Key Assessment

By Valerie Morris
KA Part I Identification of Learning Problem
Target Audience
I am focusing on 2nd graders who are tested for the gifted program in
public schools. This is the perfect age group because they are still very eager
to learn but do not have any additional support in the classroom typically
besides one teacher.
Learning Problem
I have noticed in my 7 years of teaching that creative teaching
activities are decreasing more and more. Due to the strenuous teaching
calendar, the lack of training and materials provided for classroom teachers,
and the amount of time teachers focus helping slow learners with reteaching, schools are not supporting an environment that foster a childs
creativity. I feel that creative teaching activities are important to a childs
development because in careers workers have to be innovative problemsolvers and think of new ideas for selling goods, saving money, or providing
a service to others. Creativity helps begin the process of future growth in the
real world. I believe this is an area that, if the right instructional materials
and lesson plans were provided, any child could develop in.
I am now a gifted teacher at the elementary level. One area a student
can be tested for in gifted is creativity. This past testing window I only had 4
out of 86 testers pass the drawing-based Torrence test. A student does not
have to pass only the creativity test to get into the gifted program, but it is a
big component to getting in the program. Now that the other test (the
COGAT) in the area of achievement is computer-based, I feel this is the best
test to focus on to increase student scores. Teaching creativity is not
anything that takes a large amount of time for teachers and certainly can be
added as activities for students that are finished with standards-based work
early and are already performing at a higher academic level in their
classroom. Teachers have morning work time and always need incentives for
encouraging students to complete their work. Why not offer outside-the-box
activities that will keep young minds engaged and finding solutions to
problems?

Goal
My goal is to increase the amount of students that pass the Torrence
test of creativity by collaborating with Art and 2nd grade teachers to
implement short activities that 2nd grade students can complete in the
classroom during transitional times.
KA Part II Learner Analysis
1. Introduction
The students that I will be guiding throughout this study are 2 nd grade
students, ages 7-9. They attend Nevils Elementary School in Bulloch County,
Georgia. Nevils is a smaller, more rural environment that has a willingness to learn
new strategies and work as a team. There are three different 2 nd grade classrooms,
and each has a similar mixture of high and low achieving students. 68% of the
students are Caucasian, with the remaining 32% being a mixture of African
American, Asian, and Hispanic students. Roughly 60% of the students receive free
and reduced lunch. 11 students were referred for gifted testing at the end of the
school year. 10 of the students I tested are Caucasian and 1 is African American.
The free and reduced lunch and ethnicity information was found on the county web
site here. The number of students tested data was provided by me as I am the
gifted teacher at the school.
2. Entry Skills and Prior Knowledge
Second grade students at Nevils Elementary can log on to a computer or
Chromebook, they know how to use computer programs like Accelerated Reader;
and all classrooms have a projector, smart board, and six computers for students to
use for learning. All students in my county have their own Google Account. They
only have art classes for half of the year, so by the time I test the possible gifted
students in creativity most have not had an art lesson for several months. Students
that are already served in the gifted program (3 in all) had more creativity in their
work when they were receiving art class on a weekly basis. None of these students
have ever been asked to draw a unique picture when given a scenario or to take an
idea and make it completely their own. Usually it is the opposite; a teacher gives
instructions and gives the highest grades to the students that did exactly what was
asked. By 2nd grade most students are getting use to the idea that learning is more
of a rote memory thing, and things like spelling test and math homework are just
how you learn and you dont question why.
3. Attitudes Toward Content & Academic Motivation
When asked about how important the students felt creativity is, most said it
was very important. All students agreed that lessons are more engaging when a
teacher thinks outside-the-box and doesnt rely on just a textbook and paper and

