Future Ready Skills Learn and Earn--Elementary: December: Creative Innovator

December: Creative Innovator

A Little Background
Creative Innovator is one of our newest skills. It began its existence when we broke apart the Complex Thinker skill which was an original skill back when they were called Outcomes and Indicators. With the overhaul of the skills in 2014-15, Complex Thinker was broken into three parts: Creative Innovation, Problem Solving, and Critical Thinking. About a year later, we had more insight into the nuances of each component and Creative Innovator and Strategic Problem-Solver were pulled out as their own skills as a result. Critical Thinking (which was really what the Complex Thinker skill originally tried to get at) was removed because the key components and indicators of critical thinking were already a part of our Common Core Standards.

Creativity and Innovation: What’s the Difference?
Creativity and innovation are closely related, yet subtly different. This 2-minute video captures the essence of each quality.

Check It Out
Read the description and review the grade-level checklist for this skill at the Future Ready Skill website.

Learn More
Read the following articles about creativity and innovation.

Your Prompt
In the spirit of creativity and innovation write your own question for the articles above--for you or others to answer. After reading the articles, write and post your own open-ended question inspired by the them and connected to our learning about Creative Innovator.

First, post your question as a comment below. Then, either answer your own question by replying to it, OR answer someone else’s. (Some questions may get more than one answer--that’s okay.)

Comments (53)

Logging you in...

Dashboard | Edit profile | Logout

Logged in as

0 Vote up Vote down

Laura H. · 325 weeks ago

How do you incorporate authentic creative innovator projects into our curriculum?

1 reply · active 278 weeks ago

0 Vote up Vote down

Amy Oliphant · 278 weeks ago

When teaching science at the elementary level, the engineering investigations are a great time to talk about begin a creative innovator. For example in 2nd grade, students build bridges. They are in a group and each student has to come up with their idea (creative piece), the materials they would use and why those are the best materials. Then they share out with their group; explaining their reasons. After everyone has shared, students then choose the parts of each design that they think would build the best bridge. (innovator- putting their ideas into action)

0 Vote up Vote down

Jules Brandsoy CRES · 325 weeks ago

In the article, 4 Myths About Creativity, the idea that you can't teach creativity is briefly discussed. In the end, it is summarized that you can "Nurture" creativity. What are some ways creativity can be nurtured in our classrooms?

4 replies · active 278 weeks ago

0 Vote up Vote down

Kelsie Gooch (GPES) · 306 weeks ago

From my short 4 years of teaching experience, I have seen that maybe creativity can be taught but it can be nurtured. For my kiddos who struggle to think "outside of the box" I would partner them with someone who consistently does. Positive peer pressure and the joy of learning is contagious and they can mimic those skills/thought processes. I also agree with your comment on kindergarten but it also goes all the way through to 5th grade and beyond. If opportunities are provided to build something out of random materials (blocks, paper, glue, leaves, plastic bags, tape, clay) students will reveal what they are interested in based on what comes out of their minds and into their creation. And from there I have been able to adapt future lessons and projects to better fit their interests, leading to a deeper connection and ownership of their learning.

0 Vote up Vote down

Renee C (CRES) · 278 weeks ago

I value the idea of pairing natural "out of the box," thinkers with those who may be less flexible innately. In all teams (adult and child) we need different types of thinkers to move forward. I also think that, as we nurture creativity, we also need to specifically teach finite skills of perspective taking and flexible thinking (which are critical to adult success). My thoughts go to high school students who are successful in innovative clubs, classes, and activities. In addition to their natural "out of the box," characteristics - what happened at school or home when they were 8, 9, or 10 to set them up for success in innovative teams?

0 Vote up Vote down

Keri S(TSD) · 279 weeks ago

It requires us to step into our own creativity to begin intentionally creating opportunities to nurture the development of it in our students. I believe using language specifically with students and families to educate them around the importance of our own creativity and that we will be working on growing that part of our brain and development. Incorporate moments to celebrate a student's creative thinking with the whole class. Have students notice and call out when a peer has used creative thinking around how to approach something in a science experiment, math problem, problem-solving with a peer, etc.

