Creating, Imagining, and Innovating
Table of Contents
Explicit Teaching: What Do You Do With An Idea? and Journals
Reinforcement: The Third Teacher
Reinforcement: Responsive Classroom's Guided Discovery
Reinforcement: Documentation of Learning and Sharing
Explicit Teaching: What Do You Do With An Idea? and Journals
Reinforcement: The Third Teacher
Reinforcement: Responsive Classroom's Guided Discovery
Reinforcement: Documentation of Learning and Sharing
Explicit Teaching: What Do You Do With An Idea?
First to explicitly teach this habit I researched some definitions and decided to use Costa and Kallick's: "Creative people take risks and frequently push the boundaries of their perceived limits (Perkins 1985). They are intrinsically rather than extrinsically motivated, working on the task because of the aesthetic challenge rather than the material rewards. Creative people are open to criticism. They hold up their products for others to judge and seek feedback in an ever-increasing effort to refine their technique" (n.d.).
To further introduce the ideas of creating, imagining and innovating and help my students align with the above definition, I shared a read-aloud YouTube video of "What do you do with an idea?" by Kobi Yamada with my students. We continued the discussion about ideas, how they turn into creations we can make and how even if others don't think our idea is a good one we should continue to create, imagine and innovate anyway. The children were then encouraged to use their journals to draw an idea they had and subsequently given time to share it with me.
Lesson Plan and Video
First to explicitly teach this habit I researched some definitions and decided to use Costa and Kallick's: "Creative people take risks and frequently push the boundaries of their perceived limits (Perkins 1985). They are intrinsically rather than extrinsically motivated, working on the task because of the aesthetic challenge rather than the material rewards. Creative people are open to criticism. They hold up their products for others to judge and seek feedback in an ever-increasing effort to refine their technique" (n.d.).
To further introduce the ideas of creating, imagining and innovating and help my students align with the above definition, I shared a read-aloud YouTube video of "What do you do with an idea?" by Kobi Yamada with my students. We continued the discussion about ideas, how they turn into creations we can make and how even if others don't think our idea is a good one we should continue to create, imagine and innovate anyway. The children were then encouraged to use their journals to draw an idea they had and subsequently given time to share it with me.
Lesson Plan and Video
Journals
After watching and discussing the read-aloud with my students I gave students the prompt: "What is your idea that you'd like to do in the classroom or outside it?" I had a few students share out prior to going to their journals to give others time to think of their own or be inspired by other student's ideas. A few students shared that they "wanted to play drums", "wanted to go outside and look at a tree (more closely)" and "wanting to play princesses with another friend outside." The journals below describe and show the way children used their imagination to envision and sketch an idea and begin to plan a way to make it come true. Each child shared it with me and demonstrated that they understood the ideas of creating, imagining and innovating through their drawings, letter strings and dictation. I asked them questions and gave them some feedback about their ideas especially if they were having a hard time thinking of an idea or thinking about how they'd begin to execute it. These intentional practices all align with the definition of creating, imagining and innovating.
(Note: slideshow previews below automatically align to left of current photo in view)
After watching and discussing the read-aloud with my students I gave students the prompt: "What is your idea that you'd like to do in the classroom or outside it?" I had a few students share out prior to going to their journals to give others time to think of their own or be inspired by other student's ideas. A few students shared that they "wanted to play drums", "wanted to go outside and look at a tree (more closely)" and "wanting to play princesses with another friend outside." The journals below describe and show the way children used their imagination to envision and sketch an idea and begin to plan a way to make it come true. Each child shared it with me and demonstrated that they understood the ideas of creating, imagining and innovating through their drawings, letter strings and dictation. I asked them questions and gave them some feedback about their ideas especially if they were having a hard time thinking of an idea or thinking about how they'd begin to execute it. These intentional practices all align with the definition of creating, imagining and innovating.
(Note: slideshow previews below automatically align to left of current photo in view)
Reinforcement: The Third Teacher
In order for the children to have access to creating, imagining and innovating they need to have an environment (The Third Teacher according to Reggio Emilia inspired schools) that supports it on a continuous basis. Children need to be able to have daily experiences where they can practice creating, move beyond "I can't" and explore freely to generate novel and innovative learning opportunities. The first thing I do to reinforce this from the beginning of the year and revising throughout the year is to design the layout and flow of where centers will be. Below is a diagram I drew to organize the way in which I would set up the classroom for the year knowing the types of centers that inspire children to create, imagine and innovate daily. As you can see below I included a Library, Cozy Corner, Dramatic Play, Science/Sensory, Atelier/Art Studio, Block and Building, Writing, Math, Music and carpet space. Photos that follow are examples from a few centers.