pencil. I asked the 2nd graders this before school let out for the year by going into
the 3 classrooms and having students raise their hands if they agreed.
4. Educational Ability Levels
Students that score a 90% or higher on Reading or Math on the MAP test are
considered automatic referrals for gifted testing. Eleven students had a score of
90% or higher by spring 2015, so I tested these students. Of the 11, only 3 made it
into gifted. What is ironic is that these 3 did not stand out as being any more highachieving than the other 8 that I tested. While I am glad they made it, what did they
do that the other 8 did not? It could be linked to creativity. The 3 that got tested into
gifted all scored very well on the creativity assessment. The majority of 2 nd grade
students that will use creativity activities are in the average level, as their MAP
scores were from 60-89. I would like to see more students referred to me next year
as a result of teachers seeing more creativity from them throughout the year.
5. General Learning Preferences
I have discovered that students seem most engaged when a lesson includes a
video clip, Prezi, game, or humor. I dont have to wait on them to pause their
independent work if I am teaching them something they are excited to learn about.
Students also enjoy being outdoors and incorporating their prior knowledge into
learning. Nevils students enjoy the outdoors more than any other group I have
taught. When taking a multiple intelligence survey (click here for survey) every
second grader scored average to above average on the naturalistic indicator. Most
gifted children that I work with prefer working independently by the time they are 9
years old. Second graders still prefer group work, although some are still learning
how to be a good partner if they have asynchronous development.
6. Attitude Toward Education in General
Most students are excited to receive good grades and to see their hard work
pay off. Most students do not have many incentives to try hard at their work. They
are told to read for AR, and if reading is not a childs favorite thing, they arent
going to have any motivation. Many students beg me throughout the year to test
them for the gifted program, and teachers of this grade level have told me once a
child is referred, they actually try harder at school. This is the opposite of what
happens in the upper elementary grades, where students tested for gifted can slack
off and let it affect academic performance. Overall this group does enjoy learning
and doing well in school, but they are starting to realize that 2 nd grade just means
more assessments and studying. It will be interesting to see how quickly they jump
at the chance of earning fun thinking activity time.
7. Group Characteristics (including social characteristics and relevant
cultural information)

Nevils has a family-centered environment that generates a very supportive

school. Parents and teachers are friends on social media sites and few students are
ever suspended. With that being said, this 2 nd grade group does have a difficult time
following directions and there are some more outgoing students in the bunch. The
lunch monitors and specials teachers have commented that this grade does not
follow directions well and often misses out on privileges like teamwork games in the
gym. However, this liveliness results in a natural longing for more creativity in
lessons from the students. All three classrooms have a similar mixture of high and
low learners and an even spread of ethnicity. One teachers class does seem to have
more behavioral issues than the others, but two boys are older than the rest and are
the cause of a lot of those issues. This class still raised their hands when asked if
they felt creativity was essential to learning. When I explained these thoughtprovoking skills they will see, the students seemed engaged and excited to not have
to work on another rote memory lesson.

KA Part III Task Analysis

I have noticed a problem taking place in elementary schools in my area. There
are many students shining in the regular classroom, but when I test them for gifted
education, they fail to get in. My goal for this design project is to increase the
amount of 2nd grade students that pass the gifted test. According to the data I
discovered in my leaner analysis, the area that students are lacking in the most is
creativity. This task is both topical and procedural, meaning this will serve as an
organized step-by-step guide and it also provides explanation when necessary for
any educator to follow with ease. The main steps to achieve those goals are
highlighted here. This will be beneficial to anyone looking to implement creativity
lessons in an elementary school.
Task Steps
1. Collaborate with 2nd grade teachers at my school.
1.1Explain the importance of teaching creativity to students at this
level.
1.2Reassure that the learning activities will not hinder their daily
lessons and is not mandatory, but will benefit the ideas the students have
in their class.
2. Collaborate with the art teacher so they may teach mini-lessons on
creativity.
2.1Explain the creativity testing issue that students are not
achieving high enough marks on the Torrence.
2.1.1 The Torrence is the assessment used to judge a
childs creative ability.

