Creativity+and+Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * apply existing knowledge to generate new ideas, products, or processes.
 * create original works as a means of personal or group expression.
 * use models and simulations to explore complex systems and issues.
 * identify trends and forecast possibilities

Students will team up with a partner to create digital research booklets on the Book Creator app. They will be given a place, person, or event related to the Social Studies topic and use their research skills to make a booklet to present to the class. They can add fun facts, pictures with captions, and videos. This assignment gives them the freedom to create how they want their booklet to look, gives them good experience with doing research, and encourages cooperation and collaboration with other students. (Christine Caranante)
 * Digital research booklets**

In groups, students will research one of a handful of our founding fathers (Washington, Madison, Adams, Jefferson, etc.) or a political philosopher (Locke, Montesquieu, Machiavelli, Blackstone, etc.) and create a short biopic video using a web-based video creation application like wideo.co. They will also create a short quiz that the class will take after viewing the video as a bellringer activity. (Will Smith)
 * Create a biographical video**

When I think of utilizing creativity and innovation in the classroom, I think of a project my son did last year. Advertising and learning to budget are great ways to connect to the real world. Students spend time inventing something that can be used in the real world. After research and development of their ideas, students make a commercial convincing others to buy their product. Students can assigned a video editing older student to help in the commercial making. After each group records their commercials, spend a day watching them as a class. The class will vote on which product they would actually buy and use. ( Christy Washington )
 * Getting to know your students**

Using the Visual Poet App for iTunes, students can blend visual elements such as vectors, photos, fonts and illustrations to create visual statement poetry. The app can be used to either visually represent classic poetry or it can be used as a tool to create original poetry. For example if the class was studying To Autumn by Keats, the poem could be broken up into pieces and evenly distributed to the class. For purposes of illustration I selected the first 4 lines of the second stanza.
 * Secondary English**

Who hath not seen thee oft amid thy store? Sometimes whoever seeks abroad may find Thee sitting careless on a granary floor, Thy hair soft-lifted by the winnowing wind

The student could then find digital pictures on the Internet that visually represented their lines and work the lines and pictures into a Visual Poet page and publish it electronically. The students can work in pairs to complete their collaborative effort to visually represent the poem using imagery, then present their excerpt to the class in the order that their lines appear in the poem. This app It offers a stimulating way that students can interact with technology and each other creatively while learning the material. (Theresa Dezellem)

After reading Fahrenheit 451, students could use what they learned about propaganda in the dystopian society in the book and create commercials trying to recruit men and women to be a part of the ‘fire department.’ They could video these commercials with their phones and upload them to our class blog. Then, as a class, we could create an online survey to determine which commercial was the most effective. After all of the students had a chance to view the commercials and take the survey, students could analyze the results for trends. (Sarah Dugger)
 * Language Arts and Technology:**

**Juniors get creative during College Application Week:** During College Application Week the juniors filled out a sheet of paper that titled “My future plans” and it had a bubble (similar to what you see in the cartoons) and students filled in their name and what their plans were for after high school. They decorated the page however they wanted and most students that knew where they wanted to go to college decorated the page with the schools colors or mascot. The sheets were posted all over the school for everyone to see. It gets them to #|start thinking, predicting and forecasting about their future. -SC-

What could we bring with us? As most of you know, my concentration is K-12 Art. In my art classroom, I would use Creativity and Innovation all the time. One specific implementation idea that came to me is called “What could we bring with us?”.

The way this activity would go is that first I would read an adventure based story. Then I would assign students to create a tool out of clay that we could use or would help us in some way if we were going on this adventure together. This would require students to think creatively and invent something useful. Students would then submit in writing an explanation of what they created and how we could use it in our adventure. - Kathryn Suzanne Schumann

Model Dinosaur During my student teaching I realized that my second grade students loved dinosaurs. So I can up with a plan for the students to create a dinosaur model for a museum. Students were told that they could use any of the material provided. The class just found a bundle of fossilized dinosaur bones, not all of them may be there. This activity was similar to a STEM project but for second graders. Students would be given a variety of material to use such as clay, toothpicks, and wooden dowels. The dinosaur must stand up on its own and the support post (toothpicks) should look like part of the skeleton. Students must first draw out their design and have it approved. Students then create a materials list based off their design. Students build their model taking photos at key steps along the way. Students will then show the class their final model and the pictures during a presentation. The class will have a chance to ask the designers questions about their dinosaur. Then students would report to Museum Curator to tell how efficient their design is.- Heather Erickson-Wallace