In order for the children to have access to creating, imagining and innovating they need to have an environment (The Third Teacher according to Reggio Emilia inspired schools) that supports it on a continuous basis. Children need to be able to have daily experiences where they can practice creating, move beyond "I can't" and explore freely to generate novel and innovative learning opportunities. The first thing I do to reinforce this from the beginning of the year and revising throughout the year is to design the layout and flow of where centers will be. Below is a diagram I drew to organize the way in which I would set up the classroom for the year knowing the types of centers that inspire children to create, imagine and innovate daily. As you can see below I included a Library, Cozy Corner, Dramatic Play, Science/Sensory, Atelier/Art Studio, Block and Building, Writing, Math, Music and carpet space. Photos that follow are examples from a few centers.
Photos of diagram I followed for the design of the classroom and subsequent images of how Science and the Mini-Atelier was altered to better organize materials so that children could access them and continue to create, imagine and innovate.
Photos below are zoomed in versions of additional centers in the classroom:
Once I moved all the furniture into place in the classroom I began setting up open-ended materials or "provocations" as we refer to them as in a Reggio Emilia inspired school for students to engage with inquiry-based learning throughout the entire room. This intentional setup of materials enables children to have rich experiences but in a child-led way. Below you'll see the way children engage with the various centers and materials and the results of my intentionally designed classroom environment that inspires creativity, imagination and innovation on a daily basis.
(Note: slideshow previews below automatically align to left of current photo in view)
(Note: slideshow previews below automatically align to left of current photo in view)
Reinforcement: Responsive Classroom's Guided Discovery
Another way I reinforce the way that children engage in creativity, imagining and innovating in the classroom is to specifically teach them how to take care of materials. I do this through the use of guided discoveries as described below in an excerpt from The First Six Weeks of School (Responsive Classroom, 2015, p. 15):
Guided Discovery
"Guided discovery is a focused, purposeful, yet playful technique teachers use to introduce materials, areas, or activities to students. A teacher might use a guided discovery to introduce a learning center...a specific material, such as a box of crayons or a compass; or a process, such as journal writing or quiet time.
A teacher may have any of the following objectives in mind when doing a guided discovery:
Generally, a guided discovery consists of five stages... [Example given is omitted for length, can be found on pages 16-18].
1. Introduction--naming
2. Generating ideas and modeling exploratory work
3. Children explore
4. Children share their explorations and observations
5. Cleanup and care of materials
A guided discovery can be done with a whole group, a small subgroup, or individuals, and can be used to present both familiar and new resources. It is certainly not necessary for every material or every activity; teachers use it selectively. It is an invaluable tool for teaching children to use their environment and the things in it with respect, attention, and interest."
For our Music Center I did the following Guided Discovery for the instruments:
1. I introduced the center and showed the children how to check into it via our check-in chart.
2. I asked the children to share ideas of what they could do there. Responses were "we could play the ukulele", "we could play drums", "we could make a band", "we could sing." I agreed and asked them if there's anything else they could do. They responded: "we could play the guitar", "we could set up a stage" and "we could take turns."
3. I gave a few children a chance to explore the materials as a whole group but then intentionally rotated small groups through it to monitor their use throughout the week.
4. Children were then invited to share with the group what they noticed: "the strings make noise when you touch them", "you can use the rhythm sticks on the drums", "you should be gentle", "you hold the ukulele like this."
5. The children that participated with the musical instruments were then instructed to show everyone how to care for them by putting them back on the music shelf. I verbally dictated what each was doing "she is putting the ukulele back on an empty spot on the shelf", "he is putting the bells back in the box", etc.
After a few weeks of having Music Center open and rotating each group through below are photos of students using the materials appropriately but in innovative and creative ways to create a band:
Another way I reinforce the way that children engage in creativity, imagining and innovating in the classroom is to specifically teach them how to take care of materials. I do this through the use of guided discoveries as described below in an excerpt from The First Six Weeks of School (Responsive Classroom, 2015, p. 15):
Guided Discovery
"Guided discovery is a focused, purposeful, yet playful technique teachers use to introduce materials, areas, or activities to students. A teacher might use a guided discovery to introduce a learning center...a specific material, such as a box of crayons or a compass; or a process, such as journal writing or quiet time.
A teacher may have any of the following objectives in mind when doing a guided discovery:
- To excite and motivate children by exploring possibilities
- To stretch individual students toward involvement in new areas of learning
- To guide or deepen the understanding of materials and activities
- To encourage the sharing of ideas among children for how a material or area might be used
- To establish a common language and vocabulary
- To generate rules and procedures for the care of materials and spaces
- To teach or reinforce guidelines for working cooperatively
Generally, a guided discovery consists of five stages... [Example given is omitted for length, can be found on pages 16-18].
1. Introduction--naming
2. Generating ideas and modeling exploratory work
3. Children explore
4. Children share their explorations and observations
5. Cleanup and care of materials
A guided discovery can be done with a whole group, a small subgroup, or individuals, and can be used to present both familiar and new resources. It is certainly not necessary for every material or every activity; teachers use it selectively. It is an invaluable tool for teaching children to use their environment and the things in it with respect, attention, and interest."
