User Generated Education

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Posts Tagged ‘educational technology

Increasing Student Participation During Zoom Synchronous Teaching Meetings

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Due to Coronavirus, many schools are moving online, and teaching through Zoom meetings. If it is only being used to present content to students, then why not just record videos and have students watch them on their own? The value of Zoom meetings is that the educator can create synchronous interactive conversations and activities. My goal is to have all my students actively engaged throughout the meeting. Below are some the activities I have used during my. teacher education Zoom meetings although they can be adapted for any age group and age level (3rd grade and up), and in training professionals. Along with the tools that come with Zoom, I also use online web tools and applications to increase interactivity and engagement. All tools I describe below are free and work on any device, any browser.

Whole Group Discussions

Whole group discussions should be just that – discussions. I believe that the teacher can use this forum for short lectures but, again, they should be short as the power of synchronous Zoom meetings is that it permits interactivity and active learning. Questions about class content can be posed with student responses elicited through verbal responses and/or through the Zoom group chat.

A favorite whole group activity I do is to have a group video viewing party. For this activity, I begin with a short overview of the video and a question of what they should look for during the video. Student responses are put in the chat during and/or after the video.

Whole group activities and discussions can also be used for Breakout Groups follow-up to share what they discussed and did. In this case, I inform the Breakout Groups to decide on a spokesperson or two to report to the whole group.

Breakout Groups

One of the best tools in Zoom is the ability to put students into smaller, self-contained breakout groups. Some ways to use the Breakout Rooms include:

  • To discuss a prompt or questions provided by the teacher or another student.
  • To do online research about a given topic.
  • To discuss a real life scenario or case study. This can be done in a jigsaw strategy whereby different groups are given different case studies. When they are brought back into the whole group, each Breakout Group shares their thoughts and conclusions.
  • To create projects using some of the web tools such as Google Slides, webbing tools, or comics that I discuss later. Time is then given to each group to share what they produced with the rest of the class in a whole group setting.

Quizzes

My students of all ages, kids and adults, absolutely love the competitive, real time quizzes – Kahoot and Quizziz. Both of these online tools – applications have huge archives of teacher created quizzes. They also let teachers create their own and remix the quizzes other teachers have created.

Kahoot

Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, “Kahoots”, are multiple-choice quizzes that allow user responses.

Mentioned Kahoot and any student who has played it just lights up. I like using it at the beginning of a session prime students about what they will be exploring during the session or in the middle to re-energize them.

Quizziz

Quizziz offers self-paced quizzes to students. During my Zoom sessions, I do live Quizziz quizzes where the students answer quiz questions on their own yet compete with one another. It is similar to Kahoot but Kahoot is teacher directed, it displays the questions and answers on the teacher’s device; whereas Quizizz is student directed, it displays all the information on the student’s device.

Polling

Polling web tools can get real time information about students’ opinions, thoughts, and ideas which can be shared with them immediately.

Google Form

Google Forms can be used for student surveys and polling. More information about how to do this can be found at How to Make a Survey With Google Docs Forms. What I really love about using Google Forms for surveys and polls is that immediate feedback can be presented to the students through the response tab.

I like using Google Forms to check in with students and to inquire about what topics they would like to discuss.

Poll Everywhere

Poll Everywhere is a live student-response tool that offers whole-class participation and assessment through teacher-designed surveys, polls, and discussion boards. Tutorial guides can be found at https://www.polleverywhere.com/guides and video tutorials at https://www.polleverywhere.com/videos.

An example I did recently was polling the student teachers with who I work about special education services at their respective schools (see screenshots below).

Web Tools

There are lots of free, relatively easy-to-use web tools that students can use in Breakout Groups to create products about a class topic. The benefits of doing so include:

  • Students get to be creative during the synchronous meeting.
  • Creating products with visual elements helps deepen the learning.
  • Students have fun during the synchronous meeting.
  • Community is built as students work together on such tasks.