3. Have students complete one activity every week for morning work
(Fridays are suggested)
4. Present the 8 activities to teachers
4.1 Smart Snips Side by Side (1)
4.1.1 Two-paged matching search-and-find activity. Students need to
cut out the two
large rectangles and line up the edges to find the hidden
pictures.
4.1.2 Additional materials needed are scissors and a pencil.
4.1.3 In order for this task to be complete, all 10 sentences must have
an answer.
4.2 WakerUppers Letter Art, Worms, and Seasons
4.2.1 One-page with 7 short activities that extend student thinking and
allow for
open-ended responses.
4.2.2 The only supply needed is a pencil.
4.2.3 In order for this task to be complete, all 7 activity boxes must be
filled in.
4.3 Smart Snips Turnovers (1)
4.3.1 Two-paged drawing elaboration activity. Students must cut out
the 12 squares
and separate them into two piles.
4.3.2 As students draw a card from each stack, they have to add onto
the lines on
the square and complete the drawing.
4.3.3 Additional materials needed are scissors and a pencil.
4.3.4 In order for this task to be complete, all six drawings should be
completed.
4.4 Creativity Calendar
4.4.1 September four-paged exercise that expands on fluency,
flexibility, originality,
and elaboration.
4.4.2 Only supply needed is a pencil.
4.4.3 In order for this task to be complete, all 8 sections should include
two or more
examples or have added details.
4.5 SCAMPER Substitute Activity
4.5.1 One-page creativity assignment using the process of Substitution
(the S in
SCAMPER).
Students will make a list of animals and some of their unique
features.
Next they will select one of their favorite animals and
substitute out a

feature it uses for a different one.

Last they draw what the new creature would look like
4.5.2 Only a pencil is needed to complete this activity
4.5.3 In order for this task to be complete, a drawing must be done
with an animal
substitute.
4.6 Droodle
4.6.1 One-page activity where students give a unique name or title to
each drawing
in a box.
4.6.2 Additional materials include a pencil
4.6.3 In order for this task to be complete, all boxes must have a title.
Students get 1 point for writing an obvious title.
Students get 2 points for one of the following: humor, emotion,
a very
unique interpretation (not one that is obvious).
Students can earn a total of 3 points for combining two or
more of the
following: humor, emotion, a very unique interpretation.
4.7 Blank road drawing
4.7.1 One page assignment with a few lines to prompt continued
drawing and
storytelling.
4.8 Unusual Uses Activity
4.8.1 One-page task where objects are put to another use.
Students will circle four objects on the top of the sheet.
They will list the items they chose below and come up with
another use for
that item.
Last they will draw the object being utilized in the new way.
4.8.2 Only a pencil is needed for this task.
4.8.3 In order for this task to be complete, all four objects must have at
least one new
use.
I, Valerie Morris, will serve as SME, or subject matter expert throughout this
instructional unit. I am a gifted resource teacher, which means I teach only students
that have tested into the state-wide gifted program at the elementary level. I also
test possible future gifted students in the school, so I notice the areas of weakness
that students have when testing for gifted. I have taught in elementary education
for 6 years, and I hold a B.S. in Early Childhood Education from Georgia Southern

University. I have always enjoyed working with gifted and talented students, and
when I got the opportunity to work with them exclusively, it really opened my mind
up to how little has been researched on working with high-achieving students in the
past 10 years. I think the focus has been on helping low-achieving students meet
the standard, and thus attention has wavered from the students that truly do need
more opportunities to exceed far above the standard. I am excited to have the
opportunity to collaborate with other teachers and bring energy and creativity back
into the classroom.

To view the flowchart, click the link below or see the flowchart uploaded on my
Google Drive.
https://www.lucidchart.com/publicSegments/view/55772578-66dc-44d8-b41373220a00d865
Part IV Instructional Objectives

Terminal Objective #1
1. Complete and enhance drawings by adding multiple lines to already existing marks.
1a. Construct a title or name for each drawing.
1b. Choose ideas that are unique and are not common.
1c. Include emotion or humor into drawing or title.
Terminal Objective #2
2. Given a topic, elaborate on an idea using a story, drawing, or dramatization.
2a. Given two minutes to perform, practice creativity with improvisation and drama games.
2b. Design a story for a page with an empty road. Tell the story with a drawing and title.
2c. Identify the keywords and verbally practice changing details with each of the 7 elements
from SCAMPER.
Content

Performance
Recall

Compreh
ension

Applicatio
n

Fact
Concept
Principles and Rules

1b, 1c

Analysi
s

Synthesi
s

Evaluatio
n

Procedure

1, 1a, 2

Interpersonal Skills

2a

2b, 2c

Attitude

Instructional Objectives

Torrance (Creativity Assessment) Objectives

Fluency. The total number of interpretable,

1a, 1b, 1c, 2a, 2c

meaningful, and relevant ideas generated in

response to the stimulus.
Originality. The statistical rarity of the responses.

