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A Tech Teacher on a Mission

Moving Students to the Creation-Based Context

9/15/2013

7 Comments

 
Creativity is an essential skill that should be encouraged daily in classrooms.  The most difficult aspect of teaching this skill is that it is not tangible, explainable, or necessarily teachable in the traditional sense.  Rather, it is usually best cultivated when students are given the right type of learning environment.  Creation and sharing can take an individual, whether child or adult, to their most vulnerable of states.  Not only is the creation reflective of the creator, but it also is tied to their self-esteem and self-worth.  For a student to feel comfortable creating, the classroom community must be inclusive, caring, and supportive of one another.  My personal challenge for myself this year was to integrate several windows of meaningful opportunity for my students to create their own learning content.  

So the first thing that needed to happen, naturally, was to give kids open-ended choice on some form of a creative assignment. At the beginning of the year, I usually make this some kind of art project so that their creations can be proudly displayed on our walls throughout the school year. I got this started through the creation of "personal dots" for International Dot Day this week. Though my instructions were clear and concise and the context was set, there was a problem: most my students seemed to have NO idea what to do with the blank canvas of white paper in front of them. "Ms. Olson, what do I do?"  "What am I supposed to draw?"  The cries for help resonated across the entire group.  And when I calmly replied, "Well... whatever you want. It's your dot", they looked at me like I was a lunatic.
PicturePersonal dots now coming along nicely!
I am finding out quickly that, unfortunately, many of our students have learned that learning is defined as completing tasks and not creating them. They've learned that one of the only things that schools have to offer is worksheet inundation and close-ended lessons that do not allow the learner to engage in critical thinking processes or creativity.  And the worst part? They've come to expect that from their teachers.  When these same students have a well-defined task that takes the creative edge off, they seem to be as happy as clams. In my opinion, learning should be just a teensy bit uncomfortable, especially at the beginning.  

So it is now my mission is to keep pushing that discomfort with creativity until it becomes increasingly natural for my students to engage in; to open up their minds and hearts to possibilities that they couldn't previously imagine in their learned context of what is allowed in schools.  Truthfully, this can't be viewed as just a mission.  Oh no... it must be my professional pledge to my students to make them into the makers of their own learning.  In the coming weeks, we will be making our first videos, augmented reality, blog posts, and screencasts in my classroom. I'm looking forward to the continued challenge of "teaching" creativity and I'm even more excited about what my kiddos will produce. (Stay tuned for upcoming blog posts on the topic, too!) 

Do you have any tips for others on moving away from student completion and towards student creation? Please leave a comment below to share how you inspire creativity with your students. 

Picture
7 Comments
K Lirenman link
9/15/2013 06:58:59 am

Push, push, push! As a grade one teacher I am trying my best to avoid closed activities except where there is no other option (and really isn't there always another option?). I also think the language we use with children is so important to help foster and support their efforts of independence, choice, and creativity. But at this early stage in the school year I also have to work hard to give my students tools so that they have the skills to be more creative, make choices for themselves, and be engaged in their learning.

Keep pushing boundaries with your students and help them see that anything really is possible.

Reply
Victoria Olson
9/15/2013 02:32:09 pm

Thanks for commenting and sharing, Karen! We teach kids how to learn... And then we facilitate the content :) My challenge will be creating those "outside the box" opportunities for kids on a more consistent basis -- and I'm VERY excited about that!

Reply
Anna
9/15/2013 08:46:43 am

I face this all the time. Or the question, "How much is this worth?" or "Is this on our test?". The way I battle the not knowing how to do is set a few minimal criteria of things that have to be in the design, but which can be interpreted in individual ways. For example, I often set criteria on number of colours to use, or how many different shapes to use. I also have noticed that students who seem to not know what to do may not have had many formal or informal art classes or opportunities to play with art supplies. I've also found that the more we work on a project, leave it, and then come back to it, the more ideas flow. That said, until we can take away the grade aspect of most assignments, we'll still have students who want to know what we want them to do exactly so they can get the right grade.

Reply
Victoria Olson
9/15/2013 02:36:07 pm

Thanks for taking the time to comment, Anna! I, too, see those questions being asked. I had a boy the other day say that he wanted to do something for "extra credit" ... In 3rd grade!!! It's important to take the emphasis off of the grading while still providing structures for students who require them. Very tricky balance, indeed.

Reply
Marilyn Carr link
9/15/2013 11:11:48 pm

It's so true Victoria. When faced with something completely open ended, it seems to be overwhelming for many students. Once they get used to the idea though, they are excited by the prospect of freedom. We are creating our dots this week and I can't wait to see what they come up with. I wonder how many will do what they see in the book and if any will come up with something completely different. Thank you for sharing your thoughts and process with your class.

Reply
Victoria Olson
9/16/2013 01:22:09 pm

Thanks for taking the time to comment, Marilyn. I hope that your kids are up to the challenge! I know that some of them are getting used to me pushing the envelope with what they can accomplish... It is a process that takes time :)

Reply
vicky link
8/18/2016 12:36:52 am

Students are not only intellectual but also social and emotional beings, and all these ... and lighting, or have they used these insights in creating designs of their own? ... or the use of objects in diverse cultural contexts will help students connect their ... By the same token, students do not necessarily move through the stages .

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    A curious and passionate educator in Langley, BC

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