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Author Beghetto, Ronald A
Title Nurturing Creativity in the Classroom
Imprint New York : Cambridge University Press, 2010
©2010
book jacket
Descript 1 online resource (440 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Cover -- NURTURING CREATIVITY IN THE CLASSROOM -- Title -- Copyright -- Dedication -- CONTENTS -- CONTRIBUTORS -- PREFACE -- ACKNOWLEDGMENTS -- 1 How to Discourage Creative Thinking in the Classroom -- REFERENCES -- 2 Teaching for Creativity in an Era of Content Standards and Accountability -- INTRODUCTION -- MUST CONTENT STANDARDS AND ACCOUNTABILITY BE IN CONFLICT WITH CREATIVITY? -- HOW TO EMPHASIZE ACQUISITION OF SKILLS AND CONTENT KNOWLEDGE AND ENHANCE CREATIVITY -- Teaching Divergent Thinking -- Balancing Intrinsic and Extrinsic Motivation -- Using Both Teacher-Centered and Student-Centered Learning -- REFERENCES -- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning -- INTRODUCTION -- Formal and Informal Education -- IDEAL ACTS OF LEARNING -- Components of Ideal Acts of Learning -- The Learner -- Abilities -- Interests -- Learning Styles -- Curriculum -- Structure of the Discipline -- Content and Methodology of a Discipline -- Appeal to the Imagination -- The Teacher -- Knowledge of the Discipline -- Instructional Technique -- Romance with the Discipline -- NURTURING CREATIVE PRODUCTIVITY THROUGH ENRICHMENT LEARNING AND TEACHING -- Type I Enrichment: General Exploratory Experiences -- Type II Enrichment: Group Training Activities -- Type III Enrichment: Individual and Small Group Investigations of Real Problems -- Five Essential Elements of Type III Enrichment -- A Focus on Individual or Group Interests -- The Focus on Advanced-Level Knowledge -- A Focus on Methodology -- A Sense of Audience -- Authentic Evaluation -- Teachers as Facilitators of Type III Investigations -- Case Study: The Lightbulb Expo -- APPLYING IDEAL LEARNING SITUATIONS WITHIN SCHOOL STRUCTURES -- Regular Classroom and Curriculum Opportunities -- Curriculum Compacting -- Enrichment Clusters
School of Design - Metairie Academy -- The Quilting Bee -- Electives and Pullout Programs -- Renzulli Learning Systems -- CONCLUSION -- APPENDIX A INTERVIEW WITH BRIANNE BURROWES -- REFERENCES -- 4 Creativity: A Look Outside the Box in Classrooms -- DEFINING CREATIVITY: WHAT IT IS AND IS NOT -- Education Imperatives -- TEACHER AWARENESS OF CREATIVITY -- EXTENDING CREATIVE IDEAS -- ASSESSMENT IMPERATIVES -- Thinking and Acting Outside of the Box in the Classroom -- Twelve Golden Rules on How to Kill Creativity -- Unit Title: Having a Job Interview -- Morphological Forced Connections -- Personal Reflections and Conclusions -- The Future -- CONCLUDING THOUGHTS -- REFERENCES -- 5 Using Constraints to Develop Creativity in the Classroom -- VARIABILITY, NOVELTY, AND EXPERTISE -- High Variability and Novelty -- High Variability and Expertise -- PROBLEM SOLVING AND CREATIVITY -- The Problem Space Model -- Well-Structured Problems -- Ill-Structured Problems -- The Constraint-Pair Model -- CONSTRAINTS IN THE CLASSROOM -- Cognitive Constraints -- Talent Constraints -- Curricular Constraints -- Domain Constraints -- Variability Constraints -- USING CONSTRAINTS IN THE CLASSROOM: MATH -- LEARNING IN JAPANESE AND AMERICAN CLASSROOMS -- Task Constraints -- Variability Constraints -- LEARNING TO BE RELIABLE AND VARIABLE -- Basic Principles -- Applications -- The Alternation Problem -- Addition as an Alternation Problem -- USING CONSTRAINTS IN THE CLASSROOM: ART -- COMBINED CONSTRAINTS -- Source and Subject Constraints -- Task and Variability Constraints -- Monet's Series -- An Experimental Series -- Implicit -- Explicit -- In-Between -- Basic Principles -- ARTISTIC FREEDOM -- CONCLUDING THOUGHTS AND A CONCLUDING CAVEAT -- The Thoughts -- The Caveat -- REFERENCES -- 6 Infusing Creative and Critical Thinking into the Curriculum Together
THINKING CREATIVELY ABOUT CRITICAL THINKING: INFUSING CREATIVITY AND CRITICAL THINKING INTO THE CURRICULUM TOGETHER -- CLASSROOM ENVIRONMENT -- WHY CRITICAL AND CREATIVE THINKING TOGETHER? -- INFUSING CREATIVE AND CRITICAL THINKING INTO THE CLASSROOM -- MANAGING A CREATIVE CLASSROOM -- INTERDISCIPLINARY APPROACH -- TEACHING FOR TRANSFER -- CONCLUSION -- REFERENCES -- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process -- FIVE CORE ATTITUDES -- Core Attitude of Naiveté -- Core Attitude of Self-Discipline -- Core Attitude of Risk-Taking -- Core Attitude of Tolerance for Ambiguity -- Core Attitude of Group Trust -- THE SEVEN I'S -- Inspiration -- The Visitation of the Muse: The Inspiration of Love -- The Inspiration of Nature -- Inspiration through Substances -- Inspiration by Others' Creativity, Especially Works of Art and Music -- Inspiration from Dreams -- The Inspiration of Novel Surroundings: Travel -- Imagery -- Imagination -- Intuition -- Insight -- Incubation -- Improvisation -- GENERAL ASPECTS OF THE CREATIVE PROCESS -- The Need for Solitude -- Creativity Rituals -- Meditation -- Creativity as Defined by Community and Culture -- Creativity as the Process of a Life -- REFERENCES -- 8 Learning for Creativity -- THE DEPRESSING EXPLANATION: SCHOOLS AS BUREAUCRATIC INSTITUTIONS -- THE HOPEFUL EXPLANATION: TRANSFORMING SCHOOLS BASED ON LEARNING SCIENCES RESEARCH -- ARTS AND EDUCATION -- CREATIVITY EDUCATION -- LEARNING HOW TO CREATE IN GROUPS -- RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- 9 Broadening Conceptions of Creativity in the Classroom -- DO CURRICULAR CONSTRAINTS SUPPRESS TEACHERS' ABILITY TO SUPPORT CREATIVITY? -- WHAT ROLE CAN CREATIVITY PLAY IN THE DAY-TO-DAY CURRICULUM? -- INTERPRETIVE (MINI-C) CREATIVITY -- Recognizing mini-c Insights -- EVERYDAY (LITTLE-C) CREATIVITY -- Little-c Expectations
PRO-C CREATIVITY -- Pro-c Goals -- LEGENDARY (BIG-C) CREATIVITY -- Big-C Exemplars -- MAKING ROOM FOR CREATIVITY IN THE CLASSROOM: NOW AND FOR THE FUTURE -- REFERENCES -- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions -- TEACHING "DISCOVERY SCIENCE" -- NOT EVERY TEACHER WANTS THE SAME RESULT -- CREATIVITY - WHO WANTS IT AND WHY? -- OBSTACLES TO CREATIVITY THEN AND NOW -- BETTER TODAY? -- WHAT IS EVERYDAY CREATIVITY AND DO THE SCHOOLS REALLY WANT IT? -- Definition -- Do Some People Still Link