Maria+Soleda+Robalino

Email address: soledadrobalino@yahoo.com

=**Assignment 1: Scavenger Hunt**= media type="youtube" key="hD_gDuATPtA" height="315" width="420"

REFLECTION: The scavenger hunt was a great opportunity for me and my group to see creativity on everyday activities and life. In class we talked a lot about how creative people think and where creative ideas come from, also how the environment affects us and specially about how our students may be those creative thinkers but we as teachers don't realize it. And for me the scavenger hunt gave me the opportunity to focus my attention on the real everyday creative ideas and people. Throughout the activity everyone contributed, some people were good at organizing the group, others were really good at paying attention to what sorrounded us and finding creative things all over the place. I think I contributed a lot at helping everyone find an agreement on the pictures we were going to use and also by guiding the process of creating the video because of my tech skills.

At first we decided to stay at school and there I thought we really challenged assumptions. At first I thought we were not going to find very creative stuff there, but then I found staying at school very valuable because even though I walk through those halls every day I never realized how many creative things and people we have around and made my mind look at the school campus in a very different way, like a place full of possibilities. Then we we went to Mall El Jardin, we couldn't find someone creating something, until we saw a guy who was sketching but also using a computer at this cafenet, so I took the risk of asking him what he was doing and he turned out to be a graphic designer who was working on creating an advertisement for a farmaceutical company. We took the advantage of chance because this person new so much about the creative process, interviewing him was very interesting and we were lucky to find him.

In the end we found all ten items in the list: - a couple walking out of the cafeteria, they are graduating and will be going to different schools after the summer, so this Shakespeare coul write about. - a playful irl in kindergarden would be an inspiration for Mozart's composition because of the theme of joy. - we saw flexibility through a pvc tube used as a scissors holder or a way to hear yourself when you read, and tires used as garden pots. - aproblem that was solved creatively was the plant hanged up with yellow danger strip. - the art we found in a window high up in a classroom as a painting and also ampainting in the bathroom. - the inanimate object was the head of a horse that communicated to children the possibilities of adventure when playing. - the pIcture of three girls, some with special needs, huging could be the theme of a song of Ricardo Arjona talking about love and friendship. - the interview to the graphic designer - the maintenance people always move chairs from one place to another, but this time they were creative and placed the chairs in a cart in a way that could hold a lot of them at the same time, it reminded us of playing Tetris. -the problem that needs to be solved was the humidity on the wall and the old pipes leaking. I LOVE HOW YOUR REFLECTION SHOWED YOUR GROWING AWARENESS OF THE MANY FACETS OF CREATIVITY. I AM EXTREMELY PLEASED THAT YOU RELATED YOUR HUNT TO THE COMPONENTS OF BARRON AND EISNER'S WORK. BRAVO.

=**Assignment 2: Application of Creative Strategies (lesson plans)**=


 * LESSON PLAN 1:**

Maria Soledad Robalino and Rebecca O’Brien

Discipline: Humanities/Technology

Strategies: Attribute Listing

Objectives: Define and describe the different branches of Christianity that were created during the Reformation.

Essential Question: How do the branches of Protestantism differ from one another?

Description of the Strategy:In attribute listing, the students list the attributes of an object, idea, or in this case a branch of Christianity. Students can then combine the attributes in order to come up with a new branch of Christianity.

Implementing the Activity: 1. Students will be divided into groups of three, and will select a type of Christianity from a hat. 2. Each group will make a list of three-five attributes of that make this type of Christianity unique. (This can include beliefs, opinions, rules or leaders.) 3. They will write these on separate pieces of paper or cards. 4. Students then will come to the front of the class and paste their attributes on the board. 5. The teacher will then ask the students to look at all of the attributes on the board, and choose five that they would want to use to create their own version of Christianity. 6. Each group, after having selected and created a new version, will have to present in virtual form using any technological tool to present and defend their choices in front of the class. They will have to justify their decisions by explaining how this combination of attributes makes their branch the ‘truest’ form of Christianity.

Evaluations: Teacher will verify the attributes of each group’s original list, to make sure that they defined all of the unique traits of their branch. In the presentation, the teacher will observe the students reasons for choosing and defending the five attributes they chose, and how well they describe these said attributes in the new religion. I THINK YOU MADE GOOD USE OF THE IDEA OF ATTRIBUTE LISTING. THIS WILL BE INTERESTING IN THAT THE KIDS WILL NEED TO FOCUS ON THEIR OWN VALUES.