 * Creativity and Innovation:** "IF I COULD BE ANYTHING OR ANYONE I WOULD..." My studetns have varying levels of comprehension and to just #|make up a blanket assignment, well would not benefit each of their abilities. I too am limitied to powerpoint and a few different websites. A project or an assignment that I feel would encompass all of my students would be to have them pick out any person or thing that they would like to be, research it, and put their findings into a powerpoint presentation. I would put a cap on the number of slides, as well as provide them a rubric that they would follow to ensure max points. The runbric would fit a specific student needs.) After they do the research from the in class computer station, I will then teach them how to put the information they found into a powerpoint slide, which would eventually go into a presentation that they would present to the class. By allowing them the freedom to pick (teacher will approve forgot to mention that earlier), research what they decided on, design the slides, and present would allow for me to assess that they followed the rubric and they understood just what was asked of them. Also it would give them a sense of accomplishment that they did it on their own. Janelle Clemons


 * Creativity and Innovation:** Well for now I am limited to the use of powerpoint I have the students create a presentation to present to the classroom. The artistic expression is all their own (school appropriate of course) I provide them with MP3's to record sound and embed it to their slides. The student them take their product and send it to our e-mail program gaggle and place it in mu drop box. I offer suggestions for corrections, and when the presentation is complete the student presents it to the class in the target language. Thomas C. Odor

Having knowledge of your students interest is very important. I have two websites I use with my Life skills students to gain an understanding of their interests and their trends. //ABCmouse.com// is an interactive learning classroom. This site allows me to look at students progress within this site. I allow the students to choose a category within this site. I keep record of what their interests and trends within this website are. Students with a disability may not be able to express their interests verbally, but can show you through their trends. The second website I use is //starfall.com (Reading)//, all of my students love this site. Both sites allow my students to explore, learn, interact, and express interests.-**Chassie Combs**
 * Creating Trends**

Creativity can be a very useful aspect of learning a foreign language and I find that most of my more obviously creative students (and all that comes with that [they’re typically secure in themselves, don’t mind performance-based assessments, etc.]) are my most successful. Therefore, when we can use that to their advantage, they really thrive. This really happens when we combine technologies that align with their literacies so that they use their creativity with technology, and their prior knowledge, in a project about themselves, for example.
 * Final Portfolio and Much More!: Meredith White**

At the end of the year, all my students complete “Un Portfolio Final”, their final portfolio. Many choose to do this digitally, and I think this year I’ll actually move towards all of them doing it this way. Microsoft OneNote, for example, can be a great way to do this as they can make a Notebook for the whole portfolio and then individual tabs for each section. Within that, they’ll type the certain aspects, add pictures, clipart, etc., and have a really sharp final product to share. Sharing is a breeze in OneNote, too, especially with Microsoft SkyDrive. They are therefore applying existing knowledge, creating original work, and much more. It would also be an interesting idea to create said portfolio as the year goes on in OneNote which would make it an ongoing process and therefore start that conversation earlier and get them thinking.

Creativity and Innovation Teaching elementary students has some limitations with implementing technology. I think, implementing Creativity and Innovation in the primary grades should be fun, and technology definitely supports creativity with a fun learning experience. To implement the technology standard Creativity and Innovation I would have my students create a visual summary of their reading story. I would give my students some choices of software to make sure they are appropriate for my second graders.~Stephanie Davis



Tired of the same ole' boring book reports? You may want to try having students complete video book reports! After reading a grade-level appropriate book, possibly from the classroom library and using prior knowledge about the elements of fiction, students create a 30 second video clip of their book report using imovie. They must narrate and illustrate (either with drawings or acting out) and give the viewer the following details about the book: genre, characters, setting, conflict, sequence of events up to the climax, and an overall rating of the book on a scale of 1-10. Next, save the movie to a class website, classroom computer's desktop, or jump drive for later viewing by other students. Students can use the book report movies created by other students to help them choose their next book to read. It would be great to get a "movie" for each book in the classroom library! ~Jamie Shroyer
 * Video Book Reports**

Creativity and Innovation:
In the past I have required students to draw and label diagrams of plant and animal cells. Thinking of how I could use the state standards in science and incorporate the ISTE standards I would have the students do the same assignment but use the computer. I would have my students use the paint program to make a computer drawing of a plant and animal cell. The drawing must depict all of the organelles with labels indicated in the 4th grade standards. Teresa Koons