1b, 1c, 2a, 2c

Elaboration. The amount of detail in the
responses.

1b, 2a, 2b

KA Part V Design of Instruction

Instructional
Strategies
Lesson 1
Enhance
Creativity
with Added
Lines and
Drawings

Goals

Objectives

UDL

Practice
elaborating
by finding
unique
answers on
a side by
side picture
match up.
Student will
write down
their
answers
and will be
exposed to
humorous
titles for
each match
they have
made.

Complete
and enhance
drawings by
adding
multiple
lines to
already
existing
marks.
1b. Choose
ideas that
are unique
and are not
common.
1c. Include
emotion or
humor into
drawing or
title.

Multiple
means of
engagement
with
individual
choice on
Side-by-Side
activity.

Assessments
Pre-test

Lesson 2
Extend Your
Thinking

Complete
WakerUpper
sheet that
uses
outside-thebox
prompts to
get
students to
draw and
respond
with unique
answers.

1. Complete
and enhance
drawings by
adding
multiple
lines to
already
existing
marks.
2. Given a
topic,
elaborate on
an idea
using a
story,
drawing, or
dramatizatio
n.

Multiple
means of
action and
expression
with
WakerUpper
responses

Lesson 3
Elaborate
the
Squiggles

Using the
Smart Snips
Turnovers
task,
expand on
ideas by
taking the
current
mark and
making it
original.

Given a
topic,
elaborate on
an idea
using a
story,
drawing, or
dramatizatio
n.

Multiple
means of
action and
expression
with
dramatizatio
n of
classroom
tools.

Lesson 4

Afterwards
dramatize
different
uses for
common
classroom
items.

2a. Given
two minutes
to perform,
practice
creativity
with
improvisatio
n and drama
games.

First

1. Complete

Multiple

Creativity
Calendar

practice
elaborating
story details
with a new
twist on a
classic
story.
Next, the
September
calendar
sheet has
learners
practice
creativity
skills with
short mini
assignment
s.

Lesson 5
SCAMPER
Substitute
for
Creativity

Once
students
understand
the
meaning of
substitution
, have them
complete
an animal
activity
reinforcing
the skill.
What else
could they
substitute
for
creativity?

and enhance
drawings by
adding
multiple
lines to
already
existing
marks.

means of
action and
expression
with fluency,
flexibility,
originality,
and
elaboration.

2. Given a
topic,
elaborate on
an idea
using a
story,
drawing, or
dramatizatio
n.

Multiple
means of
engagement
with
storytelling.

Given a
topic,
elaborate on
an idea
using a
story,
drawing, or
dramatizatio
n.
2c. Identify
the
keywords
and verbally
practice
changing
details with
each of the
7 elements
from
SCAMPER.

Multiple
means of
engagement
with
SCAMPER
substitution
activity.

Lesson 6
Droodles

Practice
adding titles
to drawings
and
doodles.
The more
clever the
title, the
more points
are earned.

Complete
and enhance
drawings by
adding
multiple
lines to
already
existing
marks.
1a.
Construct a
title or name
for each
drawing.
1b. Choose
ideas that
are unique
and are not
common.
1c. Include
emotion or
humor into
drawing or
title.

Multiple
means of
engagement
with unique
titles.

Lesson 7
Road story
told through a
picture

Starting with
an empty
road, show
creativity by
adding
elements and
telling a story.
Tell as
complete a
story as you
can!

Given a topic,
elaborate on
an idea using
a story,
drawing, or
dramatization.
2b. Design a
story for a
page with an
empty road.
Tell the story
with a drawing
and title.

Multiple
means of
representation

Lesson 8

Find common

Given a topic,

Multiple

Formative
Assessment
Droodles titles
will be
submitted and
scored as
follows: 1 point
for listing a title,
2 points for
including
humor/emotion
OR coming up
with a unique
interpretation,
and 3 points for
both
humor/emotion
and a unique
interpretation.

Formative
Assessment
Grade based
on the Torrance
Multiple
Test of
means of
Creativity
engagement
grading
with motivating manual.
and individual
choice story
telling.

