from a stovetop could represent the burning passion of someone´s love. We found that flowers could represent the beauty of life. We found a ray of sunshine that was just about to set behind the Pichincha Mountain could represent that life is not eternal. 7. **Find a problem that needs to be solved:** Inside the market, we found electrical cords hanging outside its box. We all laughed because this is a common problem throughout Quito. 8. **Find a basis for Mozart's composition:** While walking in the market, we heard the sound of a man sweeping the floor with a broom. The sweeping sound could create a background sound for one of Mozart´s pieces. Also, we heard the sound of coins being dropped while being counted. It created a tack, tack sound, a good steady rhythm to make music. 9. **Find something that your favorite singer would sing about:** While walking in the market, we found these little girls who were playing dolls on a long bench. They were pretending that the bench was the doll´s bed. I imagined that this could be the setting for a mother who is working so hard for her daughters. Even the daughters emulated the mother´s hard work in their play. Any country singer, like Randy Travis, would sing about a mother´s daily grind. 10. ** Interview: ** After walking around the market, Freddy Torres interviewed a seamstress who worked inside the Iñaquito Market. The interview was transcribed by Maria Veronica Perez.

__** Reflection: **__ I felt my talent was best seen in helping find the items. Some things that seemed clear to me did not make sense to the others and sometimes vice-versa. As we discussed our points of view we were able to appreciate one another´s thinking. I could relate to the people´s need, that if you don´t work, you don´t eat. I appreciated their products as I am a fruit lover. __ People: __ People are at the Iñaquito Market to provided services and other people go to the market to get their needs met. __ Process: __ The workers have to prepare their fruit and vegetable stands. They have to wait to make sales and tear down their stand at the end of the day in order to clean up. This process is repeated daily. __ Product: __ The products they sell are: flowers, fruit, vegetables, meat, soup, rice, etc. __ Press: __ With their hard work in the market they hope to provide for their family´s needs. They try to make ends meet regardless of how their day turns out. People depend on them; they are a part of an important process in life.

INTERESTING REFLECTION. I DID WANT YOU TO TALK MORE ABOUT YOUR PROCESS IN TERMS OF BARRON AND EISNER--WHEN DID YOU TAKE A RISK? WHEN DID YOU BEGIN TO SEE THINGS IN NEW WAYS? ETC. WHEN YOU LOOK AT PROCESS IN TERMS OF THE FOLKS AT THE MARKET, YOU ARE LOOKING FOR THEIR CREATIVE PROCESS, HOW DO THEY GET IDEAS, ETC.

= ASSIGNMENT 2. Application of Creative Strategies: =

__Lesson Plan 1__ by Maria Veronica Perez and Tricia Bastidas

 * Discipline:** Language Arts **Topic:** Adjectives
 * Strategy:** Imagery
 * Essential Question**: How does a spider make me feel?
 * Objectives:**


 * **Understand the relationship between nouns, verbs and adjectives.**
 * Imagine a story that can be described using adjectives.
 * Identify what descriptive words are for.
 * Description of the Strategy:**
 * Description of the Strategy:**

Imagery is a strategy that can be used to help students form mental images of an idea or situation. Students can benefit from this strategy by reflecting on their prior knowledge of a spider.


 * Steps:**


 * 1) Brainstorm words that can describe a spider. Write them on the board as they say them aloud.
 * 2) Identify the written words as nouns and adjectives.
 * 3) Imagine this spider is in your hair, hand, stomach, toe and favorite food.