Before I give them their task and send them into their Breakout Groups, I give a screen share tutorial on how to use the tool. There are also lots of online video tutorials that can be shared with students.

As mentioned above, the smaller Breakout Groups share what they did with the whole group. To insure that the others pay attention, I ask them to share in the chat the favorite thing or what they learned from the smaller group presentations.

Shared Google Slides and Docs

Having students help create a shared Google slide show is one of my favorite activities. Individual or small groups are asked to take a slide of a shared Google Slide presentation to report on a given topic. I give some broad guidelines including finding and adding both content and images. The following video explains this process.

Below is an example that focuses on classroom management. In Breakout Groups, they were give a topic. Breakout groups 1 and 2 were given the topic. , groups 3 and 4 Classroom Environment, and 5 and 6 Instructional Strategies. They were given several online articles as references and also encouraged to use their own experiences.

Padlet – A Collaborative Sticky Note Board

Padlet is a website and app that allows kids to curate information onto virtual bulletin boards using a simple drag-and-drop system. Students, alone or in groups, can start with a template or a blank page and add videos, text, links, documents, images — basically anything — to the wall and organize it, like a page full of Post-it notes (https://www.commonsense.org/education/website/padlet).

I typically use Padlet as a whole group activity. What I like about it is that the students can easily see the responses, images, links that their classmates have posted.

For example, I love starting my first Zoom meeting with the Padlet: Time to Take a Selfie Icebreaker developed by Catlin Tucker. Below is one I did with a group of teachers with whom I worked.

Made with Padlet

I have also created and used Padlets for partner interviews, where they posted the results of their partner interviews, SEL strategies, technology in the classroom, classroom management, and collaborating with the community.

Collaborative Webbing – Mind Mapping

“A mind map is a diagram for representing tasks, words, concepts, or items linked to and arranged around a central concept or subject using a non-linear graphical layout that allows the user to build an intuitive framework around a central concept (https://www.mindmapping.com/mind-map.php).

I like to use Coggle in Zoom Breakout Groups. Coggle is an online tool for creating and sharing mind maps and flow charts. It works online in your browser. It is easy to use and permits real time collaborative.

To collaborate, one of the group members starts a Coggle and then invites others by clicking on the + sign in the upper right hand corner and sends email invites.

Below is an example the student teachers did in a breakout about SEL strategies for the classroom.

Comic Creator

Students can be asked to create a comic strip in their Breakout Groups to depict a given topic. My favorite is comic creator is Storyboard That but it has a bit of a learning curve for those who are less technology savvy. Although Make Belief Comix lacks some of the tools and options that Storyboard That has, it is much easier for students to use, so I have moved to using Make Belief Comix in my Zoom meetings. For more technology savvy groups, though, I recommend Storyboard That.

Once back in the whole group. students do a screen share of their product and explain it’s content to the rest of the group. For example, a here is a comic about differentiating instruction using Storyboard That.

As mentioned earlier, Breakout Groups then do a show and tell of their mind maps, comics. The following video shows how to do a screen share. The teacher needs to make sure they have “All Participants” enabled under the sharing settings.

Written by Jackie Gerstein, Ed.D.

March 20, 2020 at 1:42 am

Language Arts Lesson Using a micro:book

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In Learning in the Making I discuss the importance of and strategies for integrating technology into the curriculum.

Maker education needs to be intentional. It follows, then, that if we want to bring maker education into more formal and traditional classrooms—as well as more informal environments such as afterschool and community programs—it needs to be integrated into the curriculum using lesson plans. This chapter begins with a discussion of the characteristics of an effective maker education curriculum and then suggests a lesson plan framework for maker education– enhanced lesson plans.  A powerful maker education curriculum includes the following elements: 

  • Instructional challenges are hands-on, experiential, and naturally engaging for learners. 
  • Learning tasks are authentic and relevant, and they promote life skills outside of the formal classroom. 
  • Challenges are designed to be novel and create excitement and joy for learners. 
  • Learner choice and voice are valued. 
  • Lessons address cross-curricular standards and are interdisciplinary (like life).
  • Learning activities get learners interested in and excited about a broad array of topics, especially in the areas of science, engineering, math, language arts, and fine arts. 
  • Communication, collaboration, and problem solving are built into the learning process. 
  • Reading and writing are integrated into learning activities in the form of fun, interesting books and stories and through writing original stories, narratives, and journalistic reports. 
  • Educational technology is incorporated in authentic ways; the emphasis is not to learn technology just for the sake of learning it. 