Creativity Only with the Arts? -- Issues of Creativity and Mental Health -- Compensatory Advantage -- Defining Other Subtypes of Creativity -- The "Four P's" of Creativity -- SEVEN SUGGESTIONS FOR ENHANCING EVERYDAY CREATIVITY -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of... -- CONCLUSION -- REFERENCES -- 11 Education Based on a Parsimonious Theory of Creativity -- CREATIVITY: WHAT IT IS NOT -- A HIERARCHY OF DEFINITIONS -- SIMPLE CREATIVITY -- Autonomy -- Courage -- Wide Interests -- Openness -- Tolerance -- Authenticity -- Risk Taking -- Contraindicative Traits -- OPTIMAL FREEDOM OF THOUGHT -- CONCLUSIONS AND EDUCATIONAL IMPLICATIONS -- REFERENCES -- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom -- WHY DOES CREATIVITY MATTER IN SCHOOLS? -- DEFINING CREATIVITY: AN EMBARRASSMENT OF RICHES
WHICH DEFINITIONS OF CREATIVITY ARE MOST USEFUL FOR THE CLASSROOM? -- BENDING THE RULES -- PRIORITIES AND WEIGHING HIGH-STAKES ASSESSMENTS: CREATIVITY GETS IN LINE -- TEACHER PERCEPTIONS OF CREATIVITY -- TEACHING AND ASSESSING CREATIVITY IN THE CLASSROOM -- BUT WHAT ABOUT FORMAL ASSESSMENT IN THE CLASSROOM? -- INTEGRATING THEORY AND CLASSROOM ASSESSMENT -- CONCLUSION -- REFERENCES -- 13 Creativity in Mathematics Teaching: A Chinese Perspective -- THEORETICAL FRAMEWORK OF CREATIVE TEACHING -- DOMAIN-RELEVANT KNOWLEDGE -- CREATIVITY-RELATED LEARNING PROCESS -- TASK MOTIVATION -- CREATIVITY AND "GOOD TEACHER AND EFFECTIVE TEACHING" IN THE CHINESE CULTURE -- THE CHINESE SCHOOL SYSTEM AND ITS TEACHER TRAINING MODEL -- CONCLUSIONS -- REFERENCES -- 14 Possibility Thinking and Wise Creativity: Educational Futures in England? -- INTRODUCTION: CREATIVITY IN THE ENGLISH CLASSROOM -- POSSIBILITY THINKING: AT THE HEART OF EVERYDAY CREATIVITY? -- Stage 1: Possibility Thinking and Pedagogy (3- to 7-Year-Olds) -- Stage 2: Focusing on Question Posing in Possibility Thinking (5- to 7-Year-Olds) -- Stage 3: Possibility Thinking and Pedagogy (9- to 11-Year-Olds) -- Stage 4: Possibility Thinking and School Aspiration (5- to 18-Year-Olds) -- POSSIBILITY THINKING AND CREATIVITY IN THE CLASSROOM -- QUESTIONING THE MARKETIZED CONTEXT FOR CREATIVITY IN THE CLASSROOM -- WISING UP - A WIDER DRIVING FRAME FOR POSSIBILITY THINKING -- CONCLUDING THOUGHTS: BEYOND ENGLISH BORDERS -- REFERENCES -- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child -- KAZIMIERZ DABROWSKI -- OVEREXCITABILITY -- PSYCHOMOTOR OVEREXCITABILITY -- Psychomotor Overexcitability: Related Needs and Recommendations -- SENSUAL OVEREXCITABILITY -- Sensual Overexcitability: Related Needs and Recommendations -- Intellectual Overexcitability
Intellectual Overexcitability: Related Needs and Recommendations
Examines and responds to the tension educators face while trying to nurture creativity within the curricular constraints of the classroom
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Beghetto, Ronald A. Nurturing Creativity in the Classroom New York : Cambridge University Press,c2010 9780521887274
Subject Creative thinking.;Creative ability
Electronic books
Alt Author Kaufman, James C
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