 * LESSSON PLAN 2**

Maria Soledad Robalino

Discipline: MYP technology

Strategies: Discovery center or problem solving

Objectives: Finding a problem through the discovery center and solving it in a creative, feasible way.

Essential question: How can I use the MYP Design Cycle to find and solve a real problem creatively?

Description of the strategy: In the discovery center the teacher prepares a variety of materials about a topic for students to focus their learning on one of them based on their own interest. And problem solving, the students will analyse a problem and find feasible ways of solving it.

Implementing the Activity: 1. Students will have a class discussion about global issues. 2. The students will find something interesting to them in the discovery center about global issues. 3. Based in their interest, students will use the MYP design cycle to solve a problem they found and then follow the stages of investigate, desing of a solution, planning of the solution, creating a creative solution and then evaluating themselves and their solution. 4. Students will present their projects to the rest of the class.

Evaluation: Teacher will assess their work based on the reports of each stage of the design cycle and checking for reflection on the matter, teacher will evaluate the outcome of their project and if it solves the problem they focused on.

AND WHAT CREATIVE STRATEGY FROM THE LIST IS HERE. I AM NOT SURE WHAT THE DISCOVERY CENTER MIGHT CONTAIN AND HOW THAT WILL GENERATE CREATIVE ALTERNATIVES.

=**Assignment 3: Class Participation and Reflections**=

**A. PRE-ASSIGNMENT:**
//**PRE ASSIGNMENT FOR CRS 560Module One: Why is studying creativity important?**// //**As a background for CRS 560 you are to do the following 5 per assignments.Write a summary of five main points you find compelling from these articles.**// There were five ideas that I thought were very important in these articles. The first one was the definition they came up with for creativity, which said that creativity is original and useful ideas. I believe this is true because if students find a way to use their ideas and find a real world application to them, the learned content will last longer and will be more significant. The second idea I found interesting was the problem solving method. This allows students to build skills for the future, because when they graduate the first thing they will apply in any field is solving problems in creative ways. The third idea is the projects method of learning. I like this one because it engages the students and lets them find the challenge interesting enough to solve it in a creative way, because as the article said projects are open ended. The fourth idea I liked from the Ted Talk, was the idea of educating the whole person, not only their heads and brains. All kids are talented in different ways and by focusing on one type of talent we are avoiding creativity through other means. And the last idea I liked is the one of nurturing creativity instead of undermining it, because I agree on the fact that schools do try to fit students into a mold instead of creating opportunities for them to improve or discover their talents. THESE ARE FINE POINTS YOU CHOSE TO IDENTIFY. I AM PLEASED THAT YOU INCLUDED YOUR RATIONALE.

//**Discuss how you nurture creativity in your students currently. Provide concrete examples.**// I teach MYP Technology class and the objective of the class is that the students learn to solve problems. For this students use the design cycle. So I always work with my students on projects based on problem solving. At the beginning of a unit we have a class discussion about an issue or problem and then I give them the challenge of solving the problem. In the process the students have to investigate, design solutions, plan, create their solutions and the evaluate them. No matter how they try to solve the problem all students will learn about the topic and learn to use new technological tools to do it. In one of my units we talked about children with sensory disabilities and how here in Ecuador we don´t offer them toys that give them learning opportunities and are stimulating. So the challenge was to create a toy that provides a learning opportunity or stimulates a kid with a sensory disability. I WISH I KNEW MORE ABOUT THE DESIGN CYCLE. BUT I WOULD LIKE YOU TO THINK ABOUT HOW THE TOOLS WE EXPLORED IN CLASS CAN HELP WITH THE DESIGN CYCLE IN TERMS OF COMING UP WITH A UNIQUE SOLUTION OR DESIGN. I WOULD THINK SCAMPER WOULD BE SOMETHING YOU WOULD WISH TO INCORPORATE.

//**Finally list three understandings or skills you would like to learn in this course on Creativity.**// Different strategies to promote creativity./ I DO THINK WE COVERED LOTS OF THEM THAT WOULD WORK FOR YOU!!! Ways of grading creative projects. YOU COULD ALWAYS USE ONE OR MOR OF THE FOUR CRITERIA: FLUENCY, FLEXIBILITY, ORIGINALITY, AND ELABORATION O Differentiation in creative projects. CHOICES WORK

**B. GROUP DEFINITION OF CREATIVITY**:


GREAT IMAGE.

