creativity and instructional strategies

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    brianhousand.com

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    GEEK

    RESEARCHER

    GIFTED

    EDUCATOR

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    Hawaii

    Minnesota

    North CarolinaCalifornia

    Georgia

    New York

    MontanaPennsylvania

    Nova Scotia

    TexasConnecticut

    Virginia

    Colorado

    Indiana

    201

    2

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    201

    2

    I

    M

    PA

    C

    T

    Informing &

    Motivating

    PeopleAbout

    Creativity &

    Technology

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    DID

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    Rather than running the risk of

    having our students become

    W A L K I N G

    ENCYCLOPEDIAS

    we need to TEACH them how to

    THINK CREATIVELY.(Sternberg,2006)

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    1. Creativity and Innovation

    2. Communication and Collaboration

    3. Research and Information Fluency4. Critical Thinking, Problem Solving, and

    Decision Making

    5. Digital Citizenship

    6. Technology Operations and Concepts

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    p21.org

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    The Nation that

    dramatically and boldlyled the world into the

    age of technology is

    failing to provide its

    own children with the

    intellectual toolsneeded for

    the 21st century.

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    Our children could be

    STRAGGLERSin a world of technology.

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    WE MUST

    NOTLET THISHAPPEN

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    AMERICAMUST NOTB E C O M E

    AN INDUSTRIAL DINOSAUR

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    W E M U S T N O Tprovide our children

    for a21st CenturyWORLD.

    a 1960s education

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    www.p21.org

    Learning and Innovation Skills

    Creativity and Innovation

    Critical Thinking and Problem Solving

    Communication and Collaboration

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    What students mustmaster to succeed.

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    LEARN

    Access, evaluate, and use

    different forms of information.

    Exercise critical thinking.Exhibit fluency with tech tools.

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    Work successfully as a team.

    Demonstrate cross-culturalawareness.

    Communicate complex ideaseffectively.

    COLLABORATE

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    GOALS FOR TODAY

    EXPOSURE

    IDEASENRICHMENT

    INSPIRATION

    OH!

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    TodaysMeettodaysmeet.com/hisd2012

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    ONE: CURRICULUMCOMPACTING

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    www.gi%ed.uconn.edu

    The National Research Center

    on the Gifted and Talented

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    Three Objectives

    To create a challenging learningenvironment within the context of the

    regular curriculum To guarantee proficiency in the basic

    curriculum

    To buy time for enrichment andacceleration

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    For students, Compacting

    Recognizes large reservoir ofknowledge

    Satisfies hunger to learn more aboutself-selected topics

    Encourages independence

    Eliminates boredom resulting fromunnecessary drill and practice

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    Types of Compacting

    Basic Skills Compacting:

    Eliminates specific skills that students have

    already acquired.Spelling, mathematics, or grammar.

    Pre-testing is easier to accomplish.

    Mastery can be documented more easily andobjectively.

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    Types of Compacting

    Content Compacting:

    Social studies, science, and literature

    Students may already know the objectivesor may be able to read the material andmaster the objectives in a fraction of thetime.

    More flexible students can absorb thematerial at their own speed.

    Evaluation may be less formal essays,interviews, or open ended tasks.

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    How to Compact

    Step One: Identify theobjectives in a given subjectarea.

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    How to Compact

    Step Two: Find or createappropriate pre-tests.

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    Step Two

    Which objectives have already been mastered

    by the student?

    Which objectives have not already been mastered bythe student?

    Which problems might be causing students to fallshort of reaching any of the objectives?

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    How to Compact

    Step Three: Identify studentswho should be pre-tested.

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    Step Three

    Look at the individual strengths of the students

    in your class.

    Academic records, class performance, andevaluations from former teachers are all effectivemethods of pinpointing candidates for pre-testing.

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    Step Four

    Point out that some students will already be familiar

    with the material.

    Ask students individually, if they would like to test

    out of the unit by demonstrating that they already

    know the objectives being taught.

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    How to Compact

    Step Five: Eliminate

    instructional time for students

    who show mastery of the

    objectives.

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    Step Five

    Students who have a thorough grasp of the learning

    objectives should be allowed to take part in enrichment or

    acceleration activities.

    Some students may be excused from specific class

    sessions, while others may skip certain chapters or pagesin the text or specific learning activities.

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    How to Compact

    Step Six: Streamline instruction ofthose objectives students have not yetmastered but are capable of mastering

    more quickly than their classmates.

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    Step Six

    Bright students frequently need less practice to

    master new objectives than their peers.

    Students may demonstrate mastery of some, but not

    ALL the target learning objectives.

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    How to Compact

    Step Seven: Offer challengingalternatives for time provided

    by compacting.

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    Step Seven

    Assign individual or small group projects usingcontracts or management plans

    Create interest or learning centers

    Create opportunities for self-directed learning ordecision making

    Teach mini-courses on research topics or other highinterest areas

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    How to Compact

    Step Eight: Keep records of thisprocess and the instructionaloptions available to compacted

    students.

