Thinkers maintain a perceptive and flexible attitude through avoiding impulsivity, rejecting stereotypes and prejudices, embracing multiple points-of-view, judging their assumptions, and remaining sensitive to the thoughts and actions of others.
This is so hard to get to. I think this is why there are so many headed political disagreements because there is not enough flexibility in thinking or embracing multiple points of view.
This process of cognitive restructuring occurs as thinkers make affirmative changes in their overall attitudes and seek to make alterations in personal beliefs and perceptions of the beliefs of others
Personally, I started doing this when I got to college. Away from parents and friends that I grew up with, modeling what they thought was best for me. It wasn't until I was on my own that I started to develop deeper thinking skills.
but what does it mean to be clever, and how can you teach someone to be clever?
I was telling my fiance about this week's assignments and we discussed how we both view creativity differently. It does not take much to impress him with creativity because he does not consider himself creative. However, I think it takes more to impress me with creativity since I am more creative.
shift has been made from simply teaching students how to operate technology to using technology to encourage problem-solving, innovation, and collaboration.
This is so true. I do teach my students certain skills but it only takes one time for them to know how to create or do and then they use that knowledge and apply it to other classes or projects. This is how it should be. I am in a struggle with my district, we still have "computer lab" as a related arts. I think it's ridiculous to still have this class when students use chromebooks all day, every day and teachers are incorporating skills within the lessons. That time can be filled with more art, music, or PE in my opinion. Things that push for better communication.
These standards are quite different than those established in 1998
I remember all of these being taught when I was growing up in elementary school. It was late elementary and middle school when I saw a shift in technology usage.
communication and collaboration
I find this so important. Not only for my fifth graders and their future but with the girls I coach at the high school. The skills they learn in the classroom are also used on the field. Communicating is where they struggle the most.
Few students are very creative on their first use of the model on a project. They focus on how to perform each step in the model, and how to create a product that can be formatively evaluated. Few will ever do it exactly that way again.
I believe this applies when teaching lessons as well. If teachers teach the same lesson each year, it will get boring. There needs to be revamp each year so that a variety of lessons develop centered around one skill/standard.
look for more descriptive words, Iike motivational, engaging, appealing, or even unusual
I like these better! After giving my students projects, they are all creative, but some are more appealing than others. They are different and creative but being appealing is easier to understand than creative. I think creative can easily been seen as good or bad.
Enter their world rather that making them enter your own.
This is crucial for students of low SES backgrounds. These students need stories that they can relate to.
For designers who work in organizations with a quality orientation, there is a keen awareness of the need to satisfy their clients in terms of producing products that meet and even exceed their expectations
This reminds me of the Chick fil a vs. McDonald's debate. You will be fed at both, but where are your expectations met vs exceeded? The experience adds to the quantity.
Should we now add “creativity” to effectiveness and efficiency as the criteria by which our instruction will be evaluated and revised?
Yes, we should but it has to be broad. My view of creativity is much different than what my principal views as creative. This is subjective to the observer.
The focus is clearly on the perceptions of learners and their expectations, and not the expectations of reviewers of the instruction
When being observed as a teacher, I would hope that all observers keep this in mind. Not all lessons are going to reach the instructional expectations because you have to meet the learners where they are at. Engage them with creative lessons based off the relationships you built.
We should also agree that boring instruction can result from the use of any delivery system—from boring computer-based training questions to talking heads
This is true, the delivery does not matter if it is presented without passion or exploration. Students want to learn and question regardless of a computer or person teaching.