 * Implementing the Activity:**

WHEN YOU USE IMAGERY YOU NEED TO HAVE THE CHILDREN CLOSE THEIR EYES AS YOU DESCRIBE THE IMAGE. LIKE THIS. THE SPIDER IS CRAWLING UP YOUR STOMACH WITH ITS LONG LEGS. HOW DOES THAT MAKE YOUR SKIN FEEL? THE SPIDER KEEPS GOING AND TICKLES THE TINY HAIRS ON YOUR SKIN? ARE YOU GIGGLING? WHAT DOES IT FEEL LIKE? THE SPIDER STARTS TO WHISPER AND YOU FEEL IT ON YOUR SKIN? ETC THEN YOU BRING THEM OUT OF THE GUIDED IMAGE AND HAVE THEM SHARE WORDS THAT EXPLAIN HOW IT FELT. THEN THE CHILDREN CAN USE ALL THE WORDS FROM THE LIST TO CREATE A DESCRIPTIVE PARAGRAPH USING LOTS OF ADJECTIVES.
 * 1) Prior to the lesson, students already know what a noun and a verb are. Students recognize the two parts of speech in the 1st grade book.
 * 2) Students brainstorm words that are related to a spider.
 * 3) They will find a card under their chairs and group by the icon on the card. There are five groups hair, hand, stomach, toe and favorite food.
 * 4) Place students in different sections of the classroom and ask them, How would you feel if you have the spider on your hair, hand, stomach, toe and favorite food?
 * 5) Students imagine and share ideas as a group and draw how they would feel.
 * 6) Individually, students will write two sentences of how he/she would feel about the spider.
 * Assessment:**

YOUR OBJECTIVES ARE ABOUT ADJECTIVES AND ABOUT RESPONDING FLUENTLY TO THE IMAGE PRESENTED.
 * 1) Does the student participate in the brainstorming process?
 * 2) Does the student list people, places, and things as nouns orally?
 * 3) Does the student list action words as verbs orally?
 * 4) Does the student describe how he/she is feeling by drawing a spider?
 * 5) Does the student write two sentences of how he/she would feel about a spider?
 * Follow-up:**


 * -Students could hunt for a spider outdoors and then observe the live spider while it is held within a glass jar. They could record its actions by using adjectives.**


 * -Students could study a spider by placing it in different glass jars that have: water vs. dirt, with food vs. no food, daylight vs. darkness, ect. connecting it to a Science theme.**

__ Lesson Plan 2: __ by Tricia Bastidas and Maria Veronica Perez

1. Discipline and Topic: Reading and Writing / Animals 2. Learning outcomes for lesson in relationship to unit goals: __ Essential Question: __ How can a character be developed in a new setting? __ Objectives: __ -Write a descriptive story based on characters from the Reading Unit. -Write a story that establishes a clear character, setting, problem and solution. -Write the beginning, middle and ending of a story. -Use descriptive vocabulary to elaborate on reading characters. 3. Strategy and rationale for strategy use: Morphological Matrix can be helpful for students to review the various characters that have been read throughout a Reading unit. Since the original stories only give the students a bit of background knowledge about the characters they can have fun using descriptive vocabulary, as an author, to create the characters more elaborative. They can be creative by placing different characters in alternative settings other than the original one. Students can use vivid adjectives to make their stories more interesting. Since there are so many variations that can be written, students can continue writing about the Reading characters in their free time, for the pleasure of writing. 4. Description of strategy that includes outlining the steps involved: The Matrix allows students to create a variety of stories and outcomes by combining a character with a different setting, problem and solution. Step 1: Create a Matrix with different categories. Put headings to label the categories, for example: character, setting, problems and solutions. (see illustration below) __Reading CharactersMatrix__


 * Reading Character || Setting || Problem || Solution ||

Step 2: The Matrix is filled-in by brainstorming ideas: __Columns One - Four:__ Each category is filled-in with different ideas. Step 3: Students choose one item from each category to make a unique combination. This combination is the source of the student´s writing sample. Step 4: Students can repeat Step 3 by choosing another character, setting, problem and solution in order to create a new combination and story.