0 Vote up Vote down

Celine H. · 278 weeks ago

I love watching my students on Fun Friday building and creating new ways to do math problems and even do my morning message. I have found the more time I give to the students to play and work together, the more they get to know each other and start working with each other. I try to do group games and team building to create that trust in students and to teach them different ways to work with others. Another way is positively encouraging ideas even when they need to be revisited.

0 Vote up Vote down

Jules Brandsoy CRES · 325 weeks ago

In the Kindergarten world, this is easy. The article, 4 Myths About Creativity, is an excerpt is adapted from Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play by Mitch Resnick, Professor of Learning Research at the MIT Media Lab. Now that Washington State has implemented all day Kindergarten, suggesting 60 minutes of child directed play each day, Kindergarten teachers now have time. Providing an art center with a variety of art materials and mediums naturally inspires creativity. A blocks center with a variety of building materials does this too. A basket of magnatiles, with pictures of past creations, is another way to nurture creativity.

1 reply · active 278 weeks ago

0 Vote up Vote down

Mandy K (CRES) · 278 weeks ago

Jules,
After reading the article, I began thinking about learning exploration in kindergarten as well! It is amazing to see students take something as plain as blocks and turn it in to so may different things, a vet office, a zoo, a tower, a castle a road for cards to drive on and so on.

0 Vote up Vote down

Beverly Meeks · 315 weeks ago

In the article, 4 Myths About Creativity, I see how my second graders can be a little-c creative person. "When you come up with an idea that’s useful to you in your everyday life, that’s little-c creativity." I see this when my students find ways to reuse recyclable or non-recyclable material in the classroom. Believe me when I say, my students know all the possible ways to reuse a paperclip. I agree with this article in that "Everyone can be (little-c) creative, and we need to help everyone reach their full creative potential." To build the little-c creativity in our students we need to have time for imagining, creating, playing, sharing, and reflecting— the Creative Learning Spiral. Also from this article that I like, "But you can nurture creativity. All children are born with the capacity to be creative, but their creativity won’t necessarily develop on its own. It needs to be nurtured, encouraged, supported." Now, we teachers need to find the time in our rigorous schedule to allow our kiddos to be creative. A great goal!

0 Vote up Vote down

Kim Fitzpatrick (RC) · 310 weeks ago

In 10 Characteristics of an Innovative Classroom, it lists several key traits that an innovative classroom need to have in order be highly engaging for students, and to educate them to the greatest extent possible. After reading through the 10 traits, and thinking about how these translate to my third grade classroom, I'm wondering, "How do we make creativity and innovation a priority in our classrooms each day while still adhering to pacing guides, standards, curriculum mandates, and diverse student populations?"

In thinking about that question, I think the answer is in how we differentiate. Often times, our curriculum incorporates a variety of pathways to learn new information, considering multiple intelligences and learning styles. Even when it doesn't, teachers can use questioning to really encourage students to think creatively and/or outside the box when approaching a new or novel task. This takes intentionality on our part, planning for those opportunities to give kids more autonomy to find different solutions by being creative, and encouraging innovation by allowing time to plan and test out those ideas. We need to realize that there isn't always just one pathway, or one solution, but rather multiple ways of approaching and solving problems.

0 Vote up Vote down

Mark Lange (RC) · 307 weeks ago

In the article 8 things every teacher can do to create an innovative classroom. I had a question of how to give students the basics but keep it short? I am used to giving students the whole lesson’s content. When should I differentiate to create struggle over a math concept?

