I encourage you to watch the following YouTube video and reflect on your practice.
This video speaks volumes to me. In the past, when I witnessed a student doing something out of the ordinary, I would ask the student to "get back in line". Over the last 2 years, I have changed my outlook on creativity in the classroom.
I truly believe it is the reaction of the adults, or teachers, which can determine the outcome of the amount of creativity in a school. As Mararu Ibuka would say "Creativity comes from looking for the unexpected and stepping outside your own experience"
Currently, I try to encourage students to "step outside the box" and try to complete math in a way that makes sense to them. I also struggle greatly with the idea that "math can only be assessed by a traditional exam".
If there is one quote of creativity which inspired me to change my teaching practice it is "Creativity has more to do with the elimination of the inessential than with inventing something new" - Helmut Jahn
I now ask you:
How do you react when you see something "out of the ordinary"?
How do you allow for true differentiation of an individual in your class?
[I also struggle greatly with the idea that "math can only be assessed by a traditional exam". ]
ReplyDeleteAs I reflect on SBG year 1, one of my top priorities of improvement is diversifying assessment types (although in the beginning I assessed LTPS too much). I have a vision of students creating their own means of showing me what they know - I just need to figure out how I as the adult can be a catalyst for it...
Would love to hear more about your SBG, I am trying to implement it myself in my own classes.
ReplyDelete"I truly believe it is the reaction of the adults, or teachers, which can determine the outcome of the amount of creativity in a school."... or in an individual. "It's okay, you aren't very creative," or "You're not an artistic 'type'" stated helpfully - even affectionately - to me, profoundly affected my development. We must be careful what we say: "Oh, that wouldn't interest you..." "That's not where your skills lie..." These are words that dampen enthusiasm and the love of learning.
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