5. Description of how you would implement and assess the activity: To begin, activate prior knowledge by asking the students about the characters that existed throughout the Reading unit. Introduce the Reading Characters Matrix. Explain that the class is going to create stories by using a Matrix. Review the writing objectives. Encourage the class to think of ideas to complete the four categories on the Matrix. First, ask students to provide the names of important __characters__ from the Reading unit. Then ask students to brainstorm various places to be used as __settings__. Have students think of some __problems__ that the characters could have. Lastly, students will need to provide some possible __solutions__ to the problems. Once the Matrix has been completed explain to the class that they need to choose a character, setting, problem and solution from the Matrix to write a story. They should write a beginning, middle and ending, and they should use as much descriptive vocabulary as possible to develop their character and story. Teacher´s Evaluative Questions: Does the student write a story that includes a character from the Matrix? Does the student write a story that includes a setting from the Matrix? Does the student write a story that includes a problem from the Matrix? Does the student write a story that includes a solution form the Matrix? Does the student write a story that has a beginning, middle and ending? Does the student write a story that has descriptive vocabulary? 6. Reflection: How did the lesson help students be more creative? What did you notice? What would you extend or do differently next time.

**// Predicted outcome as this lesson has not actually been given yet: //** I predict that the Matrix would give a variety of choices for the students to choose from so there would be no two stories alike. I believe the Matrix would give the students structure in writing their stories so they would not leave out an important element like the problem or solution. I would expect them to be creative on their own. I would expect most of the class to not need much of a push to use the combinations of the categories. However, I would expect that a few students would want to be reassured of their choices by asking if they are okay. I would give the class an opportunity to read their stories out loud and see if they appreciate listening to other students´ stories. In the future, I would have students brainstorm settings that are not on earth. Also, students could add make-believe characters to the Matrix. Plus, students could act out their stories instead of reading them to each other. Students could make the story´s solution based on the use of different modes of transportation.

** Possible Matrix Outcome: ** __ Reading Characters Matrix __ = SOUNDS LIKE A FINE ASSIGNMENT. THE STORIES SHOULD BE UNIQUE AND INTERESTING. I AM NOT SO SURE YOUR LEARNING OBJECTIVES CAPTURE THE ESSENCE OF THIS ASSIGNMENT. IT REALLY IS ABOUT THE RELATIONSHIP AMONG THE CHARACTER, PROBLEM AND SOLUTION. = = ASSIGNMENT 3. Class Participation and reflections = 1. Pre Assignment:
 * Reading Character ||  Setting || Problem ||  Solution ||
 * Little Duck ||  Zoo ||  Sickness || Sunny Day ||
 * Stan the Owl ||  Farm ||  Hunger || Strawberry Patch ||
 * Shrinking Mouse ||  School ||  Rainy Day || Birthday Party ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Max the Cat || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Park || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> All alone || <span style="display: block; font-family: Arial,sans-serif; font-size: 16px; text-align: center;">A Special Visitor Comes ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Big Billy Goat || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Home || <span style="display: block; font-family: Arial,sans-serif; font-size: 16px; text-align: center;">Too small in size || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> The gift ||

