This document discusses creative outlets and plugging into creativity. It encourages teaching students to think creatively rather than just memorizing facts. Some key points discussed include differentiated curriculum to meet higher levels of expectation, creativity and innovation being important skills, and Graham Wallas' four stages of the creative process - preparation, incubation, illumination, and verification. Renzulli's three-ring conception of giftedness involving above-average ability, high levels of task commitment, and high creativity is also mentioned. The document advocates nurturing curiosity in students and finding ways to engage their creative thinking.

1. PLUGGING INTO
CREATIVE
OUTLETS
brianhousand.com/confratute2015

2. brianhousand.com

3. Brian
H E L L O
My name is

4. I AM A
GEEK

5. 2015
TEXAS
MINNESOTA
ARKANSAS
NORTH CAROLINA
PENNSYLVANIA
LOUISIANA
CONNECTICUT
IDAHO
FLORIDA
ARIZONA

6. #confratute

8. FIND
YOUR
PEEPS

9. What’s your story?

11. CREATIVITY
ABOVE
AVERAGE
ABILITY
TASK
COMMITMENT
- Renzulli

12. laughingsquid.com/nerd-venn-diagram-geek-dork-or-dweeb

13. Plugging Into
Creative Outlets
Brian C. Housand
Angela M. Housand
Gifted Education
Communicator
Spring 2011
Vol. 42, No. 1

14. !
! We!are!educa)ng!people!
out!of!their!crea)vity.!
! !
! Crea)vity!is!as!important!
in!educa)on!as!literacy.!
Sir Ken Robinson

15. Rather than running the risk of
having our students become
W A L K I N G
ENCYCLOPEDIAS
we need to TEACH them how to
THINK CREATIVELY.
(Sternberg,!2006)

17. (Resnick, 1996)
NOT
Stereos
Pianos

19. ?Differentiated Curriculum. Adaptation of
content, process, and concepts to meet a higher
level of expectation appropriate for advanced
learners. Curriculum can be differentiated through
acceleration, complexity, depth, challenge, and
CREATIVITY (VanTassel-Baska & Wood, 2008).

20. CREATIVITY & INNOVATION
COMMUNICATION & COLLABORATION
RESEARCH & INFORMATION FLUENCY
CRITICAL THINKING, PROBLEM SOLVING, &
DECISION MAKING
DIGITAL CITIZENSHIP
TECHNOLOGY OPERATIONS & CONCEPTS

21. 3
2
1
Words
Questions
Metaphor

22. If#you#don’t#read#much,#
you#really#don’t#know#much.#
#YOU ARE
DANGEROUS!!
DANGER
--Jim Trelease
TOOLISHNESS
AHEAD

24. GRAHAM WALLAS
PREPARATION
INCUBATION
ILLUMINATION
VERIFICATION

25. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

26. ENGAGING
CURIOSITY

27. Why?

28. T E S T
T A K E R S
RULE
FOLLOWERS

29. INTELLIGENCECURIOSITY EFFORT
+ =
(von Stumm, Hell, & Camorro-Premuzic, 2011)

30. STAY
HUNGRY
STAY
FOOLISH.

31. If#you#don’t#read#much,#
you#really#don’t#know#much.#
#YOU ARE
DANGEROUS!!
DANGER
--Jim Trelease
TOOLISHNESS
AHEAD

33. bit.ly/nets-profiles

34. Identify, research, and
collect data on an
environmental issue using
digital resources and
propose a solution.
PK - 2

35. Produce a media-rich
digital story about a
significant local event
based on first-person
interviews.
3 - 5

36. Create original animations
or videos documenting
school, community, or local
events.
6 - 8

37. Design, develop, and test a
digital learning game to
demonstrate knowledge
and skills related to
curriculum content.
9 - 12

38. PLAY

39. EXPLORE

40. DAY
1
DAY
2
DAY
3
DAY
4
PREPARATION
INCUBATION
ILLUMINATION
VERIFICATION