Dear Mark,

What a thoughtful and challenging question. I have been team teaching for 17 years with a math focus. I have seen curriculum, ideology, theory, and practice changes more times than I can count in this district. All of it for the benefit of our students. My idea of teaching math I will admit is a bit old school. Of course lecture, but I did incorporate some “fun” as well. With the recent focus on math by district this year, I have gained a new perspective. I am still old school, but I no longer hold on to my ideology so tightly. I used to have to finish every page. I had structure, routine and every minute dialed in. It worked, but I feel my some of my reluctant math students hated math and I didn’t know how to change this. This fall, I started to “give the students the basics, but keep it short”. Actually, there were times where I would pose a question to the class on a brand new concept. It was hard for me not to help. I watched many struggle, but then the most amazing thing happened. Students worked together to figure out how to do the math and they actually taught each other the concept. Sometimes I had to guide a little, but once a group understood, they would visit other table to show. One of the strategies I used when the whole class was struggling was to give the answer to the problem. Another is I would give my reluctant math students the algorithm so they could feel successful. I saw a change in my kids that didn’t like math. They began to see it more as a puzzle to solve than a boring burden. I heard many say, “I like math now!” That is until I lecture again. Haha!

0 Vote up Vote down

Kelsie Gooch (GPES) · 306 weeks ago

n the spirit of creativity and innovation write your own question for the articles above--for you or others to answer. After reading the articles, write and post your own open-ended question inspired by the them and connected to our learning about Creative Innovator.

First, post your question as a comment below. Then, either answer your own question by replying to it, OR answer someone else’s. (Some questions may get more than one answer--that’s okay.)

When reading through 8 Things Every Teacher Can Do... number 3 gave me pause. "Model Great Research Skills" I recently was hired to work in EEP with K-5th graders but have practically no access to research materials (computers, books, etc). I would love do complex student led projects but how do you suggest I go about getting the materials I need? This is a great chance for students to flex their creative muscles but I'm afraid it's just not something i can do at this point.

0 Vote up Vote down

Lauren S (RCES) · 279 weeks ago

In the article, “4 Myths About Creativity,” myth number two is “only a small segment of the population is creative.” How do you inspire creativity in students who believe they are not creative?

3 replies · active 278 weeks ago

0 Vote up Vote down

Lauren S (TSD) · 279 weeks ago

I believe that it is important to make sure that students are not comparing their work to their peers and judging their creativity based on the creativity of others. Students should be encouraged to try their best and we should celebrate the things that make them unique. To inspire creativity in my students, I would encourage students to draw from their own life experiences, hobbies, culture, and interests. I would also tell students that creativity is skill and just like with any skill the more you practice it, the better you will become!

0 Vote up Vote down

Kate H. (GP) · 278 weeks ago

When I read the article you cited it made me think of mindsets. Whether or not you think you are creative, if it is important to you and if it is fostered, you can develop creativity (growth mindset). These articles also opened my mind to the idea that creativity goes beyond art/theater/music. First students need to also be taught that creativity, or creative thinking, can occur in many different areas and contents. We should model and acknowledge the creative thinking presented by our students (teachable moments), encourage all students to focus on their own creativity growth, and we should convey that creativity is a skill to be developed through practice, time, and effort.

0 Vote up Vote down

Madison N · 278 weeks ago

It is important to encourage students that creativity is individual and unique. I think one place to start with students is to have them focus on something they feel like they are really successful at. From there, students may feel more encouraged to try new ideas and become a creative thinker. I also think it is important that teachers are not the "answer key" and thus they do not have all the answers. Let students productively struggle to find new ways to be creative or come up with ideas. Celebrate differences in the classroom and creative thinkers all the time!

0 Vote up Vote down

Sheri M GPES · 279 weeks ago

The article 7 Ways to Inspire Divergent Thinking in the Classroom gives on an example of encouraging taking a creative risk by students sharing "I took a creative risk by _______, It didn't work, but I learned _________."

In what ways could that be used this in the classroom? What variations of that type of sentence stem could be used in various subjects?