The first point that called my attention was when Sir Ken Robinson said the quote that we are all born artists and that the problem is to remain an artist as we grow up. He also said we do not grow into creativity but out of it. I can relate to this because something from my youth to this present time has changed, and I would not consider myself very creative now. At first I thought being creative was just about art, in the form of painting or sculpture, rather than in the form of thinking up an original idea. Unfortunately, trying to complete university sometimes has students going down a path just to complete the grades rather than going for the pleasure of learning and growing as a person. YES, I AGREE WITH YOU AND THAT IS UNFORTUNATE. Another point that I found compelling from Robinson´s presentation was his description of where the Arts are placed in our educational system. He mentioned that the Arts are found on the bottom and the useful subjects for work are at the top. I can recall a similar example of this when working at a public elementary school as the core subjects of Reading, Writing and Math were given big blocks of time of 2 ½ hours. The other subjects were still expected to be taught, but mysteriously, since there was such little time left after the big block. Despite the huge emphasis school districts have on literacy, Robinson says that creativity is as important as literacy. He also included that children are frightened of being wrong. From my experience covering state standards puts a big pressure on teachers in order to have students reach grade level and score high state tests. Children are trained to take tests and fear of being incorrect. The educational system really does put a lot of emphasis on literacy but unfortunately overlooks the importance of creativity. The Third point I found intriguing from Robinson was his point about the academic inflation. That in the next 30 years more people will be graduating with an education than ever before but degrees are not worth anything because the students that are receiving degrees only return home to play video games. Their earned degree is no longer appropriate because the job requirements have changed. I found this crushing to think that the whole system that seemed to be so promising like, get an education so make something of yourself, is over. This also brings a little bit of insecurity to think that we really do not know where it is all going. However, Scott Berkun makes a reference to Po Bronson´s article, “The Creativity Crisis”, about project based learning that students can be successful by being creativity, which seems to be a positive direction for education. Some points that Berkun mentions that are not covered in Bronson´s article are that teachers need to be trained differently and that teachers need to play a different role with their students. I am concerned that even though project based learning seems to be effective teachers may not want to make an effort to teach beyond rote memorization and fact recall without the proper rewards. Robinson left a lasting impressing about the responsibility we have to educate the whole being for the future and to rethink the fundamental principles of how we are educating our children. He said we need to see our creative capacities for the richness that they are, to see children for the hope that they are, and to celebrate the gift of the human imagination so our children can face the future and make something of it. This offers a big challenge for change but it is very inspiring to think that we can make a difference. THANK YOU FOR YOUR VERY THOUGHTFUL DISCUSSION. NOT ONLY DID YOU SELECT IMPORTANT POINTS TO DISCUSS, YOU ALSO COMMENTED ON WHY THEY WERE INTERESTING TO YOU. I APPRECIATE THIS ANALYTIC THINKING. As a first grade teacher I try to encourage creativity in Literature, Writing, Math, Social Studies. First of all, in Literature when my students are introduced to a new story I have them make oral predictions about the story and create alternative endings. Often they just used the title to base their prediction and said the same thing that the other students said. As I worked with them I was able to teach them that they can use the cover ´s picture (or not) to elaborate their prediction. Also, I taught them that their prediction does not have to be correct. Many times they would copy each other´s prediction out of fear of being wrong. So when I encouraged them to say something different than anyone else and to not worry about being wrong they were able to come up with more unique ideas. PERFECT As for alternative endings, this is always a challenge for them because they want to keep it so similar to the original text but once they get going it can be a lot of fun for them to hear another person´s outcome for a story. YES, IT IS EXCELLENT TO ENCOURAGE CREATIVE RESPONSES. Second of all, in Writing they are encouraged to use their Spelling words to make creative stories. Sometimes they write silly stories and they really do have to be creative in order to get all the words into their writing. They even go one step further by sharing their writing with each in a presentation. The students sit in a circle on the floor while the reader presents his/her story (we even have popcorn to make the event all the more special). This allows the students to hear each other´s ideas and become more creative for the next time. Plus, they give positive feedback by telling what they liked about each person´s writing. GOOD IDEA AGAIN In Math, I´ve encouraged my students to find patterns or number sequences in their environment. Even using the date (such as 4-8-12) they call out their observation of even numbers. Specifically, they created different shapes to make up different pattern units. They would use different pattern units like ABAB, ABCABC, ABCD, or AABB in order to ask a classmate if they could figure out the pattern unit. At first they started by using basic shapes like triangles, squares, etc. then they used anything from horizontal/vertical squiggly lines to a crown with diamonds on it. Just recently, we were studying symbolism in Social Studies and the class had to create their own flag by selecting its colors and symbols. They were given the opportunity to share their flag with the class and explain their choices for its design. I have seen that with first graders they have to be given some basic ideas in order to be creative because for some it does not come natural. Creating a safe atmosphere where they can take risks seems to be essential for them to want to be creative. SOUNDS LIKE YOU HAVE CREATED A CLASSROOM ENVIRONMENT THAT ENCOURAGES CREATIVE THINKING.
 * Summary of Main Points **
 * Nurturing Creativity **

First, I would like to learn about how to evaluate students on their creative performance, in general, and in project-based learning. Second, I would like to learn about the brain´s role in creativity, divergent and convergent thinking, and which myths about the brain interfere with creativity? Third, I would like to learn how to not damage students´ creativity. I HOPE THE ACTIVITIES, READINGS, AND CLASS DISCUSSION ANSWERED THESE QUESTIONS FOR YOU.
 * Course Expectations **