Educators need to approach their curriculum and lessons with a maker mindset. With this mindset, they can figure out creative ways to integrate maker activities into existing lessons and instructional activities. Educators in these situations start with the standards and objectives of their lessons, as they typically do with “regular” lessons, and then design or identify maker activities that meet the standards and the lesson. It simply becomes a matter of “How can I add a making element to my lessons to reinforce concepts being learned?” 

The micro:book Lesson

After showing the micro:book activity (see https://make.techwillsaveus.com/microbit/activities/animated-microbook) to a bi-lingual co-teacher, Natalia, she took off with it to develop a lesson to teach her Spanish-speaking students types of sentences. See the video below for her explanation of this lesson and a student example.

Written by Jackie Gerstein, Ed.D.

November 9, 2019 at 2:44 pm

A Brain Science Hyperdoc Activity

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Judy Willis, a neuroscientist turned teacher, in How to Teach Students About the Brain writes:

If we want to empower students, we must show them how they can control their own cognitive and emotional health and their own learning. Teaching students how the brain operates is a huge step. Teaching students the mechanism behind how the brain operates and teaching them approaches they can use to work that mechanism more effectively helps students believe they can create a more intelligent, creative, and powerful brain. It also shows them that striving for emotional awareness and physical health is part of keeping an optimally functioning brain. Thus, instruction in brain function will lead to healthier learners as well as wiser ones.

I teach a unit on the brain each year. This year I am teaching a 9th grade freshman seminar and decided to do a brain science unit with them. For this unit , I created a brain science hyperdoc for them. A hyperdoc is:

A HyperDoc is a digital document—such as a Google Doc—where all components of a learning cycle have been pulled together into one central hub. Within a single document, students are provided with hyperlinks to all of the resources they need to complete that learning cycle (https://www.cultofpedagogy.com/hyperdocs/).

The Brain Science Hyperdoc

Here is a completed brain science hyperdoc so you can see what was required and how one student completed it.

Making Models of the Brain

One of the hands-on activities was to work in a small group to create a model of the brain lobes + cerebellum out of playdoh, and then add post-it note “flags” for each part that indicates its name, function, and how to promote its health.

Creating Neuron Models

As a treat and to reinforce the parts of the neuron, students used candy to make a neuron, label its parts on a paper below, and then show as a group how one neuron would communicate with the next neuron and then to the next and so on.

Creative Writing Activity

One of the final projects of their brain science activities was to pick two activities from the list of creative writing activities about the brain found at https://faculty.washington.edu/chudler/writing.html. One of my students went all out to create a newspaper called The Brainiac News which follows. Using her own initiative, she started a Google Site to post a series of tongue-in-cheek stories. So impressive!

Written by Jackie Gerstein, Ed.D.

October 13, 2019 at 8:24 pm

Shoe Design Project

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As the final project of the school year, I asked a group of my gifted 4th through 6th graders to design and prototype a new type of shoe. In a recent post from Idea U, Why Everyone Should Prototype (Not Just Designers), Chris Nyffeler, IDEO Executive Design Director, discussed the purpose and value of prototyping:

When we say prototype, that’s anything that gets the idea in your head into an artifact people can experience and offer feedback on.

You use prototyping to process the ideas themselves and to help you think through the idea better.

It’s not that you process your idea and then communicate it through a prototype. You actually use prototyping to process the ideas themselves and to help you think through the idea better.