Summative

Unusual Uses items on the

Activity
sheet and
create a new
use for that
item. Act out
your answers.

elaborate on
an idea using
a story,
drawing, or
dramatization.
2a. Given two
minutes to
perform,
practice
creativity with
improvisation
and drama
games.
2c. Identify the
keywords and
verbally
practice
changing
details with
each of the 7
elements from
SCAMPER.

means of
engagement
with authentic
creative uses.
Multiple
means of
action and
expression
with
improvisation.

Assessment
Have students
take a new pretest to see if
their perception
of creativity has
grown.

UDL Differentiation for Assessments

Pre and Post Test
Multiple means of representation: Instead of having learners complete the questions
online, students could hand write the answers. You could also have slower learners
complete only a few questions at a time throughout the day.
Doodles formative assessment
Multiple means of engagement: Learners can choose to complete only 3 pictures, but
they must work on those 3 for the same amount of time that it takes others to do all 9.
Explain that this will make the 3 count for a lot more, and therefore needs much more
detail.
Road story formative assessment
Multiple means of engagement: This must be graded based off the guidelines for Part 1
for the Torrance Test of Creativity. For learners with larger handwriting the road can be
printed on a bigger piece of paper, instead of the standard 8.5 x 11.

*Please see attached Part 5 for actual assessments and answers!

KA Part VI
Valerie Morris
Sequence

Description

Objectiv

1
2
3
4
5
6

Enhance Creativity with Added Lines and Drawings

Extend Your Thinking
Elaborate the Squiggles
Creativity Calendar
SCAMPER Substitute for Creativity
Droodles

e
1b, 1c
1, 2
2a
1, 2
2c
1a, 1b,

7
8

Road story told through a picture

Unusual Uses Activity

1c
2b
2a, 2c

This design is formatted from an elaboration theory sequence, which makes distinctions
between the types of expertise the learner will develop (English & Reigeluth, 1996). Specifically
this is a theoretical sequence in which the eight lessons were organized to discover an idea,
which in this case is creative thinking (Reigeluth, 1987). All throughout an elaborative
interrogation approach is used, in which students will answer prompts (Martin & Pressley, 1991;
Menke & Pressley, 1994) and identify examples that confirm the learners interpretation
(Hannon, Lozano, Frias, Picallo-Hernandez, & Fuhrman, 2010).

Lesson 1: Enhance Creativity with Added Lines and Drawings

Objectives
Complete and enhance drawings by adding multiple lines to already existing marks.
1b. Choose ideas that are unique and are not common.
1c. Include emotion or humor into drawing or title.
Motivational Strategy:
Explain how elaboration is a dying talent in the areas of art, explanation, and writing. It is
important for all educated individuals to be able to enhance creativity by uniquely choosing new
additional material for final presentations.
Initial Presentation:
Draw half of a tree house for learners. Explain that the other half is going to be completed by
their imaginations. It must still be a tree house, but it needs to serve a different purpose than the
half that already exists. Humor and unique ideas are welcomed. As you call on ideas, jot them
down on the board. Then review which ideas were extraordinary.
Generative Strategy:

Complete Smart Snips Side by Side (1) two-paged matching search-and-find activity. Students
need to cut out the two large rectangles and line up the edges to find the hidden pictures.
Additional materials needed are scissors and a pencil. In order for this task to be complete, all
10 sentences must have an answer.
Differentiation:
Have students create their own two page side-by-side matching drawing. It can be of a
playground, a room, or anything they want to make it.
Lesson 2 Extend Your Thinking
Objectives
1. Complete and enhance drawings by adding multiple lines to already existing marks.
2. Given a topic, elaborate on an idea using a story, drawing, or dramatization.
Initial Presentation:
It can be fun to keep your brain active by completing riddles and elaborating with creative
responses. Play Freeze and Justify. Learners have to stay in their own circles, but they can
move, dance, jump, etc When the instructor yells Freeze! they have to stop and justify why
they are frozen in their position.
Generative Strategy:
Distribute WakerUpper Letter Art, Worms, and Seasons one-page assignment with 7 short
activities that extend student thinking and allow for open-ended responses. The only supply
needed is a pencil. In order for this task to be complete, all 7 activity boxes must be filled in.
Differentiation:
On the back, have learners create an eighth activity box. What is something you think would be
fun to question peers about?
Lesson 3 Elaborate the Squiggles
Objective
Given a topic, elaborate on an idea using a story, drawing, or dramatization.
2a. Given two minutes to perform, practice creativity with improvisation and drama games.
Initial Presentation:
Draw a curve, a large line, and a question mark on the board. Tell students they are going to
add onto these shapes and change them into something special. They cannot call these three
squiggles what they are. Instead, they need to turn them into something funny or useful.
Generative Strategy:
Complete the Smart Snips Turnovers (1) two-paged drawing elaboration activity. Students must
cut out the 12 squares and separate them into two piles.
As students draw a card from each stack, they have to add onto the lines on the square and
complete the drawing.
Additional materials needed are scissors and a pencil.
In order for this task to be complete, all six drawings should be completed.