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    Step Eight

    Record student strength areas, as verified by test

    scores or performance

    Save the pre-tests used to determine mastery and the

    learning objectives that were eliminated

    Compile enrichment and acceleration activities

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    TWO: DEPTH &COMPLEXITY

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    DETAILS

    Traits, attributes,

    characteristics todescribe something

    What are its attributes?

    What features characterize this?

    What specific elements define this?

    What distinguishes this from other things?

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    TRENDS

    Influences or forces thatshape ideas

    What ongoing factors have influenced this study?

    What factors have contributed to this study?

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    UNANSWERED

    QUESTIONS

    Unknown areas of adiscipline

    What is still not understood about this area, topic,

    study, or discipline?

    What is yet unknown about this area, topic, study,or discipline?

    In what ways is the information incomplete or

    lacking in explanation?

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    ETHICS

    Dilemmas,controversies, issues

    What dilemmas or controversies are involved in

    this areas, topic, study, or discipline?

    What elements can be identified that reflect bias,

    prejudice, and discrimination?

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    BIG IDEAS

    Generalizations,principles, theories

    What overarching statement best describes

    what is being studied?

    What general statement includes

    what is being studied?

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    RULES

    Stated or unstatedreasons or explanations

    How is this structured?

    What are the stated and unstated causes

    related to the description or explanation

    of what we are studying

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    OVER TIME

    Past, present, futurehappenings

    How are ideas related between the past, present and future?

    How are these ideas related within orduring a particular time period?

    How has time affected the information?

    How and why do things change or remain the same?

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    ACROSS

    DISCIPLINES

    Connections betweenand across disciplines

    How are these ideas related or connected?

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    Iconic Prompts of Depth and Complexity Retrieval Chart

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    Topic: Top Ten Things You Need to Know About Global Warming

    Language of the Disciplines (Think like a Climatologist).

    -climate change -carbon dioxide -temperature-ozone depletion -greenhouse gas -CFC-ecosystem -glacier - Kyoto Protocol

    Details

    Global warming is caused primarily bycarbon dioxide from burning coal, oil, andgas.

    Patterns

    -Misconceptions about global warming-poles warm faster than equator (US tempsrising faster than over globe)

    Trends

    Global WarmingNatural patterns of climate change (1degree F in the past 100 years) shifting due

    to human activity (3-10 degrees F in next100 years)

    Unanswered Questions

    -Can globalwarming be reversed or stopped (or is it toolate)?

    -What new technologies, programs, orinnovations will help slow global warming?

    Global Warming

    Natural patterns of climate change (1-Can global

    warming be reversed or stopped (or is it too

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    p g (degree F in the past 100 years) shifting dueto human activity (3-10 degrees F in next100 years)

    g pp (late)?-What new technologies, programs, orinnovations will help slow global warming?

    Ethics

    -Is global warming real?-Human impact; reducing carbon

    footprint: driving less, fuel efficientappliances, solar energy, etc.-US impact on poorer nations.

    Big Ideas

    (Change/Power)-Change can be either positive or negative-Change is inevitable-Power may be used or abused

    Rules

    Carbon dioxide, methane, and CFCs, andnitrous oxide all contribute to globalwarming.

    Over Time

    -temperature shifts lead to changesin ecosystems

    -temperature shifts lead to rising sea levels-a temperature rise will cause more

    extreme weatherAcross Disciplines

    -Science: Environment/ Ecology-Political Science: Kyoto Protocol

    -Sociology: Mans behavior

    Multiple Perspectives(Points of View)

    State your opinion on global warming fromthe perspective of: participant of Kyoto

    Protocol, alternative energy scientist, andperson living 100 years from now.

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    BREAK

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    THREE: DEVELOPINGINTERESTS

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    !My!Way!.!.!.!!An!Expression!Style!Inventory

    K.!E.!Kett le,!J.!S.!Renzulli, !M.!G.!Riz za

    University!of!C onncec ticut

    Products)provide )stude nts)and)pro fessionals) with)a)way)t o)express )what )they)have

    learned)to)an)audience.)This)survey)will)help)det ermine)the)kinds)of)products) YOUare) interestedin)creating.

    My!Name!is:!!_______ ______________________________ _____ _____ ____________

    Inst ructions:Read)each)stateme nt)and)circl e)the)nu mber)that)shows)to)what)extent) YOU)are

    interestedin)creating)that)type) of)product.))(D o)not)worry)if)y ou)are)unsure)of)ho w

    to)make)the )product.Not! At!All !Of!Littl e!!!!!!!!!!Moderately!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Very

    Interested!!!!!!!!!!!!Interest!!! !!!!!!!!Interested !!!!!! !!!!!! Interested!!!!!!!! !!!Interested

    Example :

    writin g!song!lyrics 1 2 3 4 5

    1. ) writin g) stori es 1 2 3 4 5

    2. discussing)what)I)have 1 2 3 4 5

    l earn ed

    3. paint ing) a) picture 1 2 3 4 5

    4. des ig nin g) a)c omputer 1 2 3 4 5

    software)project

    5. filming)&)editing)a)video 1 2 3 4 5

    6. creating) a) company 1 2 3 4 5

    7. helping)in)the)community 1 2 3 4 5

    8. a cti ng) in )a )p la y 1 2 3 4 5

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    FLIPPING

    THE CLASSROOM

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    KHAN

    CAN AND

    KHANYOU

    TOO

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    The whole process of

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    peducation should

    thus be conceived asthe process of

    learning to thinkthrough the solutionof real problems.