Creativity and Innovation: Katelyn McFadden
Within my classroom we do a lot of work with high frequency words. I have the students work in groups to create a single slide in PowerPoint for one of the week's words. The students put the heading on the top of the slide (whatever word they have chosen) and they then create a sentence using the word and find a picture that corresponds with their sentence. The students are using their existing knowledge (the words) and generating new products by using the PowerPoint slide to demonstrate their understanding of the word. Since my students are only in first grade, I allow them to work in groups. This always works for the students because one student may remember how to put in the picture while the others may not. It also works well for them to piggy back off of each other. I even have students who have discovered (on their own) how to change the font and the backgrounds. By giving the students the expectations for the completed product (title, sentence, corresponding picture), but allowing them free reign to create their slide, it allows the students to use their creativity with technology and shows how incredible their little minds are.

Creativity and Innovation I would have my students create scrapbook pages with photos of themselves throughout the school year (I will take many). They would use the photo shop program. The students then would share their pages with me on gaggle. I will then put together photo album for my students as an end of year gift. -Dawn Artemis

__**Creative and Innovative use of Technology for Home Practice**__ **- Kevin Poe** My students effective and meaningful practice of their band instrument at home is encouraged and monitored through a music education software called "Smart Music" for a $36.00 online annual subscription price. I create assignments online, students practice with a computer, and then I track progress of each individual student. Here's how it works: Students open an assignment from me, which contains customized instructions for playing a particular piece of music.
 * As the music appears on the screen, they play along with background accompaniment.
 * Following each performance, SmartMusic provides an immediate assessment, displaying the notes that students performed correctly in green and the notes they performed incorrectly in red.
 * Students record and listen to each performance to hear how they really sound and how their part fits within the whole.
 * When they are satisfied with their performance, they send a recording to me so I can assess, score, and build a portfolio to track their progress over time.

This computer based home-practice system has revoulutionized the effectiveness of home practice for band students.

Write a Story

I wrote this lesson in my RDG 5363 class.

The students will read a fantasy book called //The Graveyard Book// by Neil Gaiman. The students will create their own creative story about their life and adventures with the main character, Bod. This assignment will help the students relate more to the character in the book. Additionally, the students will compose a picture of their experiences in the graveyard. This can be accomplished by them drawing the picture, using digital photography, or make their own movies. The assignment will meet the needs of students who are abstract or concrete thinkers.

Materials

Paper, pencil, coloring pencils, construction paper, glue, scissors, The Graveyard Book, digital camera, video, camera

Step 1 – The students will get their pencil, coloring pencils, scissors, and glue out of their desk.

Step 2 – I will pass out //The Graveyard Book//, paper and construction paper to the students.

Step 3 – I will explain to the students that they will be writing and illustrating a story about their lives and adventures with Bod in the graveyard. They will be able to use their book if they need help.

Step 4 – The students will begin their writing by pre-writing their story.

Step 5 – After the teacher has approved their story, they can begin writing their first draft.

Step 6 –After the students have finished writing their first draft, they will peer edit each other’s work

Step 7 – The students will write their final draft.

Step 8 – The students will draw a scene from their story.

Step 9 – The students will present their story to the class.

Step 10 – We will display our work in the classroom.

By: Sara Denson

This is a lesson I created in a teacher in-service. Various manupulatives hand puppets (optional) digital camera #|Word problems computers The teacher will divide the students into partners. In partners the students will given 1 addition and 1 subtraction word problem to solve. The students may use manipulatives, or props to act out the problems. The partners will choose 1 of the problems to create a voice thread explaining how they solved the problem. The teacher will take photos as the groups are ready to act out their problem. The teacher will upload the pictures to voice thread. the students will create the voice thread describing the pictures taken by the teacher of the problem. [|VoiceThread] By: Yosha Howe
 * Act It Out**
 * T**he students will use manipulatives, digital photography and voice thread to act out solving addition and subtraction word problems.
 * Supplies:**

Students will work in pairs to create a #|Google Earth tour where they locate pictures of artifacts, monuments, cities, locations, etc and create a map as a class. The tour will include stops for each location with information about what is important and relevant to them in the modern day.--Philip Authier
 * Creating a Google Earth Tour**

