With the launch of the new iPad Mini today, I am reminded of Einstein's quote: "If at first, the idea is not absurd, then there is no hope for it." While this new iPad is not the most revolutionary invention, the Apple rollouts often have been what many would have seen as absurd. For example, the iPhone. Ten years ago, most people would not have believed that such an invention could exist in the timeframe that it came out. However, kids now can't imagine a world without this technology.
Gifted students need to think and be challenged. However, in a regular classroom, without differentiation, gifted students often are not given the opportunity to think critically or creatively. Stephanie Tolan's cheetah metaphor explores this theme, saying that much like the cheetah needs to run, gifted students need to think.
According to Anne B. Crabbe, via British Columbia's Ministry of Education, characteristics of creative people are:
- Adventurous
- Willing to take risks
- Feel whole parade is out of step
- Always baffled by something
- Persistent
- Independence in judgment
- Unconcerned about power
- Questioning
- Becomes preoccupied with a problem
- Emotionally sensitive
- Never bored
- Sense of humour
- Not interested in small details
- Stubborn
- Speculative
- Strives for distant goals
- Thorough
- Receptive to ideas of others
- Self starters
Anne B. Crabbe, Future Problem Solving Program (1986)
So where does one start? How is creativity taught? As has been my experience, students who are new to gifted education programs have not always been encouraged to take risks or think creatively (or at least they perceive this to be the case). A simple way to encourage creativity is to employ the Torrence Tests of Creativity. These tests can take only minutes, but will focus students and let them know that being creative is encouraged.
Moving beyond this, students should be lead through the following types of activities:
- Imagination
- Critical Thinking
- Divergent Questioning
- Activity Penguins
Phase of Development Early-Middle Childhood
Learning Area Cross curriculum
Strategy Divergent QuestioningThe following types of divergent questions are adapted from Polette, N and Hamlin, M (1980), Exploring Books with Gifted Children. Colorado: Libraries Unlimited.Quantity Type Question: How many types of penguins are there?Change question: What changing would occur if too many penguins were born and survived to adulthood?Prediction Questions: What would happen if pollution caused whole populations of penguins to disappear?Point of view question: Tell the story of humans in Antarctica from a penguin's point of view.Personal involvement question: You are a penguin caught in an oil spill. What will you do?Comparative association question: Compare the life of a penguin family with your own.Valuing question: Which have the right to live in the Antarctic - seals or penguins?
The above links have a number of suggestions and activities that can easily be implemented or adapted.
With all of the various software and programs out there, the possibilities are endless. For example, given the above activity on divergent questioning, students could answer the questions, arrive at a conclusion, and then represent their answer through an infographic or curate a social media news site. This allows the students to share their findings with an authentic audience, and allow discussions to occur by sharing them (either online, or within a closed setting such as class blog or website).
Creativity can also be demonstrated through making movies. Given that many schools are investing in iPads, this tool should be used to capture stories that have not been told yet. Simply download iMovie or another editing software, and start filming. Again, by sharing their creativity with their peers (or possibly beyond the walls of the classroom), students feel validated for their work.
Other Possibilities? Use your imagination.
Where to go from here: Fermi Questions and "UnGoogleable" questions.
Stay tuned...