**C. ADVERTISEMENT TED TALK:**
TED Talk Thomas Suarez GLOGSTER, Group: Maria Soledad Robalino, Maria Helena Cobo, Ken Hadden http://solerobalino.edu.glogster.com/thomas-suarez-ad/

YES, YOUR POSTER WORKED. WASN'T THAT A GREAT TED TALK **D. BLOCK BUSTING ACTIVITY REFLECTION:**

//Consider Joshua in his box. What constitutes your box? In short talk about your blocks to creativity: include environmental blocks. Also, conclude with what you learned about yourself when participating in the activities in class. You can include images if you like.//

I think my box is constituted by the type of class I have, I teach Technology MYP and it ca be very creative, but since I have to teach and cover a curriculum from computers too, that limits a lot of my teaching opportunities. I think my most frequent block is cultural or perceptual because everybody thinks that the class I teach is a computers class where the kids are supposed to learn how to use a computer, qhen in fact the class is a problem solving class. So it is difficult for me to try more creative stuff when I am bind by a computers curriculum. After doing the activities in class I can conclude that outside my class I do have an emotional block because of the fear to make a fool of myself, but I realized that after the activities and because of the nature of them I could overcome that block in a safe way. I THINK YOU NEED TO TAKE A RISK AND INCORPORATE THE STRATEGIES INTO THE DESIGN CYCLE. CREATIVITY CAN BE BOTH PROCESS AND PRODUCT. SEE WHICH FITS BEST FOR YOUR SITUATION.

E. MATH PROBLEM:
Masato is a tourist guide on his spare time. He receives a call from some tourists. They need a guide for three groups of twenty three tourists that come from different countries. They wish to visit Masai. How many tourists does he need to guide in a week to earn US 126? He charges US 13 per hour. Since it is a large group he usually offers a 10% discount. Finally he needs to know how much he will earn in shillings. The currency change at the moment is 85,23 shillings are equal to US 1. GREAT PROBLEM FINDING HERE. LOT'S OF GOOD ELABORATION WHICH WILL MAKE THE PROBLEM SOLVER THINK HARD.

=**Assignment 4: Creativity Socratic Seminar** = Ted Talk main ideas and focus: Person: motivated by personal interest in technology and Steve jobs, does multiple things at the same time. Product: Apps for the App Store, like earth fortune and Bustin Jieber Process: he learned new programs and did many try out apps firts. Press: adults do not know how to do apps and are not very supportive sometimes. But he got encouragement from family, friends, teachers and people from the App Store.

He wants to change education through the Ipad use in schools.

Article "The Creative Personality" Person: -exitment of the task, -ability to adapt, -use of resources they have to achieve their goal, - complexity:  > great physical energy - quiet and at rest, sleep a lot  > smart - naive (IQ 120) / wisdom - childness. / convergent (rational).- divergent (fluency, flexibility, originality and elaboration)  > playfulness - discipline <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > imagination and fantasy - sense of reality <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > extroverted - introverted <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > humble - proud <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > androgyny (no rigid gender role) <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > rebellious or risk taking - conservative <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > passionate - objective <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;"> > openess and sensitivity - isolation

<span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;">Questions: <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;">1. How can one recognize a creative thinker? <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;">2. What aspect of creativity was shown in the article you read? <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;">3. How can the charactersitics of a creative person help you differentiate a class lesson? <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-text-size-adjust: auto; background-color: #00ffff; border-collapse: collapse;">THIS IS A GREAT QUESTION <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; -webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969); -webkit-text-size-adjust: auto; border-collapse: collapse;">4. How can we nurture creativity in students?


 * //To do during the seminar//**:

Tallying partners responses and kinds of questions Noticing who is responding Comments found interesting Good listening

<span style="display: block; font-family: Arial,sans-serif; height: 90px; left: 36px; margin-bottom: 0px; margin-top: 0px; position: absolute; top: 21px; width: 648px;"> GLAD TO SEE THAT YOUR QUESTIONS REFLECTED YOUR SOURCES OF INFORMATION FOR THIS ASSIGNMENT. <span style="display: block; font-family: Arial,sans-serif; height: 90px; left: 36px; margin-bottom: 0px; margin-top: 0px; position: absolute; top: 21px; width: 648px;">