    -- John Dewey, 1938

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    Real World Problems

    Academic Rigor

    Technology Integration

    www.ecugifted.com Why did the pirate

    go to the Apple

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    go to the Applestore?

    Scan for the answer

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    FOUR: QUESTIONING& NEW LITERACIES

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    Benjamin

    Bloom

    1913 - 1999

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    Knowledge)alone)is)NOT)enough.)

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    WHO

    WHAT WHEN

    WHERE WHY

    HOW

    IS

    DID CAN

    WILL MIGHT

    SHOULDCOULDWOULD

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    in Search of

    Critical

    Thinking

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    If t d t

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    the answer, then you

    may be asking thewrong question.

    If your students can

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    Every man

    should have abuilt-in

    automaticcrap detector

    operating

    inside of him.

    -- Ernest Hemingway

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    The illiterate of

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    the 21st Century

    will not be those

    who cannot read

    or write,

    but those who cannot

    LEARN, UNLEARNAND RELEARN.

    (Toffler, 1970)

    5 TYPES OF EVALUATION

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    UNDERSTANDINGRELEVANCY

    ACCURACY

    RELIABILITYBIAS

    (Coiro, 2006)

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    AGoogleaDay

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    DID

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    LUNCH

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    CREATIVITY

    THEORIES AND

    STRATEGIES

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    Weareeduca)ngpeople

    outoftheircrea)vity.

    Crea)vityisasimportantin

    educa)onasliteracy.

    Sir Ken Robinson

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    PREPARATION IN

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    N

    CU

    BATIO

    N

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    VERIFICATION

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    ILLUMINATION

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    E. Paul

    Torrance

    1915 - 2003

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    FLUENCYFLEXIBILITY

    ORIGINALITY

    ELABORATION

    FACT FINDING

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    FACT FINDINGListing all you know about the problem or challenge

    PROBLEM FINDINGListing alternative problem definitions

    IDEA FINDINGIdeas are freely listed

    SOLUTION FINDINGCriteria for idea evaluation are listed

    ACCEPTANCE FINDINGImplementation / Action Plan

    SUBSTITUTE

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    COMBINEADAPT

    MODIFYPUT TO OTHER USES

    ELIMINATE

    REVERSE

    20%

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    20%

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    bit ly/nets-profiles

    1. Creativity and Innovation2. Communication and Collaboration

    3. Research and Information Fluency

    4. Critical Thinking, Problem Solving, and

    Decision Making

    5. Digital Citizenship6. Technology Operations and Concepts

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    COMPUTERAS PAINTBRUSH

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    FREEDOM TO

    EXPERIMENT

    FREEDOM

    TO FAIL

    FREEDOM TO

    TRY ONIDENTITIES

    FREEDOMOF EFFORT

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    BREAK

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    PLUGGING INTO

    CREATIVEOUTLETS

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    DANGER

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    If#you#dont#read#much,#you#really#dont#know#much.#

    #YOU AREDANGEROUS!

    DANGER

    --Jim Trelease

    TOOLISHNESS

    AHEAD

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    Googleable

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    flickr five frames

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    1st photo:establish

    characters and location

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    flickr five frames

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    2nd photo:

    create a situation

    with possibilities ofwhat might happen

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    flickr five frames

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    3rd photo:involve the characters

    in the situation

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    flickr five frames

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    4th photo:build to

    probable outcomes

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    flickr five frames

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    5th photo:have a logical

    but surprising end

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    dermandarinstagram

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    BORN: February 15, 2005

    72 hours of video

    are uploaded every minute!

    Over 3 billion videos

    are viewed a day

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    (Resnick, 1996)

    NOTStereos

    Pianos

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    www.youtube.com/searchstories

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    THE COMPUTER IS MY INSTRUMENT.

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    will.i.am

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    MAKING A PLAN

    5. EVALUATE5STEPTECHNOLOGYINTEGRATION

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    1. IDENTIFY A TECH TOOL

    4. WATCH IT GROW

    3. GIVE IT TIME

    2. PROVIDE A PURPOSE

    5PLAN

    (Besnoy, Housand, & Clark, 2008)

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  • 7/31/2019 Creativity and Instructional Strategies

    174/175

  • 7/31/2019 Creativity and Instructional Strategies

    175/175