As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind.
"Kids are more than just test scores." -- Indeed, they are, but the question then becomes, 'How do we measure things like their ability to take initiative for their learning, their ability to create, their ability to think outside the box, through standardised testing?' Well, you can't, especially when said tests consist of MCQs, giving students the chance to show their ability to answer, but not their ability to question or think deeply. This really explicates the problems with teaching to standardised tests -- we rob students of a genuine education in thinking beyond closed questions and towards deeper understanding of their world.
This is a great resource for exploring art within the classroom, no need to organise an excursion and worry about risk assessments! After studying The Hero of Little Street by Gregory Rogers last week, I have no doubt that this could be used to link the creative arts to literacy and enrich the learning experience of both.
A recent blog by Grant Wiggins affirmed what I have long believed about creativity: it is a 21st-century skill we can teach and assess. Creativity fosters deeper learning, builds confidence and creates a student ready for college and career.
However, many teachers don't know how to implement the teaching and assessment of creativity in their classrooms. While we may have the tools to teach and assess content, creativity is another matter, especially if we want to be intentional about teaching it as a 21st-century skill. In a PBL project, some teachers focus on just one skill, while others focus on many. Here are some strategies educators can use tomorrow to get started teaching and assessing creativity -- just one more highly necessary skill in that 21st-century toolkit.
Albert Einstein wrote: The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. So the unknown, the mysterious, is where art and science meet.
Keeping his words in mind, educators everywhere are beginning to work art into education. Because we live in the 21st century, we have all the tools right at our fingertips, quite literally. The Internet hosts site after site devoted to integrating art into education.
Right here, you’ll find some of the best websites and some interesting ideas that are easily altered to fit various lessons. Explore 50 ways to add artistic elements to the simplest and most complex lessons.
This was very interesting to read and to watch. This notion of creativity being a way of operating has implications for the importance of fostering creativity in the classroom. By teaching to dotpoints and not giving students the chance to think freely and creatively, we limit them to only one way of operating, only one way of looking at a problem. Not only did reading this provide me with some perspective on how to create an environment that would allow students to feel that they could be creative, but also highlighted further the importance of it. Also, John Cleese. ♥
This page highlights the potential of using technology to promote creativity and engagement by showing what kind of result we can get if we connect art with digital media -- students are fully engaged in the learning, even bringing it outside of the classroom due to the connectedness that technology offers them.
Suzie Boss provides 8 tips for turning K-12 classrooms into innovation spaces. How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21st-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.
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