Module 2: Creativity, Student-Led Conferences, and Episodic Memory

Module 2

Concept 1: Why Does Creativity Matter?

Summary: 

In chapter 4, Learner Differences and Learning Needs, a section labeled “Why Does Creativity Matter?” stresses the importance of developing creativity that is needed in the 21^st century. It was stated in this section by Woolfolk that “Strategies that support creativity also support deep understanding in school subjects, because deep understanding comes from using the content in multiple ways and seeing different implications of that knowledge- ‘putting your own spin on it’” (Woolfolk, Pg. 135). Students need to be mindful that their creativity will help them in the future as well throughout their career and personal lives. It is also mentioned that creativity also supports “intrinsic motivation, engagement, and persistence in learning because creativity generates novelty and sparks interest” (Starko, 2014).

Reflection: 

After reading this chapter and thinking about creativity, a lot of characteristics come to mind. Students should be curious about their assignments and environment. It is mentioned in Woolfolk’s section that a few possible indicators of creativity in our students are “concentration, adaptability, high energy, humor, independence, playfulness, risk taking, seeing different perspectives..”(Woolfolk, Pg. 135). More characteristics were mentioned but the most important take away from my perspective is having students develop the ability to be curious and ask questions. These students will dive into their work with a vision of how it is going to end up. "Creativity can be learned. It is a habit of mind that involves nurturing enthusiasm and being open to new ideas" (Woolfolk Pg. 134).

As mentioned in my first blog post, you all know that I was in a kindergarten classroom for one of my field placements.  In this classroom, all of the students possessed the capability to become creative. Their teacher found every way possible to develop their sense of creativity through her lessons. For example, she would have the students develop their creations into whatever their mind desired. She would have the students write in a daily journal about something they enjoyed or what they learned that day. This gives them the capability to reflect and create a masterpiece of their day into their writing. The student’s faces lit up the room when they were able to stand up and tell the class what they wrote about. Another example that the book offers is the importance of “brainstorming”. The students were asked on multiple occasions to brainstorm different ideas about a reading or assignment. Hearing all of the students give their own idea of what they thought expressed their sense of creativity. I couldn’t help but to laugh when one of them would shout out something bizarre. When looking back on my experience in that classroom, it is apparent that all of them were creative in their own ways. When I would walk into class they would become eager to show me their drawings or paintings that they have become so proud of. As teachers, it is essential to make sure we are spreading the need for creativity. We want our students to all be their own versions of themselves and be an original.

I think one of the best ways to develop a love for creativity is if the school allows, use all of the technology you can! There are so many different ways to be creative when you are using the internet. There are websites where students can develop their own creations or play games that spark creative minds. In the future, I will make sure to allow students to learn in many different ways with an abundance of resources. I want to make sure that students are using their resources to come up with creative ways to express the learning they have developed. Using technology, the students can create power-points, videos, and much more! Overall, creativity is the most important characteristic our students can develop while in our classroom. Teachers need to become more creative themselves in order to make our students more original and have more fun while learning new things!

Concept 2: Student-Led Conferences 

Summary: 

In chapter 5, Language Development, Language Diversity, and Immigrant Education, there is a section labeled “Student-Led Conferences” which focusses on the idea that parent-teacher conferences should involve the student more rather than the teacher identifying what is going on with their son/daughter. “One way to get students more invested in the conferences and maybe even in learning itself is to put the students in charge of leading the conference, presenting work to their parents, and explaining what they have learned and how they learned it” (Woolfolk, Pg. 200). By asking students to come prepared with information and material to parent-teacher conferences, the conversation will be more valuable to everyone involved. “Students take more responsibility for why they succeeded, and perhaps why they failed” (Woolfolk, Pg. 200). Students learn how to handle more responsibility for their work and learning.

Reflection: 

When thinking about parent-teacher conferences, I immediately feel nervous and anxious for what we will be discussing. With this is mind, I believe many teachers may dread when the time comes around to speak to parents about their children. With student-led conferences, it gives the chance for students to come in prepared to talk about what they think is important. It gives the parents a chance to learn more about what their child is learning and why they are doing so well. It is important to begin by setting the student up for what they may want to bring or bring up during the meeting. It was shown in this chapter that you can provide a rubric for this approach. At the beginning, the teacher can identify several pieces of student work or projects for the student to pick from. Then the student can practice giving themselves a self-assessment on how they did and how pleased they were with the outcome. Sending a note to parents is important as well because they can come prepared with a list of the student’s interests and responsibilities at home to discuss with the teacher. Before the conference begins, we as teachers can help the students make final notes about how they will present the work and materials to their parents. This will create a more open communication with the teacher and student as well as their parents. I think having a student-led conference is the best decision when thinking about parent-teacher conference because we should show the parents how much the student is learning based on their perspective of the teacher and classroom. 

I recently watched a video pertaining to student-led IEP meetings. Students are entitled to have access to information in regards to what happens in their IEP. It is important that students are involved because they already know they are having difficulties. Some teachers may think it will lower their self-esteem but it is not true. Allowing the parent to be a part of the process as well as the student ensures that the teacher and the team can communicate without using huge words that they don’t understand. Students that were interviewed expressed their ability to tell the teachers their own personal goals and what they need! Students are capable of being their own advocate if we allow them too. We can empower the students to be self-advocates and fill out a power-point or guided questions sheet. Students can become more comfortable with this process and having those preparation meetings with the students beforehand is important. I love this idea and I hope that where ever I teach that they have these student-led IEP meetings and student-led conferences!

Concept 3: Episodic Memory

Summary: 

In chapter 8, Cognitive Views of Learning, Woolfolk introduces episodic memories. “Memory for information tied to a particular place and time, especially information about the events or episodes of your own life, is called episodic memory” (Woolfolk, Pg. 321). In this section, it also discusses flashbulb memories as well: “Memories for dramatic or emotional moments in your life” (Woolfolk, Pg. 321). It is important to note that when we have intense emotional reactions, memories are stronger and more lasting. This section discusses the importance of experiences in the school place regarding lasting memories. "Under stress, more glucose energy goes to fuel brain activity, while stress-induced hormones signal the brain that something important is happening" (Myers, 2005). 

Reflection: 

When teachers reflect on what they want their students to remember from their class, they usually reply with a bunch of academic details they have taught throughout the year. While this is important, we also need to remember that students are also developing episodic and flashbulb memories throughout their time in our classroom. It is apparent that even though we want their emotional experiences in our class to be positive at all cost, there will be some negative as well. I personally can think of at least 3 negative experiences throughout my times in a classroom. These episodic memories of mine often go to a place of feeling left out, failing tests, or getting yelled at by a specific teacher. These are memories that will never go away and I will continue to remember them throughout my life. We as teachers can eliminate some of these upsetting episodic memories from within our school or classroom. We can make sure to give students countless opportunities with their peers to have fun while looking for cases where students are not being treated correctly. We don’t want our students to feel humiliated or upset under our supervision.

Along with bad episodic memories, we want our students to gain flashbulb memories or episodic memories that are positive. This can include winning a prize or participating in an extracurricular activity. Teachers can give students more positive memories by rewarding students for their hard work and dedication. Some of my episodic memories include receiving awards for high honor roll, reciting my D.A.R.E essay in front of all the parents and gaining amazing relationships with teachers. My positive episodic memories always remind me of what a great time I had in my years in education. This is what also makes me want to become a teacher. I want to make these the best years of my student’s lives and have a lasting memory or impact on them as a whole. Student’s will always think about the memories they had while they were in school. It is our job to try as best we can to make these memories positive.