Using "Gizmos" in Science
There are many concepts/topics to cover in our science curriculum, and many of them are not easily explored with hands-on activities, due to lack of equipment, supplies, and funds that are necessary for more in-depth exploration. Enter Explore Learning's "gizmos." Students are able to use these online simulations to explore more complex systems and issues. Teachers are able to sign up for a free 30-day trial, which I did last year so that my Physical Science students could explore some advanced circuit boards. They were creating their own simple circuits at home, but in using this gizmo, they were able to go more in-depth with this concept, even though we didn't have access to all of the tools necessary for a hands-on lab. The only problem with the "gizmos," is the cost. I am actually working on purchasing a license for my classes, because I have found several really great simulations for the various concepts we cover in 7th grade life science--cell organelles, photosynthesis/respiration, osmosis/diffusion, mitosis, and heredity/genetics. Sometimes these "gizmos" could take the place of a hands-on activity, but other times, they could be used for further understanding or enrichment activities. ~Jennifer Burch

Writing Songs in Math
====I actually did this a little back with my students because the order of operations was not sinking in. I had students get into groups of 3 and told them that they needed to write a song about the order of operations. The biggest requirement that I had was that they needed to say the words "parenthesis, exponents, multiply, divide, add, and subtract" at least three times in the song in the proper order. They were allowed to make up their own tune or do it to the tune of a song already written. I would take this one step further to make it more fun, more challenging, and more relevant by having the students record each other and create pod-casts on-line. I think it would also be a great way for our class to communicate with another class elsewhere if we could get another school to participate and show us their songs.====

When I did this with my class, it really did drive home the order of operations. My next challenge was teaching them to apply it correctly. I will gladly take ideas on that. No matter what I do, there still seems to be a few that can't apply it properly. **From the brain of Heather Fish**

**Tales from Another World by Sarah Sanford**
Students will communicate with students from other cultures to share stories and folklore. The students will produce the stories in a variety of ways. Some can be simply posted on the class blog; others can be acted out, set to music, dramatically read, etc, videoed and published on YouTube.

**Flower Power**
The students will be given flowers, plants, seeds, soil, vermiculite, and peat moss. Another class will be given the same materials. The second class can be in a different school, different room, or different school. They can communicate on Ning. The classes will break into small groups. The groups need to come up with their own project containing at least two of the mentioned items. The groups must write about their future project on Ning. From this moment on they can collaborate and discuss the project with all of the groups from both classes.~ Amy Vaughn

Each student will design a virtual a #|store and products to go in their store.The teacher will model and instruct students through a powerpoint how to step up their virtual stores. They will discuss how you can't go in a store and spend more money that you have. They will tag each product with a price (no more than 50 cents) and their classmates will be broken into groups of four. They will given a specific amount of money and they must purchase five items from the virtual store. After the students have done their shopping, they will give a rationale on how they decided to spend their money. The catch to the project is that they must spend all their money.-Shavonne Valentine
 * Going to the Store**

=CLASSROOM COOKBOOK by Taylia Wallace= I would love for my students to create a classroom cookbook to go along with this standard. I teach a "Successful Living" class, where we learn daily activities such as cooking. The students have had a wonderful time creating their own recipes by following others and adding their own touches. My students have varying abilities and talents so this would be a great opportunity for them to interact, collaborate, and publish their ideas utilizing digital environments and media. The students would work in groups. They would be connected by their strengths and weaknesses. In other words, where one student may be strong in writing instructions, another may be better at making lists. These students could build on each other's strengths and assist each other in their weak areas. After completing their cookbooks, I will help them edit their work to prepare for publishing! =Creativity and Innovation:= When thinking of how I would implement this standard, an activity from my high school days came to mind. In my advanced English class, we were studying Beowulf. Upon completion of the story, we were paired in groups of four. Our group was to make a video of our favorite scene out of the story. We were allowed to choose our groups, therefore my group was made up of three of my best friends. We chose three separate scenes and edited the video to where it faded into each new scene. We ended the video with our favorite scene out of the story where Beowulf enters the watery lair of Grendel's mother. To set up the watery lair seen, we filmed at night and used a hot tub lined with candles and played music in the background to set the tone for uncertainty and anxiousness. This is an example of how I would allow my students to implement creativity and innovation in the classroom. The teacher set aside a couple of days and all groups shared their videos with the class. This is an example of how I would implement the above standard.
 * Jill Blankenship**