2 replies · active 279 weeks ago

0 Vote up Vote down

Sheri M GPES · 279 weeks ago

One example that comes to mind is discussion around some of our engineering practices in the science units. If students try one way that doesn't work, then try again making adjustments, that may be a good time to discuss the creative risk using a similar sentence stem.

0 Vote up Vote down

Kelly N (TSD) · 279 weeks ago

This reminds me a lot of the growth mindset that we have been talking about over the past couple of years. Changing this sentence stem across subjects would switch from focusing on Science/Technology to focusing on taking risks and learning from them in other areas.
In reading, you can ask students to connect ideas by asking them "How are these two ideas connected?" This is asking students to use divergent thinking. Even if they make a wrong connection, they can learn from their mistakes.
In writing, you could do creative writing prompts. I have asked students to add on to a line and make a story out of the line.

0 Vote up Vote down

Kelly N (TSD) · 279 weeks ago

How can we encourage students to be innovators throughout the day not only in science and STEM learning?

+1 Vote up Vote down

hoodkyle 9p · 279 weeks ago

I have had the opportunity to work in some form K-12 in two different districts. Creativity seems to be a theme in one way, shape, form, or another. However, I think at many levels the wait time associated with "the struggle" is what leaves both the instructor and the student in this awkward moment of needing the answer "now". The feeling of "struggle" is not always a bad thing, rather as the second article points out, even the great minds at Pixar get stuck. It's what we, or our students, or we and our students, do when that stuck thing happens. What would it take for the "system" of education to take a step back and say, "go ahead and struggle for awhile, you will not get spoon fed yet"?

0 Vote up Vote down

Kate H. · 279 weeks ago

After reading the articles, specifically 4 Myths about Creativity, how do you see creativity or creative thinking connecting to growth and/or fixed mindsets? Are there strategies you currently use to foster or build a growth mindset in students that could be used to foster or build creativity or creative thinking in your students?

0 Vote up Vote down

Dan A. (TSD) · 279 weeks ago

In the article 10 Characteristics of an Innovative Classroom, one of the characteristics listed was Constant Learning. Within that characteristic it mentioned how the "classroom never stops to catch its breath...and students will benefit from a fast-paced, ever changing environment." While this would be beneficial for a majority of the students, would this mindset of fast-paced and ever changing environment help students who need a very structured, predictable setting? Is there ways to create a classroom that can be both fast-paced/ever changing and predictable at the same time?

1 reply · active 279 weeks ago

+1 Vote up Vote down

hoodkyle 9p · 279 weeks ago

I also wonder about whether or not this differs from the primary levels to secondary? Maybe the pace is quickened in a coordinated effort through the continuum of grades? By the time student enter their 5th, 6th, or 7th grades it may just become the accepted or accustomed pace. I think the key would be for the pace to be coordinated though, without that it would just be a rollercoaster for the students and they would be well aware of the differences.

0 Vote up Vote down

Keri S.(TSD) · 279 weeks ago

Before reading the articles take a moment to write down your definition of "creativity."
Mitch Resnick states in "4 Myths About Creativity" "All children are born with the capacity to be creative, but their creativity won’t necessarily develop on its own. It needs to be nurtured, encouraged, supported." After reading the articles, where has your definition changed? How can you insert some intentional teaching into your day with your students?

0 Vote up Vote down

Celine H. (CRES) · 278 weeks ago

In first grade, students often are stuck on only their ideas. As a group they could retain so many more ideas and work with each other to be more creative. How do we steer first graders off the path of only thinking about their idea and being open to others as well?

2 replies · active 269 weeks ago

0 Vote up Vote down

Sheri M · 271 weeks ago

I agree that is a challenge. Perhaps promoting longer discussion in groups, giving the requirement that the assignment must include an idea from that student and an idea from your partner (if appropriate to the lesson), or after trying out the original idea, offering time to make improvements or try another way may start to open up the students thinking to other creative ideas.

