Many teachers focus on judging student work. Using a learner centered approach to teaching, the word "supporting" replaces "judging." Teacher talk to students centers around four types of responses: (see illustration)
Surprisingly, many teachers feel that by giving control to the students, they are abrogating their own status. On the other hand, how will students gain autonomy if they aren't allowed to pursue their own interests? Most teachers agree that an essential core of information is required for minimal achievement and a basic set of competencies, knowledge and skills. The personal investigation with a supportive teacher is viewed as an "add-on."
Illustration
Questioning Students
Questions seek to clarify and understand rather than put students on the spot. The focus is on your understanding of the student interest area.
* "What evidence are you seeking?"
* "What are your best sources on this?"
* "Who might best help you with this?"
* "How long have you been interested in this?"
* "How will you present your findings?"
Accepting Student Ideas
* "That's interesting."
* "Oh, I see."
* "I get it."
Praising Students
* "I think that's a great approach."
* "That's outstanding!"
* "I'm so impressed with your understanding."
* "That's' a professional approach."
Accepting Student Feelings
* "I know this is difficult."
* "I know how hard this information is to obtain."
* "I appreciate the long hours that you have spent on this."
W.G.G. Gordon et al:
Creativity in Thought and Action
Overview
America has long nurtured free-enterprise. Competition has been the hallmark of personal and corporate success. One component of free-enterprise is the conceptualization, development, and production of improved and new products, along with improved design and enhancement of traditional products. College programs feature major areas of emphasis in "human factors" design which attempts to optimize products for human use and advantage. Programs for gifted and talented students have featured approaches to instruction aimed at creative and unique approaches to problem solving and design. Odyssey of the Mind and Invention Convention are two such programs. Design competitions seek to profile the development of aptitude, attitude, and ability for creative problem solving and thought. These programs feature creativity in the classroom -- work developed by W.G.G. Gordon.
Illustration
I. Some programs feature a product improvement strategy through the use of products which promote discussion through provocative prompts. Suppose we were talking about this course. The prompt for such an activity might be how we could enhance this course through:
A. Adding color B. Making it longer
C. Making it shorter D. Adding motion E. Taking something away F. Adding something G. Adding sound H. Adding music, art, drama, etc. I. Providing video J. Providing guests
Similar prompts could be developed or used with virtually any product improvement activity.
II. Analogy
A quality vocabulary is essential for broadening and enhancing one's personal growth. A method to better utilize class "down" periods (such as the few minutes just before the end of class) is to promote vocabulary development. A good way is to select a noun such as "art." You then ask the class what comes to mind when they think of art. Students might form the following list: Picasso, paint, water color, sculpture, gesso, and exhibition. You then add a second word such as "science," proceeding through the "art" list by saying: "Picasso is to art as (blank) is to science." Students seek to identify a scientist who most nearly meets all the criteria possessed by Picasso.
III. Logo Development
Graphic design offers the possibility to promote thought and creativity. Logos communicate through the visual spatial intelligences and may be used to communicate the essential elements of slogans, products, attributes, causes, utilitarian items, safety issues, health tips, and values.
The following logo development activities could be done for this course:
A. Design a logo for this course.
B. Design a logo for your value system.
C. Design a logo appropriate to your life style.
D. Redesign any of the above in the style of a common design.IV. Making the Strange Familiar and the Familiar Strange
W.G.G. Gordon has developed variety of approaches to stimulate creativity. He has students become an item. For example:
A. Become a flower bud ready to bloom.
B. Show how a neuron develops dendrites.
Another approach:
A. Rewrite the Bill of Rights in the words of the mountain blue bird.
B. Write a law that would guarantee the rights of (blank). (select an animal or thing)
C. Answer such questions as how a textbook is like a (blank). (Substitute virtually any noun and have the students write a story about it.)V. Product Design/Evaluation
Another favorite project is to promote design teams for a specific project.
A. Design a burglar alarm for your locker.
B. Develop alternative uses for aluminum cans.
C. Determine the best buy in mixed nuts.
D. Determine the best automobile buy.
E. Determine the best tennis shoe buy.