https://padlet.com/scollins40/2oim1qsxknzg What we learned today. en-us 2018-08-20 12:56:24 UTC 2018-09-04 13:59:56 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Dartstarget.png scollins40 https://padlet.com/scollins40/2oim1qsxknzg/wish/274033092 Define your skill
Give an example of the skill (from your classroom or readings)

POST your findings below]]> 2018-08-20 12:59:55 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/274033092 scollins40 https://padlet.com/scollins40/2oim1qsxknzg/wish/274033257 Define your skill
Give an example of the skill (from your classroom or readings)

POST your findings below]]> 2018-08-20 13:00:32 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/274033257 scollins40 https://padlet.com/scollins40/2oim1qsxknzg/wish/274033294 Define your skill
Give an example of the skill (from your classroom or readings)

POST your findings below]]> 2018-08-20 13:00:42 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/274033294 scollins40 https://padlet.com/scollins40/2oim1qsxknzg/wish/274033319 Define your skill
Give an example of the skill (from your classroom or readings)

POST your findings below]]> 2018-08-20 13:00:50 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/274033319 https://padlet.com/scollins40/2oim1qsxknzg/wish/275669114 In her article, Susan K Bookhart provides this definition: "In its most basic sense, creative means 'original and of high quality'" (Perkins, 1981, p. 6). 

Our group adds discovery, vulnerability and risk-taking to the definition (highlighting the importance of a supportive school environment that encourages students to take chances), as well as critical thinking in order to assess one's work.

How do we as educators empower students to be creative? 
- Being open to spontaneity/ planning time for it during a lesson in order to invite multiple perspectives.
- Modeling language like "What if?" and "Seen from another perspective?"
- Supporting students to be inspired, acknowledge inspiration
- Scaffolding fundamentals in order to support students' creativity and inspiration for thinking out of the box.]]> 2018-08-27 19:22:02 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275669114 https://padlet.com/scollins40/2oim1qsxknzg/wish/275669252
- In PE, students create a game/rules. Being given a bunch of sports equipment requires students to use systems thinking, solve problems, identifying and asking significant questions.

- In Spanish class we use inductive reasoning to have students determine a new grammatical structure.

- Genius Hour highlights problem-solving skills.]]> 2018-08-27 19:22:26 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275669252 https://padlet.com/scollins40/2oim1qsxknzg/wish/275672345 Collaboration is the willingness and ability to work together on a common goal. Collaboration cannot just be assumed. It is a not only teachable skill, but It is important to set norms for the group when students start working together. In addition, modeling positive collaboration is important.   

An example of collaboration in PE was when the students in 6th grade worked together to create their own PE games. They demonstrated the game and received feedback from other students in order to enhance the game. ]]> 2018-08-27 19:31:19 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275672345 https://padlet.com/scollins40/2oim1qsxknzg/wish/275673848 Using typical sports/PE equipment, students designed a game with objectives or goals that were presented to peers. Upon presentation, students were able to offer feedback and then determine whether there needed to be edits/changes to the game. The last determination was can we actually use this game and participate in the game in the class. ]]> 2018-08-27 19:35:14 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275673848 https://padlet.com/scollins40/2oim1qsxknzg/wish/275674479 1) providing output in a format (oral, written, nonverbal, or other medium) that is most effectively received
2) effectively receiving and absorbing input

Using prior prompts from the environment as a jumping off point as opposed to offering a response without any other context.


]]> 2018-08-27 19:37:03 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275674479 https://padlet.com/scollins40/2oim1qsxknzg/wish/275675027 2018-08-27 19:38:41 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275675027 https://padlet.com/scollins40/2oim1qsxknzg/wish/275675778 2018-08-27 19:41:07 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/275675778 https://padlet.com/scollins40/2oim1qsxknzg/wish/277545682
Classroom examples: 
--math discussions ("I solved it in a different way")
--3rd Gr. Migration Showcase (research, math, evaluating information, comparing/contrasting)
-reading (connections/disconnections)
-2D library project
-conversations that involve Multiple perspectives]]> 2018-09-04 13:42:08 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/277545682 https://padlet.com/scollins40/2oim1qsxknzg/wish/277546034 Students work  together towards a common goal and provide space for all ideas to be shared and considered.  Students are able to share their areas of expertise and everyone feels safe contributing their ideas. 

Example:
Demonstrate through role play how to collaborate. This should be done K-8. Teachers must constantly refresh students on how to collaborate. 

2nd grade Kite project:
Teacher role - Teachers model how to build a kite and manage their spending. Then throughout the project teachers check in and give students reminders on how to collaborate together. Teachers provide opportunities for students to reflect on things that went well for the group, what can be improved, and next steps.

Student role - Students work in a group to design and build a kite. Students receive a certain amount of money and make all decisions for their project. Once students have built and tested their first kite, they receive the opportunity to reflect on their work and build a new model.

]]> 2018-09-04 13:42:49 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/277546034 https://padlet.com/scollins40/2oim1qsxknzg/wish/277546150 1. an interactive process in which participants convey, process, and respond to ideas, information, and feelings effectively with an awareness of both intent and context.
Examples:

4th Grade - Persuasive writing mini-unit.  Kids chose an organization to write a persuasive letter to.  
4th Grade - Zoo or Space Books with connected math problems where students have choices of how to solve the problem
Lower School Math - number sense routines where students have to reason about and justify their thinking; also when they need to listen to to each other's reasoning
Lower School Math - investigative and open open ended problems like Baby's Wild Adventure
Art - Kids interpreting art work
Classroom conversation s- Teachers asking "What do you think about they just said?"

]]> 2018-09-04 13:43:03 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/277546150 https://padlet.com/scollins40/2oim1qsxknzg/wish/277549046 Classroom examples: 
--using the design process
--2nd Gr Silhouettes & poetry 
--2nd Gr Science: bridge projects & recycling bags 
--math lesson re: measuring pieces of paper by using different strategies 
-3rd Gr Science: egg drop projects
-Art: expressing their own individuality within the structure or parameters; being influenced or inspired ]]> 2018-09-04 13:48:42 UTC https://padlet.com/scollins40/2oim1qsxknzg/wish/277549046