1:30-1:40

Welcome everyone.

Ask students to draw a frame and then fill it with pictures that represent the class so far. Write an essay then demonstrating the course.

Paper, crayons

Creative Strategies—drawing pictures around a frame and then writing the words has been shown to release students’ creativity and allow them time to process their writing so that it involves richer descriptions and a logical flow.

1:40-1:45

vocabulary wheels

Paper, crayons

1:45-1:55

think about what you want as an outcome, because that depends on the strategies that students will use—this is critical. Creative thinking should be used in a context.

Contexts-- transfer is affected by context of original learning—when a subject is taught in a single context rather than in multiple contexts that include examples of wide application Students can use creative thinking to solve a case and then give a similar case,

engage in “what-if” problem-solving, and/or generalize a case so learners create a solution that applies to a whole class of related problems

1:55-2:35

Share definitions of creativity and then create a rubric to measure creativity.

Definitions

Sample rubrics

Metacognition-- transfer can be improved by helping students become more aware of themselves as learners actively monitoring their learning strategies, resources, assessment. Therefore, having students make a rubric to measure their creativity required metacognition (abilities to predict performance on tasks and to monitor current levels of mastery and understanding).

2:35-2:50

Give storyboard and assignment of orange

Directions for i-movie

Storyboard handout

Directions for i-movie

Time on task—fostering creativity requires time on task. Successful transfer of learning requires time to learn! The complex cognitive activity of information integration requires time. Students were given several weeks to complete their orange assignment.