https://padlet.com/alice_chestnutt/opplsj8txhzq We need a way to promote creativity in the classroom, while still demonstrating that our students are indeed learning the curriculum. Playing off the principles of reciprocal teaching, students are encouraged to develop lessons for other students about the curriculum they have learned. They are allowed free range to use their own talents and passions to create these lessons. en-us 2019-02-20 21:18:53 UTC 2019-02-21 12:30:45 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Dartstarget.png alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333401769 As teachers we run into the issue of merging creativity with ensuring that our students are learning the curriculum. In order to create lessons for other students the student must understand the concept they are teaching.]]> 2019-02-20 21:27:20 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333401769 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333402593 Many times we as teachers try to get a message across but fail to find the correct words. When students design the lesson they use the language of their peers. Their peers in turn are more likely to reach that "Ah ha!" moment.]]> 2019-02-20 21:30:02 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333402593 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333403366 The lesson is no longer simply something the teacher is imparting to the student, rather it has become something that belongs to the student. Something they can be proud of, and something they can feel as though they are the "expert" on.]]> 2019-02-20 21:32:55 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333403366 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333403758 How important is this concept to teachers? Autonomy is important to all human beings. Students have control of the methods they are using to teach the subject. There is no "wrong" way to teach it. If their classmates don't grasp what they are trying to relay, they figure out what didn't work and improve upon it.]]> 2019-02-20 21:34:35 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333403758 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333404356 Students are able to use their passions to create lessons. If they are into technology their lesson can be developed through Google and the others can respond on the computer. If they are musically inclined they can write jingles about the concepts they are trying to teach. If writing is a hobby they can relay their lesson through the characters in a story. The sky is really the limit here, and when the lesson they are teaching isn't just them getting up and lecturing, but based in their passions they begin to see the lesson in a whole different way. They make connections on a broader scale.]]> 2019-02-20 21:36:51 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333404356 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333405552 Any subject can be turned into a board game. In this case the students create trivia cards that are factual questions, interpretive questions, or equations that they come up with. They are creating the questions their classmates will have to answer. They are also creating the game and the rules for playing. I have done this with my advanced class in English, and they have peer tutored using these games with great success.]]> 2019-02-20 21:40:51 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333405552 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333406136 Here again the students are making the questions or problems, they share them with their classmates, and their classmates must answer, and send the responses back.]]> 2019-02-20 21:42:58 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333406136 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333406481 In this case students can write jingles about how to solve a problem, or remember a formula, or even summarize the plot of a story.
They can also write a short story where the characters are presented with problems or equations that they must solve throughout the plot.  Students can even write plays modeled on the same concept and have their classmates act them out. (This may seem like getting away from the topic, but in reality it is reinforcing the concepts, and allowing all students see how these concepts connect to other situations).]]> 2019-02-20 21:44:27 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333406481 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333408033 In this case the student posses a hypothesis about a concept, and leads a class discussion in debating that hypothesis.]]> 2019-02-20 21:49:26 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333408033 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333408930 While this type of promotion of creativity looks good on paper, it requires an environment that supports it. The indicators in the Jefferson Center's Principles are a good place start creating a creative environment in the classroom that would allow this form of reciprocal teaching to take place.
1.  "A good learning environment is one that reflects a clear understanding of how people learn" (Duke, p. 1)  Students need an environment that allows them to test their lessons, reflect on what went right and wrong, make adjustments, and be free of judgement.
2. "A good learning environment is one in which students are not simply prevented from behaving irresponsibly, but where they learn to behave responsibly" (Duke. p. 2). When the responsibility of teaching their peers is stressed, students learn to behave in a manner befitting a teacher. They must take their work seriously, as a great deal depends on them. They are being entrusted with a responsibility and must rise to the occasion.
3.  "A good learning environment is one characterized by pervasive care and help" (Duke, p. 3).  The teacher cannot simply say "Here create a lesson".  The teacher must be constantly present, encouraging good ideas, sympathizing with mistakes, and guiding the students to a finished product.  It is important not to be critical to avoid students shutting down.
4. "A good learning environment is one that inspires and nurtures hope" (Duke, p. 4)  This ties into the previous principle.  Students must feel that even if the lesson didn't go exactly as they planned, they can build from the experience, and create something even better next time.  It is also good to let them know that all teachers go through this.
5. "A good learning environment is one in which the quality of desired learning experiences dictates the quality of the setting (not vice versa)" (Duke, p. 5). It is important that classrooms be designed as much as possible to encourage idea development. There should be open spaces for students who need room to develop their lessons. There should be quiet nooks for students who need the quiet to focus. The classroom should be well-quipped with materials, so the students don't feel limited by a lack of resources.]]> 2019-02-20 21:52:23 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333408930 alice_chestnutt https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333414042 Duke, Daniel L., The Jefferson Center's Principles of Good Educational Design, retrieved from
https://padletuploads.blob.core.windows.net/prod/20661874/982642aec47bc8e7fd55b407c859ba2b/Jeff_Center_Principles.pdf]]> 2019-02-20 22:11:22 UTC https://padlet.com/alice_chestnutt/opplsj8txhzq/wish/333414042