0 Vote up Vote down

Judy K (TES) · 269 weeks ago

I do see that as being bit of a problem in the primary grades. I would maybe try to approach it as one person can demonstrate/ share their idea and then the next person and so on. So all can share their idea and then as a group or pairs, how can they use part of each other's ideas to make a better plan/ solution. Maybe introducing it as a challenge in the class and all voices can be heard.

0 Vote up Vote down

Mandy K (CRES) · 278 weeks ago

An innovative classroom can happen at every grade level. In a kindergarten classroom, we as teachers may need to nurture ideas and encourage shared thinking among students. What are some ideas to help students not only get stuck on their idea, assuming that it's the "best way", and instead recognize the strengths of others ideas?

0 Vote up Vote down

Kathy J. · 278 weeks ago

"A collaborative classroom encourages innovation by pushing students to work with others who may be different from them, either in their beliefs, behavior, or background. Collaboration in the classroom encourages discussion, which is the father of all innovation." From the article, 10 Characteristics of an Innovative Classroom. As a Future Ready Specialist, it has been eye-opening at each grade level to see the outcome of assigning individuals to work with peers they otherwise would not choose on their own. The result of working with others that are different from yourself has been eye-opening as students begin to see value in others' ideas and incorporate them into a collaborative finished product that is far superior to what they would have designed and produced on their own or with a group of like-minded friends.

0 Vote up Vote down

Alyssa H. · 278 weeks ago

When reading "10 Characteristics of an Innovative Classroom" I could not help but think about how this way of thinking comes so easily when thinking about/ working on things like STEM but how in other subjects we teach, it maybe is a little bit tougher. How do you help your students be creative innovators in subjects such as math or literacy ?

1 reply · active 262 weeks ago

0 Vote up Vote down

Paige S (RCES) · 262 weeks ago

In math, students could try to determine their own rules for problems. Often, using math talks, students fins that they started in a different place or used a different methods in order to solve the same problem. Highlighting these differences would be a great way to show students how divergent thinking can lead to different paths, and might even give them a new strategy in order to solve the problem next time!

0 Vote up Vote down

Renee C (CRES) · 278 weeks ago

For students/adults who are successful in innovative teams, what happened at school or home when they were 8, 9, or 10 to set them up with these skills?

1 reply · active 278 weeks ago

0 Vote up Vote down

Renee C (CRES) · 278 weeks ago

I value the idea of pairing natural "out of the box," thinkers with those who may be less flexible innately. In all teams (adult and child) we need different types of thinkers to move forward. I also think that, as we nurture creativity, we also need to specifically teach finite skills of perspective taking and flexible thinking (which are critical to adult success). My thoughts go to high school students who are successful in innovative clubs, classes, and activities. In addition to their natural "out of the box," characteristics - what happened at school or home when they were 8, 9, or 10 to set them up for success in innovative teams?

0 Vote up Vote down

Malia Campbell · 278 weeks ago

In the article 7 Ways to Inspire Divergent Thinking in the Classroom, the author discusses the importance of giving students opportunities to take creative risks, and that in order to do that, students must be confident and comfortable taking chances and making mistakes. The article described how using a high stakes approach to testing and grading is creating risk-adverse learning. How can we as teachers foster creative risk taking while still being required to administer standardized testing?

0 Vote up Vote down

Kelly M (CRES) · 278 weeks ago

When thinking about creativity outside of science, math comes to mind. When posing a problem solving question to students, it's important to remember there is more than one route or method in solving that problem. We should encourage different ideas about how to come up with a solution to the problem, and honor these ideas even if they are a round about way to come up with the idea. How can we as educators, encourage students to think outside the box when attacking a math problem, using their creativity which could be a different method than used in class?