Students will use the internet, video camera, and PowerPoint to create an original weather report. Students will work within a group to research current and future weather conditions. They will then write, produce, and record an original weather report. They will be allowed to use information and pictures from the internet to include in their report. - Gina Taylor
 * Weather Watch**

Tutorials
For this standard, I would have students in Advanced Computer Applications create tutorials for "new students" wanting or needing to learn the new applications or processes being taught. After the students learned the applications and had sufficient time to gain experience with it, we would begin creating the tutorials. Students would work in pairs to create the tutorials, making sure they used both audio and video. Students would be encouraged to get creative and make these tutorials fun and user-friendly, keeping an end result in mind. This would not only reinforce their knowledge of the applications; it would give them the opportunity to creatively introduce the application to someone who has no experience. - Stacy Jones

GeoGebra
Students will use free #|program called [|GeoGebra] to explore a variety of geometric relationships that are difficult for students to understand. One of the relationships that students have difficulty with using angle relationships (vertical angles, complementary angles, supplementary angles). Using the program, students can draw many sets of intersecting lines. One of the tools in GeoGebra is to measure angles. Students can measure each angle created by the intersection and see the relationship. I would do this as an introduction to angle relationships before students have any prior knowledge. This way students can try and analyze their work and hopefully develop the relationship that “opposite angles formed by intersecting lines are congruent” on their own. This will hopefully help students internalize this concept since they should be able to develop it on their own (or with the help of a partner/small group through discussion). I can envision using this program for other areas students struggled with in my class last year including lessons on triangles (proving all triangles have a sum of 180 degrees). Again, students could construct numerous triangles and using the tool measure each angle and then find the sum for each triangle. Then they could develop this generalization. ---Dan Przybylski


 * After School Tutoring**

I will set a time that I will be available to my class to IM two nights a week, Tuesday and Thursday. I will set up a buddy list with my students. They will IM me with homework questions, ideas, or just comments about the day. I will also be connected to web cam. Teacher will play a game of trivia. Asking students that are on line, questions to research and students will strive to be the first with the answer. I can/will also let the students ask me questions-Stump the Teacher!!!!! Angela Pryor

To implement the standard of Creativity and Innovation I would allow the students to give their input on our class field trip. Students would break into groups and choose from a pre-approved list their top destination for an end of the year field trip. It will be a competition of research, design, and presentation between the groups to determine where the class will go. The destination should be appealing to the teacher from an educational standpoint and to the class from an entertainment standpoint. Creativity is encouraged, the students get to decide what to present and how to present it as long as they use 2-3 forms of technology. At the close of all the presentations the class will vote and the teacher will make the final decision. - Elizabeth Shepherd
 * Plan a Field Trip**

First Year Freshman Photo Project
A project I assigned to my students in APSU 1000 was a photo project. This project was designed to use technology and applications while also chronicling the first semester as a freshman. This was a group project and students were assigned job titles to distribute tasks and responsibilities. A rubric was provided for the photo project and also an evaluation form for each member of the group. This was the first experience using a rubric for some students so we spent time discussing the purpose and usage before discussing the project requirements. I did not give students specific examples of photo projects because I wanted them to create a project from their perspective. This was disconcerting for many students. After two class discussions covering the requirements and project ideas, the students were on their own to create a presentation. The end results were fantastic. One group created a photo slide show in power point, another created a “Things To Know” for future freshman also in power point form, and there was also a movie created using photos and student interviews. -Lynette Taylor


 * Create a Video Alongside a Field Trip**

One of the projects I use to have my class do was to take the concept of linear programming to a local farm that produced two different types of crops. From there, students would walk off and calculate square footage with a rolling wheel and then began their in depth analysis of figuring out the maximum amount of acres each crop should be. The students had a wonderful time, shared stories, and learned how to take a real world concept into the market. This was then done in a report given to the local farmer. The only thing that I would add is to have a video made of it. I have not done this for several years and would have loved to of videoed the project to show the future classes a real world example for those classes that were not able to go. The logistics was a real headache and took months of planning. However, the rewards were great. Presentations had to be made which were done in front of a camera and students learned math, public speaking, and how to rely on their group which comprised 6 individuals. -Stephen Shone 5611

Creating a Website I will have my learners work on a project that would acquire them to build a website. The website must have seven pages (including the homepage). They must show a site map (problem solving) and share the work load (collective and individual creativity). The learners will have to come together and decided who is in charge of what and meet deadlines. This project will bring excitement and open the door to innovation and creativity. –Marcy Dickson
 * Create a Class "User Guide"**

