Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving

by Patti Drapeau, 2014

Green Gables Elementary Online Book Study
October 2014 - February 2015
14 hours
Enduring Understanding:
Teaching isn't merely transmitting knowledge to students; its also about teaching students to approach learning in engaging and
unexpected ways.
Read
Chapter
Entry
Online Response Questions
Application Assignment
Pages
Topic
1
ix-13
Preface
1. Several definitions are given for creativity on page 3.
Share your results and goals
What is your current definition of creativity?
online:
2. What does your vision of a creative classroom look
Chapter 1:
Complete the Creativity
like and sound like?
Intentional
Implementation Self3.
Why
is
it
important
to
make
creativity
intentional
in
Creativity
Assessment.
our instruction?
Write a learning goal
statement for the book
study based on your selfassessment results.
2
14-41
Chapter 2:
1. What role does the classroom environment and
Make a Plan: Choose ONE Grab
Practical
culture play in the nurturing of the creative thinking
and Go Idea from this chapter to
Creativity
of students? What are some actionable steps that
try in your classroom. Share what
teachers can take to ensure this type of classroom
you tried, what went well, and
space?
what you might do differently next
2. There are four creativity skills explored in the
time.
chapter: fluency, flexibility, originality, and
elaboration. Select two of the four to write an acrostic Grab and Go Ideas:
summary about.
1: Starter Phrases
http://writingfix.com/PDFs/WAC_Docs/Summary_Overhead_a 2: Diversify Questions
crostic.pdf
3: Reverse Brainstorming
4:
5:
6:
7:
8:
9:

Sound Effects
Trading Cards
Connect and Solve
Change Matrix
What Stands for What
NUP

42-58

59-93

Chapter 3:
Creativity
and the
Common
Core

Chapter 4:
Creativity
and
Imaginatio
n

1.

The creative thinking lessons seem harder than the

typical lessons. Are these lessons realistic for
struggling students or English Language Learners?
Why or why not?
2. Teachers worry about preparing their students for
standardized or performance-based tests. If the
standards emphasize critical thinking, is the use of
creative thinking activities and lessons a waste of
times? Why or why not?
3. Revamping lessons takes time. Is the time spent on
redesigning activities and lesson worth it? Why or
why not?
1. Select a standards-based lesson to tweak using the
model in Figure 4.2 on page 68. Select one creativity
skill area to target imaginative thinking with. Share
your idea.
2. Of the four conditions that support imaginative
thinking, which is an area of strength for you? Why?
3. Of the four conditions that support imaginative
thinking, which is an area for growth? What are some
practical ideas you have for growing in this area?

10: Be the Thing

11: Lost and Found
12: Many Voices
Make a Plan: Choose ONE Grab
and Go Idea from this chapter to
try in your classroom. Share what
you tried, what went well, and
what you might do differently next
time.
Grab and Go Ideas:
13: Typical vs. Creative Activities
14: Planning for Creativity

Make a Plan: Choose ONE Grab

and Go Idea from this chapter to
try in your classroom. Share what
you tried, what went well, and
what you might do differently next
time.
Grab and Go Ideas:
15: Imagination Word Prompts
16: KWW Chart
17: Plus, Minus, Assumptions
18: Information/Missing
Information
19: Transformation
20: Cues, Context, and Point of
View
21: Back to the Future Letter
22: Three Wishes
23: Voice Changes
24: 10 Statements
25: Advertising Trailers

94-116

117-142

Chapter 5:
Creativity
and
Innovation

Chapter 6:
Creativity
and
Problem
Solving

1.

Practically speaking, do you agree that using the

innovation process can help students achieve the
Common Core State Standards? Elaborate.
2. Do you think innovation needs to be differentiated for
young students? Explain.
3. How would you compare lessons that emphasize
creativity, imagination, and innovation to those that
focus on more on critical thinking?

1. Should all students be required to learn and be able

to use a creative problem solving process in school?
Why or why not?
2. Why is it important to not just use creative problem
solving in a lesson but also address the process
metacognitively?
3. Of all the creative problem solving tools presented in
the chapter (Figures 6.1-6.6), which is the one you
are most likely to use and why? With what content in
particular?

26: Avatars
27: Scavenger Hunt
28: Guided Visualization
29: Graphic Summaries
30: Visualize-Draw-Write
31: GE (Generate and Elaborate)
Make a Plan: Choose ONE Grab
and Go Idea from this chapter to
try in your classroom. Share what
you tried, what went well, and
what you might do differently next
time.
Grab and Go Ideas:
32: Nervous Nellie
33: Eliminate and Defend
34: Creating Consensus
35: Talk Show
Make a Plan: Choose ONE Grab
and Go Idea from this OR
ANOTHER chapter to try in your
classroom. Share what you tried,
what went well, and what you
might do differently next time.
Grab and Go Ideas:
36: Generating Question Prompts
37: You Be the Judge

143-175

Chapter 7:
Creativity
and
Assessmen
t
Epilogue

1. Of all the assessment tools mentioned in this chapter

(Figure 7.1-7.10), which is the one you are most likely
to use and why?

Learning Reflection:
Take time to self-assess your progress since beginning the
book study. Look back on your goals from your first entry:
In which section do you feel you made the largest
growth? Why?
What areas do you still want to improve? Why?
What was your big learning take-away from this book
study?

Make a Plan: Choose ONE Grab

and Go Idea from this chapter to
try in your classroom. Share what
you tried, what went well, and
what you might do differently next
time.
Grab and Go Ideas:
38: Feedback Form
39: Hunt for ME (Mistakes and
Errors)
40: Creativity Self-Reporting Form