0 Vote up Vote down

Maureen Boyer · 276 weeks ago

I loved the article, “4 Myths About Creativity.” It talked in the first paragraph about how creativity is often mistaken for artistic expression, which is completely agree with. Creativity can have absolutely nothing to do with art. Creativity can be invention, innovation, ideas, etc. I always do find it interesting that kids only associate creativity with art, which is why I really enjoy the “Creative Innovator” month. I also related to the “flash of insight” that they discussed. Often creativity comes with hard work, many drafts, and a lot of development. I tend to discuss this the most when we are working on science models the most. The first idea is often not the best idea!

1 reply · active 271 weeks ago

0 Vote up Vote down

Shawna W · 271 weeks ago

I totally agree. At a young age, kids often associate creativity with art and see themselves as creative or not based on their thoughts about themself as an artist. It is important to help them realize that creativity and being a creative innovator extends far beyond that and can be applied in many many different academic and social areas.

0 Vote up Vote down

Stacey P (RCES) · 273 weeks ago

How can teachers create a learning environment that nurtures and encourages creativity?

4 replies · active 271 weeks ago

0 Vote up Vote down

Stacey P (RCES) · 273 weeks ago

As I read through the articles, I began to compile a list of ways that I think are important in nurturing and encouraging creativity; it ended up being much longer than I expected. The following is the list:
•Ask open-ended questions
•Offer think time
•Encourage flexible thinking
•Include brain breaks
•Incorporate activities that require creative thinking (e.g. small groups given 3 items and the question “what can you make with this?”)
•Play time
•Humor
•Model problem solving
•Share stories of problems solvers
•Instill in students that there are no bad ideas, just opportunities for growth and learning
•Celebrating trying ideas, especially when they don’t work out – embrace failure as part of the creative process
•Teach students about boredom and its importance in the creative process
•Practice and encourage mindfulness and meditation

What I found when I looked over this list are two main things. The first is that I associate creativity with being an effective problem solver. The second is that there is a lot of overlap with good teaching practices.

The point about failure particularly stands out to me because based on my observations of society in general, failure is avoided at all costs by most of us. Failure is usually associated with being rejected or being wrong or with losing, and this all feels bad. Because feeling bad is uncomfortable, it is easy to lose sight with how important and normal it is to feel bad from time to time. Failure is an integral part of the creative process; when plan A doesn’t work out, think of plan B (and so on).

As a teacher, I am going to do my best to have my list in a visible spot where it can remind me of my role in instilling/encouraging creativity in my students, and incorporate my ideas into my lessons as much as possible.

0 Vote up Vote down

Shawna W · 271 weeks ago

Hi Stacey, I love your idea of making a list of the ways you can help foster and encourage creativity and then keeping it somewhere you can easily refer back to. I agree that most of the things you listed are good teaching practices, but it is always beneficial to have a visual reminder during lessons to incorporate them whenever possible. Great thoughts and great idea!

0 Vote up Vote down

Kimberly F (TSD) · 272 weeks ago

This is really close the the question I asked below, so I'll give this one a try. ;)

First, I think we need to have a deep understanding of what a creative innovator is and isn't, and then acknowledge that children can be born with innate creativity, but also respond to nurturing environments where creativity is identified, supported, and valued. As teachers, we can ask questions that lead to thoughtful conversations, deeper thinking, and new ideas. We can offer time for kids to think and process before sharing. I also think it's important to honor all ideas, and encourage kids to share their thinking confidently. One of the most overlooked ways to nurture and encourage creative innovators is through play, so for me, this is something I am deliberate about incorporating as often as possible. When students are given opportunities to make decisions about their learning, they are able to consider options, listen to the ideas of others, and solve problems in a safe and caring environment.

0 Vote up Vote down

Sheri M · 271 weeks ago

I appreciate your point that we need to create nurturing environments where we not only identify creativity, but support and valued. First we need to create that safe, supportive environment where our students feel comfortable sharing creative new ideas and where they know that trying and making mistakes can be part of the process.