For this standard, I would have students design and produce a "user guide" for their classmates that will be following them into their next grade level. Students would work in groups to document, write and produce materials that would describe the class experience that they will be experiencing in their new grade level. Materials such as PowerPoint presentations, .pdf guides as well as audio and video recordings could be used to ease the transition. This assignment would accomplish two goals: Topics that could be included are classroom rules and procedures, future projects and class activities, sports participation and tips on how to handle standardized test (if applicable). --BC Hatchett
 * 1) Students will demonstrate that they can comprehend and achieve classroom rules, lesson objectives and grad level goals.
 * 2) Ease transition for new students by allowing them to see that new challenges can be met by seeing first hand that their classmates successfully made it through the grade.

Students will create a #|website explaining "How To" make something. The topic will be the student's choice. Students must produce all technical writing, a viedo, PowerPoint presentation, drawings, plans, and anything else they think is appropriate. The site must be geared toward the novice, with explicit instructions on how to create whatever it is In addition to students displaying their creativity, they must also engage in detailed descriptive writing. -Michael Gallagher
 * Create a "How To" Website**

Students would be assigned to groups and would be given multiple computer "problems". These would include real hardware that has a known problem (known to the instructor but not the students) and virtual environments (a web page or application ) that gives the students a safe environment to experiment what would happen by doing different things in an attempt to resolve the hardware issues. The groups are assigned a digital camera to document what the did to work on problems and at the end each resolution are required to design a wiki detailing the issue and the best resolution for it allowing a wiki based database of problems and resolutions that would be available to the studnets in the class and the school as a whole. - Stephen Paulk-McGinley
 * Computer Hardware Maintenance**

I will ask my ESL students to create a digital poster about a favorite story in their own culture with the web 2.0 tool I found at []. Using the built-in web tools provided by the site, students may express their creativity and knowledge with a variety of multimedia including text, images, and videos. I think it is a great idea for students to explore the multimedia formats of the same topic, for example, a famous story may have been published as a book, a movie might have been made about the story, etc. Students need to collect different media such as texts and video clips to design the contents of the digital poster. They could also insert their own comments. When it is done, the students will share their digital posters with their classmates and discuss their experience in class. - Ling Wang I would implement creativity and innovation in my classroom by inviting professionals in the field of Health and Physical Education into the classroom. Coaches, Nutritionists, YMCA personnel and other professionals would be invited to discuss their background, experiences, and how they are improving overall fitness. Students may select one individual they would like to do a real life chat with and interview the person based off questions developed from the intital presentation by expert. Students must then create an account at [|SlideShare] and present a 10 ten list of the interview. Experts will return to class for presentation and student/s will present "top 10" and gift to professional. -Onita Walker
 * Digital Posters**
 * Expert Interaction**

My honors students read //Ender' Game// and create 30 second commercials for a new product from the novel. Part of my curriculum is to teach propaganda, so student groups must choose one type of propaganda, a product from the battle school, and record their commercial. It may be recorded at a home, at school, or anywhere that is necessary for the commercial. The viewers (classmates) must be able to identify which type of propaganda is used and get to make checks on a grading list. This gives students a responsible aura. I never tell them I will not use the grade sheets, but it gets them paying much more attention to commercials on television. - Mary McGown
 * //Ender's Game// Commercials**

=**Create a Green Company**= Students will invent a company whose products or services leave little or no harmful environmental impact. Students will design a name and logo that is recognizable to their company, write a mission statement on what their company is about, and ways that the company can be positive to the environment. After thumbnails and written ideas students will use Photoshop, Illustrator, and InDesign to create their finished product. -Jamie Edwards

Creativity and innovation I can incorporate a digital project that has to do with art and mathematics. Have the students create something to represent mathematics. Using digital photography, videoing, and other media they can create a flags and motto. This will be their math flag and will hopefully be something they enjoy while in math class. After this is done, they can come together and choose a single flag for their group and complete an assigned task such as build a bridge using toothpicks. Many other factors and innovative ideas can be brought into this lesson. If toothpicks aren’t considered technologically relevant, there is a digital bridge building contest put on each year for students to enter. By Roger Taylor Creativity & Innovation As part of the 6th grade science content, I teach a lesson on animal adaptations. We cover many specific adaptations, like camouflage and hibernation. At the end of this unit, the students are assigned a project. They are instructed to create a make-believe animal. They have to address several different aspects, like environment the animal lives in, body covering, what kinds of food it eats. Although they are creating something make-believe, they have to apply the knowledge they aquired from the unit. Criteria for the chosen adaptations has to fit, for example, if their creature has fangs, it must be a carnivore. This project is done in groups, and the students enjoy it. I normally have them draw their creature on a poster and present it to the class. However, I think it would be better if I allowed them to use a computer painting program. They could type the requirements beside their creature. Also, I could show their work on the projector during the presentation. --Sarah Cost