2. Group Definition of Creativity (Saturday):



Our definiton of creativity had to do with the comparison of cooking: Creativity is using basic ideas in order to make something new. We grouped the 40 words into 5 categories: Basics,Tools, Process, Effects and Negative Perceptions. The Basics in creativity would be the ideas as in cooking they would be the ingredients. The Tools in creativity would be the concrete things used to create something like color as in cooking they would be the utinsils. The Process in creativity would be the steps taken to produce the product as in cooking it would be following a recipe and the actually baking in the oven. The Effects in creativity would be the product as in cooking it would be the cake. The Negative Perceptions in creativity would be the criticism as in cooking it would be the cleaning up of the dirty dishes. GREAT METAPHOR FOR DEFINING CREATIVITY. I DO HOPE YOUR CUPCAKES HAVE DIFFERENT FILLINGS AND FLAVORS OTHEWISE WE WOULD HAVE CONVERGENT CUPCAKES.

3. Block Busting Activities (Monday):

__ Barnyard game: __ This activity was fun. I felt I let down my guard and roamed around looking for other cows. I tried to get other cows to join together in order to create a herd of cows. I tried this exercise with my students and it really helped them in releasing energy. Plus, it was perfect because we had just finished a story about animals. __Gift giving:__ As for me, this activity was more challenging because I was standing face to face with a person, and I didn´t know if my ideas were good enough. The other person seemed like a leader and took initiative which helped me out a lot because I was able to play off the other person without having to worry about being so original. __The Wonderful World of Words:__ I was able to get into this role rather easily. After a group discussion each person accepted his part, and it was left open for the person to perform it the best of his ability. I liked my part because I was able to use a witch´s voice. It reminded me of a time when I narrated the witch´s voice in __The Lion, The Witch and The Wardrobe__. The children really seemed to like that crackly old witch´s voice.
 * __ Words that describe Joshua in his box: __** entrapment, frustration, surrender, break through (the hole in the box), escape, blowing off the old box, freedom, regret (the tear), habitual box from within, back to entrapment.
 * __ Blocks of creativity (environmental blocks) / what is your box: __** I feel my box is constructed of ritual. Even though I like creating new things, when it comes to the daily grind I feel that there are times when I will just choose a comfortable box to get through the day. For a while I felt that I had a limited amount of resources in my environment, but then I learned that the resources are available when sought for, it just takes time, energy and desire. FINE SELF AWARENESS. THAT IS ALL IT TAKES TO BREAK OUT OF THE BOX, SOMETIMES.
 * __ Learnings from Block Busting Activities: __**

__The Wonderful World of Words Scene Five:__ <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]

I AM PLEASED Y OU ENJOYED THE ACTIVITIES DESIGNED TO LOWER EMOTIONAL BLOCKS AND BE SILLY AND CREATIVE.

4. TED Talk Analysis (Tuesday):

TEDTALK-Shaffi Mather-A New Way To Fight Corruption

[]

__Constructs of Creativity__
 * People:** Shaffi Mather proposes a business to assist the helpless common man that has to pay a bribe just to get on with daily life. Greedy corporations take advantage of ordinary people.
 * Process:** There are 42 pilot cases of giving services of basic information like the Right to Information Act . (AGAIN YOU ARE MISUNDERSTANDING WHAT WE MEAN BY PROCESS--HOW DO HIS IDEAS EVOLVE IS THE FOCUS HERE.)
 * Product:** Full profit fee based services (website, call center, franchise office) that stop bribes and prevent corruption. Services help fight against the demand of a bribe for a fee that is lower than the bribe being demanded.
 * Press:** Each year one trillion dollars are paid in bribes; the effort to prevent corruption is worth the fight to hold onto dignity and making the world a fairer place.