Keep early prototypes quick and scrappy. By starting with tools that are familiar to you and easy to use, you can quickly create something tangible that will allow you to gather feedback and learn what’s working and what’s not.

Videos for Inspiration

After being told about their task – to design a new type of shoe with new and unique features, learners were shown the following videos for inspiration:

Writing a Description of Shoe Characteristics

Learners were asked to begin their design process by writing about each of the following:

  • Age Group?
  • Gender?
  • Kind of Shoe (e.g., athletic, fashion)?
  • Special Features?

What follows are some examples of their descriptions:

Creating a Shoe Design Sketch

Learners were asked to begin prototyping their shoe designs by sketching them.

  • Front, Side, and Bottom Views in Color
  • Special Features
  • Materials Used (they were asked to do online research on the different types of materials that can be used for shoe construction.)

Creating a Logo

It was the learners’ idea to create a logo for their shoes. One of them knew about an online logo creator at https://www.freelogodesign.org/ which they all used. Here is one of them that impressed me. He worked a long time fine tuning it.

Shoe Logo Design Using https://www.freelogodesign.org/

Creating a 3D Model

Option 1 – A 3D Model Out of Cardstock

This part of the activity was taken from Summer Fun: How to Make a Paper Shoe https://kidzeramag.wordpress.com/2014/07/07/summer-fun-how-to-make-a-paper-shoe/ – the template and instructional video follow:

Learners began creating their design with the cardboard template adapted the template to better match their sketches. We ran out of time to complete this part due to the school year ending.

Option 2 – 3D Model Using Google Sketchup

Some learners attempted to create their 3D designs using Google Sketchup – https://app.sketchup.com/app?hl=en. This is the free version so there was limited functions but the learners enjoyed experimenting with it.

Reflecting with the Creative Product Assessment Rubric

As part of their gifted program, learners complete quarterly assessments. For the final quarter, they use the Creative Product Assessment Rubric.

Adapted from Creative Product Analysis Matrix, Besemer, 1984

An Example

Product Name: Ixploz, v.1
Product Description: Athletic Shoe
Problem or Need Statement: To make an athletic shoe that is comfortable and relaxing.

In grade 6, O. reviewed his product, Ixploz, an athletic shoe, using the Creative Product Assessment Rubric. The CPAR assesses novelty, resolution, and style as factors of creativity. This product scored 3/5 for novelty, 3.8/5 for resolution and 3.6/5 for style. Averaging the factors, it scored 3.5/5 overall, accumulating 52/75 possible points.

Strengths Noted: It looks nice and it is comfortable
Questions: If made in real life, would it be successful?

 

Written by Jackie Gerstein, Ed.D.

May 23, 2019 at 7:04 pm

I Have a Dream: Authentic Learning

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I wrote a post earlier this year entitled, Authentic Learning Experiences. Some of the characteristics of authentic learning I identified are summarized in this graphic:

The Task

Learners, 4th through 6th graders in my gifted education language arts class, were given the task of composing and then recording their own I Have a Dream speeches.

Writing Their Speeches

This authentic learning experience began by watching Dr. Martin Luther King’s I Have a Dream speech. Interestingly and sadly, there were a few students who had never seen it.

They then wrote and published their I Have a Dream speeches on Kidblog. These were projected as each learner read her speech. Their peers offered feedback about both the content and the mechanics of grammar and spelling with changes made accordingly. Here are some of the edited examples:

Recording Their Speeches

An authentic learning experience offers learners choice and voice. In this case, students were offered a choice of recording their speeches as part of a video in front of a green screen or by just making an audio recording. Half chose the green screen and the other half chose the audio recording. The videos were recorded using my iphone, the audio recordings via Quicktime on a Mac. Their recordings were uploaded to iMovie. All students were asked to add photos to their recordings. They added images found at Unsplash, over 850,000 free (do-whatever-you-want) high-resolution photos by the world’s most generous community of photographers (my favorite online tool for finding and using images). Learners took turns editing their speeches and their final video follows. Note their different styles and as mentioned earlier, reinforces student voice and choice.