For our Music Center I did the following Guided Discovery for the instruments:
1. I introduced the center and showed the children how to check into it via our check-in chart.
2. I asked the children to share ideas of what they could do there. Responses were "we could play the ukulele", "we could play drums", "we could make a band", "we could sing." I agreed and asked them if there's anything else they could do. They responded: "we could play the guitar", "we could set up a stage" and "we could take turns."
3. I gave a few children a chance to explore the materials as a whole group but then intentionally rotated small groups through it to monitor their use throughout the week.
4. Children were then invited to share with the group what they noticed: "the strings make noise when you touch them", "you can use the rhythm sticks on the drums", "you should be gentle", "you hold the ukulele like this."
5. The children that participated with the musical instruments were then instructed to show everyone how to care for them by putting them back on the music shelf. I verbally dictated what each was doing "she is putting the ukulele back on an empty spot on the shelf", "he is putting the bells back in the box", etc.
After a few weeks of having Music Center open and rotating each group through below are photos of students using the materials appropriately but in innovative and creative ways to create a band:
With intentionally selected materials and through guided discoveries of them children are encouraged to use their imagination and creativity to innovate what happens in Music Center. On this day, a group of 4 students perform together utilizing several ukuleles, a guitar, rhythm sticks and tambourines.
Adding additional materials like a small piano, connecting foam pieces and a microphone students set up a stage and take on roles to perform. One child sings, another plays the piano, another plays the ukulele and another continues to design the stage they're sitting on. Through the reinforcement of guided discoveries their creativity, imagination and innovation is continually inspired.
Reinforcement: Sharing of documentation of Creating, Imagining and Innovating
Another way I reinforce the habit and mindset of creating, imagining and innovating is to create documentation about the creating and imagining that is happening inside and outside the classroom on a daily basis. This is shared back with the children throughout the day and visually on the inside walls of the classroom. Due to my practice of sharing back their work the children have also in turn been inspired to share their own and request that it gets put up throughout the room for others to see. I also share the ongoing documentation of learning with the parents through a multitude of means. Below is an example of some documentation I print out and hang up outside the room for parents to engage with. In addition, the things that children create are shared through a daily practice of "Shares" and lastly I use an Instagram page specifically for families to access so they can look at it with their child and discover what kind of creating, imagining and innovating is happening.
(Note: slideshow previews below automatically align to left of current photo in view)
Another way I reinforce the habit and mindset of creating, imagining and innovating is to create documentation about the creating and imagining that is happening inside and outside the classroom on a daily basis. This is shared back with the children throughout the day and visually on the inside walls of the classroom. Due to my practice of sharing back their work the children have also in turn been inspired to share their own and request that it gets put up throughout the room for others to see. I also share the ongoing documentation of learning with the parents through a multitude of means. Below is an example of some documentation I print out and hang up outside the room for parents to engage with. In addition, the things that children create are shared through a daily practice of "Shares" and lastly I use an Instagram page specifically for families to access so they can look at it with their child and discover what kind of creating, imagining and innovating is happening.
(Note: slideshow previews below automatically align to left of current photo in view)
Instagram Posts
Sharing documentation of student creations, imagination and innovations are essential in continuing to foster the habit and mindset of creativity, imagination and innovation throughout the day. Sharing with our larger school community through Instagram has helped normalized the expectation that children should be engaging in creating and making their thinking visible. These photos are also posted throughout our classroom for children to engage with and continually be inspired by. Through this practice children have been producing their own stories, sharing them and inquiring about other's creations on a weekly basis as the photos indicate below.
Sharing documentation of student creations, imagination and innovations are essential in continuing to foster the habit and mindset of creativity, imagination and innovation throughout the day. Sharing with our larger school community through Instagram has helped normalized the expectation that children should be engaging in creating and making their thinking visible. These photos are also posted throughout our classroom for children to engage with and continually be inspired by. Through this practice children have been producing their own stories, sharing them and inquiring about other's creations on a weekly basis as the photos indicate below.
Student Stories
Another way that I have reinforced my student's creativity, imagination and innovation is through our share time at the end of the day. Since I follow an emergent curriculum with my students when a little girl in my classroom came in with a story she made from home to share we went with it! From then on our share time became a time for my students to use their own imaginations to create their own stories oral or written to share and then answer questions and comments from their peers. Below is an example of how I researched and collaborated with my students to reinforce creativity, imagination and innovation.
(Note: slideshow previews below automatically align to left of current photo in view)
Another way that I have reinforced my student's creativity, imagination and innovation is through our share time at the end of the day. Since I follow an emergent curriculum with my students when a little girl in my classroom came in with a story she made from home to share we went with it! From then on our share time became a time for my students to use their own imaginations to create their own stories oral or written to share and then answer questions and comments from their peers. Below is an example of how I researched and collaborated with my students to reinforce creativity, imagination and innovation.
(Note: slideshow previews below automatically align to left of current photo in view)