Differentiation:
Have students take basic, common objects in the classroom and pretend to turn them into
objects that are creative. (For example, a pencil can become a fishing pole).
Lesson 4 Creativity Calendar
Objectives
1. Complete and enhance drawings by adding multiple lines to already existing marks.
2. Given a topic, elaborate on an idea using a story, drawing, or dramatization.
Motivational Strategy:
In life adults are asked to adapt and change situations to suit current needs all the time. One
thing students of this course will have to be able to do is adapt drawings and make them their
own. This lesson will encourage growth of these skills.
Initial Presentation:
Learners will be writing a new obstacle that occurred in a story. However, they must make their
idea include a lesson learned from their own life. Suggested stories to read aloud are Goldilocks
and the Three Bears, The Tortoise and the Hare, or Tar Baby.
Generative Strategy:
Distribute the September four-paged exercise that expands on fluency, flexibility, originality, and
elaboration. Only supply needed is a pencil. In order for this task to be complete, all 8 sections
should include two or more examples or have added details.
Differentiation:
Instead of writing the story, you can have students work in groups to act out the ending to the
story.
Lesson 5 Substitute for Creativity
Objective
Given a topic, elaborate on an idea using a story, drawing, or dramatization.
2c. Identify the keywords and verbally practice changing details with each of the 7 elements
from SCAMPER.
Initial Presentation:
Using Chromebooks, have learners play a meal substitution game.
http://www.nourishinteractive.com/kids/healthy-games/6-kevins-build-a-meal-game-balancedmeals Afterwards discuss how easy it was to switch out items to build a healthier menu. Make
sure they understand what the word substitute means.
Generative Strategy:
Complete the SCAMPER one-page substitution assignment using the process of substitution
(the S in SCAMPER). First students will make a list of animals and some of their unique
features. Next they will select one of their favorite animals and substitute out a feature it uses for
a different one. Last they draw what the new creature would look like. Only a pencil is needed to
complete this activity. In order for this task to be complete, a drawing must be done with an
animal substitute.
Differentiation:

Have students dream up their favorite classroom. They cant just add new things to the existing
room, they have to swap out items. Maybe they want a flat screen tv, so in order to get that they
will give up a set of encyclopedias. Draw the old room and the new room side-by-side and turn it
in.
Lesson 6 Droodle
Objectives
Complete and enhance drawings by adding multiple lines to already existing marks.
1a. Construct a title or name for each drawing.
1b. Choose ideas that are unique and are not common.
1c. Include emotion or humor into drawing or title.
Initial Presentation:
Project three famous book covers on the board. Make sure no words or descriptions are
included, you only need the cover art. Have students create unique titles for each. For example,
show Harry Potter and the Sorcerers Stone, and name it How to ride a broomstick 101 or Oh
now Im never going to get the floors cleaned!.Explain that calling it the name of what it is would
not be creativity, it would just be stating what already is.
Generative Strategy:
Distribute the one-page activity where students give a unique name or title to each drawing in a
box. Additional materials include a pencil. In order for this task to be complete, all boxes must
have a title. Students get 1 point for writing an obvious title. Students get 2 points for one of the
following: humor, emotion, a very unique interpretation (not one that is obvious). Students can
earn a total of 3 points for combining two or more of the following: humor, emotion, a very
unique interpretation.
Differentiation:
Allow students to e-mail you their favorite book cover art and in the subject select a new title for
it.
Lesson 7 Road story told with a picture and title.
Objective
Given a topic, elaborate on an idea using a story, drawing, or dramatization.
2b. Design a story for a page with an empty road. Tell the story with a drawing and title.
Motivational Strategy:
Too many times we want to quit what we are doing just so we can do something else more fun.
We only give part of our ideas and we dont fully finish something. Today is about fully
elaborating on an idea and not giving up until it is done.
Generative Strategy:
Give learners the one-page paper starting with a blank road. Student needs to create a story in
their mind involving the road and tell the story with a drawing. Then give the drawing a unique
title, which explains the story. Additional supplies needed are a pencil. In order for this task to be
complete, the picture must tell a complete story and have a title.
Differentiation:

Instead of an empty road, let learners design their own blank setting. However, they need to let
the instructor see the finished blank setting before they add their own ideas.
Lesson 8 Unusual Uses Activity
Objectives
Given a topic, elaborate on an idea using a story, drawing, or dramatization.
2a. Given two minutes to perform, practice creativity with improvisation and drama games.
2c. Identify the keywords and verbally practice changing details with each of the 7 elements
from SCAMPER.
Initial Presentation:
Change is not always a bad thing. Sometimes it can be a very clever thing that allows a whole
new idea to begin. List some changes that have improved life. An example would be cell phones
now include cameras.
Generative Strategy:
Use the one-page task where objects are put to another use. Students will circle four objects on
the top of the sheet. They will list the items they chose below and come up with another use for
that item. Last they will draw the object being utilized in the new way. Only a pencil is needed for
this task. In order for this task to be complete, all four objects must have at least one new use.
Differentiation:
Find at least 2 uses for each object to be used in a new clever way.

References
Hannon, B., Lozano, G., Frias, S., Picallo-Hernandez, S., & Fuhrham, R. (2010). Differentialassociative processing: A new strategy for learning highly-similar concepts. Applied Cognitive
Psychology, 24, 1222-1244. Doi: 10.1002/acp. 1625
Martin, V. L., & Pressley, M. (1991). Elaborative-interrogation effects depend on the nature of
the question. Journal of Educational Psychology, 83 (1), 113-119. doi: 10.1037/00220663.83.1.113
Menke, D. J., & Pressley, M. (1994). Elaborative interrogation: Using why questions to
enhance the learning from text. Journal of Reading, 37(9), 642-645.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. Hoboken,
NJ: J. Wiley & Sons.
Reigeluth, C. M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C.
M. Reigeluth (Ed.), Instructional theories in action: Lessons illustrating selected theories and
models (245-288). Hillsdale, NJ: Erlbaum.

KA Part VII Design of Instruction

Instructional
Strategies
Lesson 1
Enhance
Creativity with
Added Lines and
Drawings

Goals

Objectives

UDL

Practice
elaborating by
finding unique
answers on a
side by side
picture match
up. Student will
write down their
answers and will
be exposed to
humorous titles
for each match
they have made.

Complete and
enhance
drawings by
adding multiple
lines to already
existing marks.
1b. Choose
ideas that are
unique and are
not common.
1c. Include
emotion or
humor into
drawing or title.
1. Complete and
enhance
drawings by
adding multiple
lines to already
existing marks.
2. Given a topic,
elaborate on an
idea using a
story, drawing,
or dramatization.
Given a topic,
elaborate on an
idea using a
story, drawing,
or dramatization.

Multiple means
of engagement
with individual
choice on Sideby-Side activity.

Lesson 2 Extend
Your Thinking

Complete
WakerUpper
sheet that uses
outside-the-box
prompts to get
students to draw
and respond
with unique
answers.

Lesson 3
Elaborate the
Squiggles

Using the Smart

Snips Turnovers
task, expand on
ideas by taking
the current mark
and making it
original.

Lesson 4
Creativity
Calendar

Afterwards
dramatize
different uses for
common
classroom items.
First practice
elaborating story
details with a
new twist on a
classic story.
Next, the
September
calendar sheet
has learners

2a. Given two

minutes to
perform, practice
creativity with
improvisation
and drama
games.
1. Complete and
enhance
drawings by
adding multiple
lines to already
existing marks.
2. Given a topic,
elaborate on an
idea using a

Multiple means
of action and
expression with
WakerUpper
responses

Multiple means
of action and
expression with
dramatization of
classroom tools.