Written by Jackie Gerstein, Ed.D.

May 5, 2019 at 6:34 pm

Sustainable Development Goals: Writing Journals

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The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (Division for Sustainable Development Goals, n.d.).

Assignment Goal:

In order to develop a solid background about the definitions and intent related to the Sustainable Development Goals, you will do research using the resources below and/or from your own research.

State and National Content Area and Literacy Standards Addressed:

Common Core State Standards – ELA

  • CCSS.ELA-LITERACY.RI.9-10.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RI.9-10.2
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • CCSS.ELA-LITERACY.W.9-10.2
    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.1
    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Common Core State Standards – Math

  • CCSS.MATH.CONTENT.HSS.ID.A.3
    Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

21st Century Goals

  • Use 21st century skills to understand and address global issues
  • Learn from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
  • Understand other nations and cultures, including the use of non-English languages (Battelle for Kids, n.d.).

Suggested Readings and Resources:

twitter-card-atlas2018

Source – http://blogs.worldbank.org/opendata/2018-atlas-sustainable-development-goals-all-new-visual-guide-data-and-development

Tradebook – 

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications. (Available at https://optefau.files.wordpress.com/2018/06/9781464812507.pdf.)

The Atlas draws on the World Bank Group’s World Development Indicators, a database of more than 1,400 indicators for more than 220 economies, many going back over 50 years. It also explores new data from scientists and researchers where standards for measuring SDG targets are still being developed. Data are critical for decision making and accountability.  Ultimately, the purpose of managing data in this way is to produce measurable results— improved resilience to economic, environmental, and humanitarian shocks; more jobs and opportunities; and improved education, health, nutrition, and gender equality—while leaving no one behind (World Bank Group. 2018, p. 9).

Websites – 

The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (https://sustainabledevelopment.un.org/sdgs)

The webpage from the World’s Largest Lesson contains downloadable comics, graphic novels, and picture books.

iOS App –

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Learn about the 17 SDGs, get news on your favorite goals, find out what you can do how you can take action to help achieve them, create your own events actions and invite others to join you in sustainable actions and events (GSMA LTD, n.d.).

Types of Journaling:

Response journals create permanent records of what readers are feeling and thinking as they interact with texts. A response journal allows students to record their thoughts about texts and emotional reactions to them. Teachers may use prompts to trigger students’ feelings and thoughts about a subject or may invite students to respond freely to what they are reading and doing in class. Prompts include questions, visual stimuli, read-alouds, or situations created to stimulate thinking (Vacca, Vacca, & Mraz, 2017).

You will have a choice of two types of journals and/or a combination of both:

  • A Double Journal Entry
  • A Sketchbook

double-entry journal (DEJ) is a versatile adaptation of the response journal. As the name implies, DEJs allow students to record dual entries that are conceptually related. In ­doing so, students juxtapose their thoughts and feelings according to the prompts they are given for making the entries. To create a two-column format for a DEJ, have students divide sheets of notebook paper in half lengthwise (Vacca, Vacca, & Mraz, 2017).

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Another option for journaling is through sketchnoting and the use of a sketchbook:

As an introduction to the sketchbook, the class discusses reasons for keeping a sketchbook, which the teacher adapted from a model used by McIntosh (1991):

  • What should you include in your sketchbook? New ideas, sketches, concepts, designs, redesigns, words, notes from class, drawings to show understanding, reflections on the class, questions that you have, and new things you’ve learned.

  • When should you include entries in your sketchbook? (1) After each class; (2) anytime an insight or a design idea or question hits you; (3) anytime, so keep the sketchbook handy and visible in your work area.

  • Why should you draw and write in your sketchbook? (1) It will record your ideas you might otherwise forget; (2) it will record and note your growth; (3) it will facilitate your learning, problem solving, idea forming, research, reading, and discussion in class.