As a high school math teacher, I try to implement real world applications of the material being covered in class. One way of doing this is to have Geometry students design a piece of furniture using a simple computer drafting program. The students will need to design each piece of the furniture, using the geometric principles learned in class.- Michael Holt
 * Creativity and Innovation**

'Trapping a Leprechaun' Documentary The week of St. Patrick’s Day my kindergarten class designs a trap to catch a leprechaun. Previously we had a brainstorming session to develop a blueprint and identify materials. Students gathered the materials from school or home and then worked in groups to each build part of the trap…though sadly the traps have yet to catch a leprechaun. ;) I could extend this lesson with and iMovie documentary in which my students share their experience and wisdom with next year’s kindergarteners. During the brainstorming phase I would record students explaining their various ideas and how they decided on which to implement. Students would type the list of materials and be recorded explaining what each was and where they found it. While students were building the trap I would record the process and have them explain their process. Finally, I would record the students finished product and have them demonstrate with a little leprechaun figurine how they envision the trap working. Once they discover the trap did not work I would record their debriefing session as they assess what might have went wrong and how they could have altered their design to prevent the mishap. The students would again work in groups to come up with a piece of advice for next year’s students based on their conclusions. Last, I would compile/edit the film to show to the class and relate the importance of sharing knowledge with future students. -Molly Wilson Life Cycle of a Plant 3rd grade students will use flip cameras to photograph the life cycle of 3 different plants. Students will take a still shot of each plant every other day for one month. These pictures will be used to create a growth sequence of each plant. Students will create voice descriptions to their “movies” through the use of voice threads to explain the different stages of growth. The finished product will be published through our school’s district files for use by other schools/teachers.


 * -Carla Sensing**

Literature CommercialsAfter reading the novel, students (in groups of 4-5) will create a commercial in which you build a movie trailer for the novel. Students will upload to YouTube to share. Individually, students write an entry to their literature blogs in which they develop their ideas regarding a certain theme in the novel. Students must react to each others’ blog entries through comments that either add insight or challenge the ideas of their peer.-Erica Coleman

Fire Safety
Students will work in groups of 3 to prepare a presentation about fire safety. The two programs that students can use are [] and []. They have the option of creating a comic strip or audio presentation with these sites. The final product will be shown in class with a quick description of the creation process, and the presentations will also be posted to the class blog for parents to view. -Tabitha Sirmans

Storybook movie (Greg Brown) I tutored a 4th grade student that was reading on a 3rd grade level and his handwriting looked like that of a kindergartener student (his teacher’s quote). We worked on a project together where we wrote a story of his life using a computer (MS Word) and I gave him a disposable camera bought at Wal-Mart (I had the pictures put on CD). He wrote about his parents, his siblings, his favorite foods, his friends, things he liked to do, and places he had visited with his family. We then turned his book into a simple movie (using Windows Movie Maker) where he narrated the story and he inserted the pictures he had taken into the appropriated places.

=

 * Students would create a powerpoint project using photos of themselves (from birth to present). They could add captions or speech bubbles using fototrix.com or use imagechef.com. Each slide must have a background, animation, sound and motion. Students would be given 4 class periods to complete their projects. They would submit their work electronically prior to their presentation. Each student would give an oral presentation to the class.**=====

**Stephanie Youngblood**
Greenscreen madness (David Carmichael) Students would create a movie using existing movie clips and/or new footage implementing greenscreen technology using PhotoBooth or iPhoto. The movie would be a "music video" to a piece of music they would either sing to, perform in, or lip sync along with. Students would be given a total of six class periods to present their projects, using MacBooks, as well as video cameras, if necessary. David Carmichael

Make the school rules

The alternative school has different rules than a regular school, i.e. dress codes and discipline. The students as a group will write a rules book for the school. For each rule they must give a valid reason. They will be limited to dress codes and discipline. The entire group must agree on each rule by vote. And a record kept of each vote. Then they must #|publish the book using m/s word. After developing the rules and book, they must make a powerpoint presentation to convince the school board and director of school of their rules. They have to pick a leader of the group that will present the presentation.