0 Vote up Vote down

Kimberly F (TSD) · 272 weeks ago

After reading the article, 4 Myths About Creativity, one of the questions I considered was: Is creativity more influenced by nature or nurture? And, in what ways can we integrate intentional teaching about being a creative innovator while still keeping our lessons an organic, interactive process?

1 reply · active 253 weeks ago

0 Vote up Vote down

Zoryana L. (LWES) · 253 weeks ago

Although creativity can be influenced by nature, I think it is nurtured more than it is drawn from nature. Sometimes, creativity can be nurtured without even intentionally attempting to cultivate creative thinking. For example, one of our articles talked about the power of boredom. When children are bored or un-entertained, they naturally get their creative thinking skills flowing. The article mentioned how humans come up with great ideas in the shower or while washing the dishes, the same applies to children. When we nurture students by intentionally setting up their environment to produce creative thinking, they learn to become creative innovators.

0 Vote up Vote down

Judy K (TES) · 269 weeks ago

In the spirit of creativity and innovation write your own question for the articles above--for you or others to answer. After reading the articles, write and post your own open-ended question inspired by the them and connected to our learning about Creative Innovator.

How do you help guide creative innovators in subjects outside of science especially for K-2?

First, post your question as a comment below. Then, either answer your own question by replying to it, OR answer someone else’s. (Some questions may get more than one answer--that’s okay.)

1 reply · active 262 weeks ago

0 Vote up Vote down

Paige S (RCES) · 262 weeks ago

As a STEAM teacher, I have thought about this a lot. I think in art, making more constraints within the project would help. Limiting materials or resources they can use or giving vague instructions for what the outcome should be allows students to be divergent thinkers. This comes from part 2 of article 2.

0 Vote up Vote down

Paige S (RCES) · 262 weeks ago

Article 1: What is one way you can require students to be creative without the requirement including the arts?

Article 2: How do you incorporate humor and play in your typical classroom day?

Article 3 (“10 Characteristics of an Innovative Classroom”): Of the 10 characteristics of an innovative classroom, which one do you personally think is the most powerful and why?

0 Vote up Vote down

Zoryana L. (LWES) · 253 weeks ago

As I learned about creativity and innovation through our readings, one wonder I had was how educators can exemplify the traits of a Creative Innovator. How do you think we as teachers can role model creative innovation for our students?

0 Vote up Vote down

Susan H. (SLES) · 252 weeks ago

How can we promote "little-c" creativity in our classrooms?

1 reply · active 252 weeks ago

0 Vote up Vote down

susan h (SLES) · 252 weeks ago

We had a wonderful task given to us in the Launch book study. We were asked to choose 5 everyday items from a list and create something. The list included items like paperclips, string, tape, binder clips, straws, paper, etc. Then we were asked to create a list of things we could create with it. Then we had to actually create that item (this is where innovation comes in). We had to explain how this item is helpful/useful. It was incredibly difficult for me to proceed with such an ambiguous task. There weren't any clear directions as to what we were to create (which was the point). I think exercises like these can help the kids bring out their creative and innovative skills.

0 Vote up Vote down

Susan H (SLES) · 252 weeks ago

We had a wonderful task given to us in the Launch book study. We were asked to choose 5 everyday items from a list and create something. The list included items like paperclips, string, tape, binder clips, straws, paper, etc. Then we were asked to create a list of things we could create with it. Then we had to actually create that item (this is where innovation comes in). We had to explain how this item is helpful/useful. It was incredibly difficult for me to proceed with such an ambiguous task. There weren't any clear directions as to what we were to create (which was the point). I think exercises like these can help the kids bring out their creative and innovative skills.

Post a new comment

Comment as a Guest, or login:

Submit Comment

Subscribe to

To make tracking easier, be sure to include your first name, first initial of last name and your school initials (Toni S. (MVMS).

Comments by IntenseDebate

Subscribe to: Posts (Atom)