  • How should you write and draw entries in your sketchbook? You can express yourself in sketches and drawings; in single words, questions, or short phrases; in long, flowing sentences; in designs and redesigns; in diagrams, graphs, and overlays; or in colors.

  • Remember, the sketchbook is yours, and it reflects how perceptive you are with your ideas and how creative you are in your thought processes (Vacca, Vacca, & Mraz, 2017).

Sketchnoting is gaining more popularity and builds off of the sketchbook method of journaling.

Integration of information and Communication Technologies (ICT):

You will create journal entries using either a blog platform or a Google Site. If you decide to make handwritten notes or sketch, you can take pictures and upload those onto your site.

Social Media Alternative

You can also choose to take photos of your notes and post them on Twitter or Instagram.  using the #SDG hashtag https://www.instagram.com/explore/tags/sdg/?hl=en.

Twitter Example:

Instagram Example:

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Source: https://www.instagram.com/p/BvVvhxegDWD/

References:

Battelle for Kids, (n.d.). Frame for 21st Century Learning Definitions. Retrieved from http://www.battelleforkids.org/networks/p21/frameworks-resources.

Common Core State Standards Initiative. (n.d.). English Language Arts Standards » Reading: Informational Text » Grade 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/

Common Core State Standards Initiative. (n.d.). High School: Statistics & Probability » Interpreting Categorical & Quantitative Data. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/.

Division for Sustainable Development Goals. (n.d.). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/sdgs.

GSMA LTD (2018). SDGs in Action [Mobile application software]. Retrieved from https://itunes.apple.com/gb/app/sdgs-in-action/id1152939433.

Vacca, R. T., Vacca, J.L., & Mraz, M. (2017). Content area reading:Literacy and learning across the curriculum. (12th ed.). Boston, MA: Pearson Education

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications.

Written by Jackie Gerstein, Ed.D.

March 24, 2019 at 8:51 pm

Intentional Creativity

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Torrence, whose focus was on creativity, developed the Torrence Incubation Model of Creative Thinking (TIM) model.

As emphasized in this video, embedding creativity into the curriculum can and should be a strong component of content area teaching and learning. In other words, educators don’t need to plan to teach creativity as another part of curriculum.  Creativity is often an integral part of the practices of professionals including scientists, mathematicians, business people, artists, writers, and is an important part of their content area expertise. It follow, then, that learners should be taught in ways that help them think like a scientist . . . like an artist . . .  like a writer . . .  like a business person.

E. Paul Torrance, perhaps one of the most prominent scholars of creativity, conducted a variety of studies exploring the teaching and learning of creativity. His studies identified specific skills associated with creativity, and demonstrated success in the teaching of creativity through the Torrance Incubation Model of Creative Teaching and Learning. The Torrance Incubation Model of Creative Teaching and Learning can be applied to a lesson, unit or project. The application of TIM and the identification of a specific creativity skill is an effective way to teach creativity, without impacting the teaching of core objectives or curriculum content. TIM, has three stages: Stage One, Heighten Anticipation, is designed to adequately and mentally prepare the student (or students) for the project ahead. Torrance describes this as a ʻWarming Up Periodʼ with the following six functions, (1) Create the Desire to Know, (2) Heighten Anticipation and Expectation, (3) Get Attention, (4) Arouse Curiosity, (5) Tickle the Imagination, and (6) Give Purpose and Motivation. (Torrance Incubation Model of Creative Teaching and Learning (TIM))

Specific active methods for heightening anticipation include:

The benefits of educators being intentional with heightening anticipation include:

  • Increased engagement in and motivation for the learning activities.
  • Increased interest in content area learning; possibly stimulating new learner passions.
  • Deeper learning.
  • More generalizable skills related to creativity.

So just with a little planning, the educator can set up conditions that can significantly motivate learners and create an energized learning environment climate.

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Written by Jackie Gerstein, Ed.D.

August 20, 2017 at 3:05 pm

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