Viewers will learn that there is a way to stop bribes and prevent corruption. There are services that cost less than actual bribes to help people get the things that they need without having to give a bribe in order to save one´s dignity. I LOVE THE PHONE NUMBER ON YOUR POSTER. CREATIVE INVITATION

5. Math Problem (Thursday):

__**Math Problem 3**__ ZACK the Massai Pre Warrior with “witch doctor” powers

The caller is complaining about his constipated cow causing a lack of manure for the fields.

To cure, the caller will need to purchase: 4 shiny beads, 1 bead = $ 1,00 5 shell, 1 shell = $1,00 2 metal medals, 1 medal = $15 1 lion tooth = $ 50,00 1 rabbit’s tail = $ 5,00 1 lock of human hair = $ 0,10 5 red beans, 1 bean = $ 0,25 1 toe bone of a bat = $ 100, 00 5 shavings of eyebrow hair, 1= $0,10

If a cow is worth $ 200,00 should patient buy a new cow or save his constipated cow?

Group members: Tricia Bastidas Monica Gamboa Dayana Boland Carla Amores Gabriela Larrea Margarita Delgado Veronica Perez Ximena Paola Branganza Liza Barba T HIS WAS SUCH FUN. YOUR GROUP CERTAINLY UNDERSTOOD HOW CREATIVITY CAN INSPIRE COMPLEX MATHEMATICAL THINKING. BRAVO = ASSIGNMENT 4. Socratic Seminar =

Entry Card Questions-

Question 1:The artist, Eva Zeisel, says that no negative impulse can produce any happy creation. How could this be relevant to creative blocks? WHERE DID THIS QUESTION COME FROM?

Question 2:The author of "The Creative Personality", Mihaly Csikszentmihalyi, wrote that people are either introvert or extrovert but creative people are both simultanteously. Can you think of ways people could exhibit both traits simultanteously? I DON'T THINK HE SAID SUMULTANOUSLY. AT TIMES ONE MUST BE INTROVERTED TO GET IDEAS, REFLECT ON WORK. BUT OTHER TIMES ONE NEEDS TO BE EXTROVERTED TO SELL THEIR IDEAS AND MAKE THEIR WORK KNOWN TO OTHERS.

__ Reflection __


 * People: ** I prepared myself for the Socratic Seminar by reading the article by, Mihaly Csikszentmihalyi in “The Creative Personality”. The article stated 10 traits that creative people have, and that each trait has its contradictory extremes. In simple terms, creative people have personality traits on both ends of the spectrum. I really found it interesting how some people could exhibit traits that are exact opposite from each other and have it not be called a double personality. I also became familiar with the TED Talk by Shaffi Mather, “A New Way To Fight Corruption”. It was about his new enterprise to stop bribes.


 * Process: ** I was curious about how a person could be an introvert and extrovert at the same time and wanted to bring this question to the table. Also I was wondering what it would be like to have Shaffi Mather´s enterprise here in Ecuador. To start off with, I felt like I had to be very alert of other people´s questions to avoid repeating a question that had already been said. I also had to be cautious not to reference information when it was not relevant to the discussion. I placed pressure on myself so I would get involved in the conversation right away, because I knew if I didn´t, I might tense up and not speak at all. The conversation took different turns and it really helped to look at the speaks´ facial expressions and listen to their verbal tones, in order to comprehend the depth of their message. I noticed that if a person did not jump in to talk they did not get to say what they wanted to. Overall, people were respectful with each other and heard each other out. AND WE SHOULD HAVE HAD MORE TIME SO ALL WOULD BE COMFORTABLE SPEAKING


 * Product: ** I was able to ask one of my two questions. As for the second one, I had to reference the writer from the question to make a relevant comment. Plus, I was able to give an additional comment (based on what I remembered reading from my article) that students are sometimes too closely tied to their work to be objective about and they need to distance themselves in order to be objective. I was not able to get any input on how the introvert and extrovert traits could be demonstrated simultaneously because we ran out of time.

YES
 * Press ** : As we reflected on the Socratic seminar experience, we talked about how we could do the seminar even with children of young ages. That the seminar is a good strategy for ending a unit to allow students to disclose what they have learned. The group agreed that the students would probably have to get used to the process before it would feel natural to them.