Chapter 5

Chapter 5 – Supporting Student Creativity – Reading Guide

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Pages 125-126:

1. What should Ms. Groves have done when she saw Jamie’s colorful circus train car with windows? Why?

2. What role did Ms. Groves take in this project? What should the teacher’s role be in enhancing student creativity?

3. What roles can technology play in enhancing and supporting student creativity?

4. What are some benefits that students might derive from using technology to support creativity? Are there any potential disadvantages?

Page 127

5. Explore the Georgia Performance Standards for your grade/content area. Which address creativity? List them here:

Pages 127-131

6. What habits of mind might Ms. Groves possess that let to her reaction to Jamie’s creative drawing?

7. What are some practical reasons for promoting creativity in a classroom?

Pages 131-136

8. What is the teacher’s role in supporting the creative thinking process?

9. Which of the 4 guidelines for supporting student creativity is most applicable to your subject/grade level?

Pages 136-145

10. Which of these learning tools and activities are a good fit with your subject/grade level? Why?

Pages 145-146

11. How do you assess learner creativity?

Pages 148-150

12. Define creativity:

Reread the case at the beginning of the chapter and review your answers. In light of what you learned during this chapter, how do your answers change? Note any changes below:

13. What should Ms. Groves have doen when she saw Jamie’s colorful circus train car with windows? Why?

14. What role did Ms. Groves take in this project? What should the teacher’s role be in enhancing student creativity?

15. What roles can technology play in enhancing and supporting student creativity?

16. What are some benefits that students might derive from using technology to support creativity? Are there any potential disadvantages?

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