At first I couldn't figure out why Joseph would like to play a game with such poor graphics when he had so many games with seemingly "real" graphics. Only after inroducing Joseph to another recommended option called "Toondoo" (thanks James Block), where one is able to mix and match existing graphics to make an online comic strip, did I begin to understand why Joseph and so many other kids like him, not to mention adults like Mr. Dettman, like Minecraft so much. He has a deep inate desire to "Create."
In 1956 Benjamin Bloom and some other educational psychologists identified "Evaluation" as the highest level of intellectual functioning. However, "Creating" is now the most accepted top level. This is by no means a new discover. In his 1943 paper, "A Theory of Human Motivation," psychologist Abraham Maslow promoted a similar idea. Maslow believed that for a person to reach his highest potential and fulfillment, "self-actualization," he must be allowed to, among other things, create. So as you use our lesson planning tool remember what we know about our students: more than ever, especially with all the new technologies available out there, our students love to create.
How have you used Maslow's ideas in your classroom this year to promote students "creating?"
I have found that many students prefer to create rather than be on the lower end of the hierarchy. Making lessons that incorporate creation, choice, technology, motivation, and relevancy isn't as hard as I first thought. There is so much out there in terms of technology that allows for all five of the above mentioned features to be present. The students really seem to enjoy the tasks. They may not even realize that they are learning on a high level.
ReplyDeleteI think that creating is important, but we can't lose sight of Webb's Depth of Knowledge. You can create a product from recalling facts and observations, but that is low on the DOK. We need to remember to create products that allows the students' to synthesize information and extend their thinking. Just like in the Minecraft game, the game player has to synthesize information and be strategic in the way they build their empire.
ReplyDeleteGood points, Nick. Webb's DOK work keeps us honest here.
DeleteI have also found after interviewing students for transition information for their IEPs; most have stated they enjoy doing activities in class were they can use their hands and create something.
ReplyDeleteAfter studying a concept I have had my students create Frayer model posters that can be used to explain the idea to other students, and as anchor charts. Having the students synthesize their knowledge into definitions, characteristics, examples and non-examples provides opportunity to not just create, but to also hone their understanding of the topic in a deeper way.
ReplyDeleteI try to give the students many creative opportunities in science. I have them do projects where they can choose which projects they want to complete to equal so many points. These projects, could be research, drawings, book writing, informational presentations, etc. I also have worked with them through comic strips, web quests, and other creative ideas. It is important to let students show their creativity and kids appreciate the opportunity. It give them some freedom and they take ownership of their learning.
ReplyDeleteIn their writing about functions of language, Meichenbaum and Biemiller say that, "Every sentence we generate (rather than imitate) is a novel construction." Giving students opportunities to write, whether it's creatively or in response to reading, is a novel construction or creation of learning. Discussion about text lends itself to that same construction of ideas and learning. One strategy specifically that encourages creation and self-actualization is to have kids synthesize in writing after a discussion of text has taken place. This affords students the opportunity to bring together their own initial thinking as well as how their thinking may now be enhanced as a result of the discussion.
ReplyDeleteCreating is actually one of the strands of our new curriculum. What I like most about creating, especially in music, is it takes all the knowledge that they have learned (rhythms, notes, other symbols, etc.) and allows them to apply it in their creation. The students have ownership in their creation, and, unlike so many assignments we all did in our education, have the power of choice and originality. It also requires a complete understanding of all the tools needed to actually make the creation.
ReplyDeleteMy students enjoy creating projects in Spanish. The vocabulary that is required is pretty basic, but the students that really delve into the 'creating' step crave more. They want to say more and expand their vocabulary beyond the basic. It's exciting that, for many of them, this is their first exposure to the language, and they run with it. I often catch these students with dictionaries, the book's glossary, and browsing the textbooks and resources in class to expand on what we're learning, and instead of the simple 'It's raining', they want to describe tornadoes and hurricanes when given the opportunity to create their own weather report. It's encouraging that they are self-motivated to go beyond the recognition and understanding phase of the language, and truly take ownership for the words and phrases that interest them when asked to create a project in Spanish.
ReplyDeleteIn Design and Modeling we are working towards basic competence in the use of three dimensional modeling software so that we can create virtual models of innovations.
ReplyDeleteWorking with the new math curriculum, the 8th grade PLC is trying to find ways for students to create their own work. In one of our units, we have the students create a flip book that shows translations, rotations, reflections, and dilation. The kids really like seeing each other's products and then voting for their favorite. Since we have some good examples from next year, we are hoping that the kids will do an even better job than they did last year.
ReplyDeleteAfter students completed their research papers, they were able to turn their information into a project. They could choose how they wanted to present it, and I was pleasantly surprised with the variety of presentations. Student choice truly allows the students to own what they are creating.
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