Multiple means
of action and
expression with
fluency,
flexibility,
originality, and
elaboration.
Multiple means
of engagement

Assessments
Pre-test

Lesson 5
SCAMPER
Substitute for
Creativity

Lesson 6
Droodles

Lesson 7 Road
story told
through a picture

Lesson 8
Unusual Uses
Activity

practice
creativity skills
with short mini
assignments.
Once students
understand the
meaning of
substitution,
have them
complete an
animal activity
reinforcing the
skill.
What else could
they substitute
for creativity?
Practice adding
titles to drawings
and doodles.
The more clever
the title, the
more points are
earned.

Starting with an
empty road,
show creativity
by adding
elements and
telling a story.
Tell as complete
a story as you
can!

Find common
items on the
sheet and create

story, drawing,
or dramatization.

with storytelling.

Given a topic,
elaborate on an
idea using a
story, drawing,
or dramatization.
2c. Identify the
keywords and
verbally practice
changing details
with each of the
7 elements from
SCAMPER.

Multiple means
of engagement
with SCAMPER
substitution
activity.

Complete and
enhance
drawings by
adding multiple
lines to already
existing marks.
1a. Construct a
title or name for
each drawing.
1b. Choose
ideas that are
unique and are
not common.
1c. Include
emotion or
humor into
drawing or title.

Multiple means
of engagement
with unique
titles.

Given a topic,
elaborate on an
idea using a
story, drawing,
or dramatization.
2b. Design a
story for a page
with an empty
road. Tell the
story with a
drawing and
title.
Given a topic,
elaborate on an
idea using a

Multiple means
of representation
Multiple means
of engagement
with motivating
and individual
choice story
telling.

Multiple means
of engagement
with authentic

Formative
Assessment
Droodles titles
will be submitted
and scored as
follows: 1 point
for listing a title,
2 points for
including
humor/emotion
OR coming up
with a unique
interpretation,
and 3 points for
both
humor/emotion
and a unique
interpretation.
Formative
Assessment
Grade based on
the Torrance
Test of Creativity
grading manual.

Summative
Assessment
Have students

a new use for

that item. Act out
your answers.

story, drawing,
or dramatization.
2a. Given two
minutes to
perform, practice
creativity with
improvisation
and drama
games.
2c. Identify the
keywords and
verbally practice
changing details
with each of the
7 elements from
SCAMPER.

creative uses.
Multiple means
of action and
expression with
improvisation.

take a new pretest to see if

their perception
of creativity has
grown.

KA Part VIII
Valerie Morris
For my formative evaluation of this course I will have all instructors and my SME
complete an online survey using a link to Google Forms. My subject matter expert will be Diane
Ward, who has been teaching elementary gifted education for 5 years. She understands the
coursework and where the gaps are in creativity. Before any instruction begins, Diane will have
time to review the course herself and offer any suggestions on how to improve instruction. She
will also use the survey form to evaluate the course. I will also show her the results of the
surveys once teachers have completed them and we will meet and discuss any improvements
that need to be made.

Creativity Lessons Survey

* Required
To what extent to you feel like your students improved their creativity skills from this
course? *
1

Not at all

Very likely

How much do you anticipate using these creativity strategies in your classroom? *
1

Not at all

Very likely

How likely would you be to refer other teachers and administrators to try the 8 creativity
lessons in their classroom? *
1

Not at all

Very likely

How much of an effect do you think this will have on your students writing, art, and
ideas? *
1

No effect at all

Great effect

How much of an effect will these lessons have on your students and their classroom
environment? *
Classroom environment is referring to the social setting and body language that your students
use.
1
No effect at all

5
Great effect

Please list below what you liked about implementing the creativity lessons in your
classroom. *

Please list below what you disliked about the creativity lessons. *

After I have collected all of the evaluations I will pair up with my SME and we will discuss
what improvements and changes need to be made to the course. The results of the survey will
give us a clear idea of what instructors liked and did not like, and productive changes will be
made before the course will be taught again. If there are more 5s and positive feedback, we will
know that the lessons only need minor tweaking. If lower numbers are marked, the framework
will need to be looked at and that is where the last question on the survey will be of importance.