rethinking the creative student

Image Courtesy of Dierk Scheafer

Rethinking the creative student

Jana Hood & Robert Squires

A convergence

Image Courtesy of Shaggy 359

The brain is a parallel processor; it can perform several activities at once, like tasting and smelling.Learning engages the whole physiology.

The search for meaning comes through patterning.

Learning involves both conscious and unconscious processes.

Learning resides in the connections we make.

Vocabulary

Wilson, Leslie Owen. (2006). Curriculum Pages: Beyond Bloom – A new Version of the Cognitive Taxonomy. Retrieved from http://www.uwsp.edu/edication/lwilson/curric/newt ... 10/21/2009

• Remembering: Retrieving, recognizing and recalling relevant knowledge from long-term memory.

• Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

• Applying: Carrying out or using a procedure through executing, or implementing.

• Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

• Evaluating: Making judgments based on criteria and standards through checking and critiquing.

• Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Anderson, L. W. and David R. Krathwohl, D. R., et al. (Eds.) (2001) A Taxonomy for Learning, Teaching, and Assessment: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon, Boston, MA (Pearson Education Group)

Definitions

What about that garbage? SARAH CYNTHIA SYLVIA STOUT

WOULD NOT TAKE THE GARBAGE OUT

Shel Silverstein. (1974). Where the Sidewalk Ends. New York: Harper and Row.

Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out!

Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall.

Sarah Cynthia Sylvia StoutWould Not Take the Garbage Out

by Shel Silverstein

Stout Family Grocery List

1. Please write all of the (adjectives) in the space below.

2. Write the sentences from the poem which tell us (what the garbage did).

3. Write as many examples of (alliteration) as aas you can find.

4. Make a list of (rhyming) words from the poem.

5. Imagine that you had a little more time to relate the fate of Sarah. Rewrite the ending using the rhythm and rhyme of the author.

SARAH CYNTHIA SYLVIA STOUTWOULD NOT TAKE THE GARBAGE OUT

Role-playing interview

Readers’ TheatreC6 Greasy napkins, cookie crumbs, Globs of gooey bubble gum, C7 Cellophane from green baloney, Rubbery blubbery macaroni, C8 Peanut butter, caked and dry, Curdled milk and crusts of pie, C9 Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, C10 Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. N7 At last the garbage reached so high That it finally touched the sky. N8 And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, Everyone "OK, I'll take the garbage out!" N9 But then, of course, it was too late. . . N10 The garbage reached across the state, From New York to the Golden Gate. N11 And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. Everyone But children, remember Sarah Stout And always take the garbage out!

N1 Sarah Cynthia Sylvia Stout Would not take the garbage out! N2 She'd scour the pots and scrape the pans, Candy the yams and spice the hams, N3 And though her daddy would scream and shout, She simply would not take the garbage out. N4 And so it piled up to the ceilings: C1 Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. N5 It filled the can, it covered the floor, It cracked the window and blocked the door C2 With bacon rinds and chicken bones, Drippy ends of ice cream cones, C3 Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, C4 Pizza crusts and withered greens, Soggy beans and tangerines, C5 Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . N6 The garbage rolled on down the hall, It raised the roof, it broke the wall.

N = NarratorC = Chorus

5. Imagine that you had a little more time to relate the fate of Sarah. Rewrite the ending using the rhythm and rhyme of the author.

SARAH CYNTHIA SYLVIA STOUTWOULD NOT TAKE THE GARBAGE OUT

Name of Activity Level of Revised Bloom’s Taxonomy

Multiple Intelligenc

es

Learning Modality

Vocabulary

Grocery list

Grammar

Poetic devices

Role-playing interview

Readers’ theater

Writing

Musical

Environmental project

Open to imagination

Summary of Activities

A convergence

Image Courtesy of Shaggy 359

The brain is a parallel processor; it can perform several activities at once, like tasting and smelling.Learning engages the whole physiology.

The search for meaning comes through patterning.

Learning involves both conscious and unconscious processes.

Learning resides in the connections we make.