Listen and Learn_Public

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1	Instructions
2	Make a copy of this document and save it for your records. Identify three of your favorite actions. Then write a one or two sentence summary of how you can implement these actions in your classroom for the 2023/2024 academic year. Don't forget to share this summary along with the codeword for the Listen and Learn series to Questions@fuelingcreativitypodcast.com for a chance to win a prize. Emails must be received by the end of August 2023!
3		Action	Guest	Featured Soundbites	Matt's 1-2 sentence summary	Cyndi's 1-2 sentence summary
4	Episode 1	Ask Questions	Joe Renzuli	Ask open questions everyday. Shared a list of verbs to help facilitate these questions.	Identify open questions about the material or topic you're exploring; finish everyday or start every lesson with an open question. Tweet it, post it on the learning management system.	Curiosity is a conduit to creativity, so if you are not sure where to start, start with bringing curiosity into your classroom! It would be fun to have a curiosity corner or flipchart in your classroom when curious questions are raised by you and your students!
5			Frank LaBanca	And its ok if you don't know the answer. You can find out together.	So to build on that; let's ask some questions at the beginning of the academic year and set goals or rewards to seek out those answers during the semester.	As educators, we often feel like we should know all the answers, but one, that is not realistic, and two, it models curiosity and learning when we don't have the answer. Asking, where could we find that answer? Go beyond google...
6	Episode 2	Start Small	Michael Mino	start from where you are now	Each semester utilize information from SET surveys or other forms of student feedback and pursue opportunities to identify problems and generate ideas in response to that information.	What are you doing that is working? How might you do more of that?
7			Andrea Mango	When it comes to making changes, start small. Challenge yourself to get rid of 1-2 worksheets per week and turn the lesson into an activity, game, or something more hands-on.	Identify opportunities for small wins within the constraints of the school year. Timing, planning, and strategy is critical when introducing something new during the school year.	we need an evolution not a revolution!
8	Episode 3	Be Open	Scott Barry Kaufman	Be open to new ports that you might be wanting to sail to throughout your semester	Loved the metophor. Its not always going to be plain sailing.	There might be new areas that you can swing into- don't be afraid to try something new.
9			Patrícia Alves-Oliveira	Don’t say “no” immediately.		we are so quick to judge, especially when we feel we are being judged. Relax, listen, and understand.
10	Episode 4	Initiate Discussions on Creativity	Monika Kang	Before stressing about the curriculum, become aware of how you talk about creativity at home and in the classroom.		what are the words you associate with creativity?
11			Marta Davidovich Ockuly	No definition of creativity is the only definition. Marta encourages you to come up with your own definition. She asks you: What is the future you’re imagining?(Marta Davidovich Ockuly)	What inspires your creativity? Have students identify objects, places, and people that they either use when engaging creativity or inspire their creativity? And be mindeful of enforcing the sterotypes when sharing examples with younger children.	Have your students generate their own definitions, and have them think, pair, share. What are the similarities? What are the differences? Can they consolidate their definitions into small group definitions and then whole class?
12	Episode 5	Plan for Creativity	Alfredo Bautista	Creativity emerges when there is some sort of framework. It’s important to learn how to design activities that provide a framework and give children the freedom to complete that framework in different ways.	My take away is a framework and the reminder that teachers should facilicate and guide students, its not just about setting up a project and sitting back, you need to work along side them, point them in the right direction, ask them questions, make suggestions.	What is your learning outcome? What are all the ways they can reach the learning outcome? How might we go beyond the one way to do it?
13			Vincent Andrews	Look into your lesson plans and see how you can implement creative processes each day, not just once in a blue moon.	What new question can you ask at the endo of the lesson? What new snippet of information can you share that promotes new thinking?	Yes! This is the goal of weaving creativity- take a creative thinking skill, and embed it into lessons.
14	Episode 6	Build Relationships	Lola Schnapp	Don’t do it alone. Find your kindred group to help you come up with those “crazy” ideas	Seek out like-minded colleagues within your community, this can be at a conference, in your school, or on a social media platform.	Trust and openness. Who can you share your ideas with without feeling as if you will be ridiculed?
15			Juliet Desailly	Really get to know your children. What engages them? What motivates them? What fascinates them? Remember, every child and group of children is slightly different.	Use past knowledge yes, but remain mindful of possible assumptions you're making about a new group of students based on your experience working with other students.	Building that trust and openness with students- what do they do for fun? In their spare time? What are their interests and hobbies? Also- really think about how you view new ideas in the classroom- monitor your judgement.
16	Episode 7	Give Students Choice	Andrea Mango	Give up a little power so your students can have some. Does it really make a difference if they use markers, sit at their desk, or work with their best friend?	Reflect on the requirements you have for students in your classroom. What oppportunities exist for options and alternative ways to address student potential preferences?	teacher to reflect on control- what happens if it gets out of control? Polarities-freedom in the classroom, control in the classroom
17			Heather Lyon	Share last. Your perspective may skew the perspective of the students, so encourage them to share their views and ideas first and then share yours afterwards.	To what extent are you catering to your interests, over the potential interests of others?	perhaps have everyone write down their thoughts before sharing in full group
18	Episode 8	Nurture Creative Potential	Howard Gardner	Every young child loves to explore and gets pleasure out of trying new things. Your job is to encourage children to engage with new things. Don’t worry if they obsessively repeat something or if they frequently switch from one thing to another. However, at some point the child will need to buckle down and make a commitment to learning more in-depth knowledge about the domain they are pursuing.
19			Mark Runco	Depending on the age of your students/kids, work on building confidence, which is called “ego strength” in creativity research.	Reflect on what and how you deliver feedback to your students? What are all the ways a student might interpret that feedback? How might these different interpretations interact with a student's confidence in their ability?
20	Episode 9	Model Creative Behavior	Jonathan Plucker	Modeling is incredibly important for creativity. If you run into a problem, have your students/children work with you to solve it.		Becoming a classroom who problem solves together. Perhaps you even create a name for it!
21			KC Lathrop	Teachers are models for students. Students do what they see, so teachers who are engaged and creative have students that are also engaged and creative. Be willing to celebrate both the progress and the struggle		Model the struggle in appropriate ways. What are you learning that you can share with your students- take up a hobby and share.
22	Episode 10	Teach Failure	Wendy Ross	Encourage your students to get comfortable with discomfort and failure. (Wendy Ross)		This goes back to modeling as well- you will need to admit failure when it happens and allow for the time to feel discomfort without fixing it.
23			Ron Beghetto	Stay away from empty slogans that minimize emotions. Find ways to acknowledge and validate the emotional pain and difficulty one experiences when they’re failing and talk about what to do next.		Provide strategies- go for a walk, take deep breaths, go out in nature,
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