Students reference their teacher’s guidance in organization, study habits, character traits and values (like persistence, striving for accuracy, etc.). They have internalized these traits beyond just talking about them which has led to personal growth on the part of the student.
Habits and Mindsets
Creating, Imagining, & Innovating
Creating and Imagining are skills all humans have the capacity to be developed, though in a world of standards-based education reform, these skills are often passed over for concrete knowledge. I focused on Creating and Imagining because I felt it raised the expectation for critical thinking in my classroom, and cultivated a culture where students can take calculated risks, and experiment without fear of the “wrong answer”. According to Costa and Kallick (2000), creative thinkers are open to critique, and view feedback as an opportunity to refine their craft, yet they are intrinsically motivated by their own drive to improve.
Creating and Innovating in our room means using materials in novel and unexpected ways, and it allows students to deter from a plan. It means that students can work towards different visions, even when posed with the same problem. I am a firm believer that our world is being created and decided by the young minds I mold, and it is my responsibility to engage students in flexible, critical thinking and “doing” that is necessary to prepare them for the challenges ahead, some of which we cannot anticipate.
Explicit Teaching in Art
To demonstrate an explicit model of what Creating, Imagining, and Innovating "look" and "sound" like, I approached this Habit of Mind in the most authentic way I could think of: by teaching the habit in learning centers. Students spend a majority of their day in student-initiated activities, either in centers, or in outdoor play, so I wanted to set the scene for creative thinking and problem solving in familiar surroundings. Below are the initial lesson plans taught in the Art, Blocks, and Dramatic Play centers, and evidence of students engaging in the habit following instruction.
(Left): Lesson plan for Creating in Art. (Right): picture of student demonstrating creativity in Art.
Explicit Teaching in Blocks
In the blocks center, I incorporated the text, Changes Changes by Pat Hutchins, and demonstrated one way to use my imagination by building a structure out of block materials. Given that the text does not have words, but constantly reinvents its creations using the same materials, students articulated not only what the illustrations showed, but also discussed how the blocks changed from page to page. After the explcit model, students had an opportunity for guided practice within the block play center.
(Above left): Lesson plan for explicit model of Creating in the block center. (Above right): Student creates a log cabin home using Lincoln logs and slat pieces following the lesson.
Explicit Teaching in Dramatic Play
As part of the explicit model in the dramatic play, or kitchen center, I defined and developed students' understanding of key vocab, such as 'innovative'. One aspect of innovating is the ability to utilize props and materials in novel ways, or to re-purpose them for an alternative use, as demonstrated by teacher model, as well described in the literary connection used.
Reinforcement: Seasonal Projects
In order to consistently reinforce the habit of creating, imagining, and innovating, I give students varied opportunities to design, plan, build, and brainstorm while incorporating what they've garnered from the content. One way I do this is to present a "seasonal" project in which students work in collaborative groups to create an art project aligned to our social studies objectives, including a construction project for our Mardi Gras thematic unit, and a leprauchan trap for St. Patrick's Day.
Mardi Gras Art Project
During our study of Louisiana and its celebrations, students were posed with the following "problem", and were asked to engage in creative thinking in order to solve the challenge, while working cooperatively with their team. Below is the initial task itself, as well as the rubric* in which student work product was evaluated.
Prior to actually exploring the materials, students first brainstormed with their team ideas for their float theme, colors they would use, and a combination of letters and numbers that made sense. All children in the group had to contribute input and had a chance to elaborate on their team's design plan.
Following the brainstorming and designing/planning stages, students use various materials, including beads, tinsel, foam, glitter, and writing utensils to carry out their planned theme.
Leprechaun Traps
During the spring, I like to incorporate the study of the history and traditions of St. Patrick's Day. Having lived in Ireland myself, this celebration is something I really enjoy sharing with the kids, and see it as another opportunity to be creative and bring some silliness into the classroom. After reading several fiction and nonfiction selections about St. Patrick's Day, I pose the following challenge to my students, and their families.
(Above): Parent letter and instructional suggestions sent home prior to St. Patrick's Day project.
After completing their finished "traps" at home with the help of their families, students showcased their final products for their classmates to examine. Students were also given the chance to test the effectiveness of their traps, leaving their devices to 'catch a leprechaun' while the classroom was unattended.
Below students survey the damage done by a sneaky class leprechaun, and evaluate whether their traps were successful in capturing one of the magical creatures. Students engage in imaginative play and flexible thinking while attempting to track down a leprechaun.
*References
Miranda, Emily (2017). "Mardi Gras Performance Task".