Daniel Moran

This activity will help inspire student learning and creativity by allowing students to write their own children’s book will help inspire student learning and creativity. A unit on children’s literature should be taught prior to students creating their own book. This can be taught in the form of a WebQuest or teacher directed instruction. If teaching students with a WebQuest, the following information should be included: different genres, example of children’s books at varying levels of difficulty, example of books who have received the Newbery and Caldecott Medals. Show students websites that can be used to help them illustrate and/or get ideas for writing their stories (website 1). Students can use an online mind mapping tool (website 2) to create a story map and plot diagram to help organize their thoughts and prepare them for writing. Give students guidelines for the assignment ex. how many pages. Students can use any program they wish to write and illustrate their book (online story maker, Paint, Word, Kidspriation, etc.). After books are published, students will share their books with an elementary class. Website 1: Story Maker (website has a database for several websites that allows you to create your own story with graphics) [] Website 2: Mind Mapping tool []
 * Create your own children's story- (Brittany Adams)**


 * Computer Software Design** (Jason Hatton)

This would be for a college level technical class. No Programming experience would be needed.
====Develop plans for a new software application. Students will be expected to develop a goal for the program, a list of every task it will accomplish and the graphical design for the program. Alternately, a student could take a program that he or she uses daily and make a list of changes that would improve the program. All changes would need to have a valid reason. The design of the program could be made on paper, Word, PowerPoint or Microsoft Visual Studio.====


 * Create an Animal** (Andrea Jackson)

This activity uses their creativity to create an animal on an art #|website and also in PowerPoint to present it to the class. After studying adaptations, students will be placed into groups to create the ultimate animal. Students will be given different habitats and told to create an animal that would best survive in that environment. They would first use the Internet to research the environment and animals in it. They would then use The Art Zone athttp://www.nga.gov/kids/zone/zone.htm to create a picture of the animal. They would then use PowerPoint to present their animal and adaptations it has to survive. This lesson would be geared for fourth and fifth graders.


 * __ Creativity and Innovation (Carrie Ellzey) __**

I would have students create a new class website for me. I would start by showing the students my website. Then I would walk them through the steps of creating a website. This would be a long project but well worth it. I would let the students design it however they wanted. The only requirements would be that it needs the class schedule, links to useful websites, weekly standards and a place for spelling words and homework. Students would really be able to get creative with all the options for websites.

**PowerPoint Jeopardy ( Ryan Heady)**
Our agents were given a basic class on the user of PowerPoint for presentations. From the training, several creative, not standard uses have cropped up. One of the more creative was the use of PowerPoint to help 4-H agents prepare their 4-H students for quiz bowl competitions. A group of agents who attended the PowerPoint class came together to turn PowerPoint into a Jeopardy like game. This PowerPoint used hyperlinks and different slides to mimic the TV game show. It was used in class rooms and was an innovative use of a presentation software to help kids study for competitions.

====**Creating a Highlight Film,** By Jake Peterson- I am focusing this section towards a high school PE class. In Physical Education and Health we are always wanting to promote a healthy lifestyle. I would have my PE class get in groups of 4 or 5. Within the group they will be creating a 3-5 minute highlight film of what they believe are necessary components of living a healthy lifestyle. Examples of this might be: running sprints at a football field, playing a game of basketball, volleyball, golf, catch with a baseball or football, plyometric and calisthenic training, stretching, yoga, karate. Basically anything that involves being active and staying on your feet for a good period of time. I would also implement the nutritional side of things and have them take quick video shots of healthy foods: Fruits, vegetables, poultry, grains etc... The students should be introducing each activity or food item and give a short reason on what they chose and how it will positively effect their everyday lives. Once recorded they will be able to make a "movie" on the iMovie app we have on our macs.====

Each year, my students read an anthology in the 7th grade that is based on different stories surrounding the theme of Ecology. As a project to wrap up the unit, my students work in small groups to create a Public Service Announcement in the form of an I-Movie. They may choose any topic from the anthology, and must create a PSA no shorter than 2 minutes, and no longer than 4. They must use propaganda techniques and persuasive devices (these are standards in the Reading/Language Arts Curriculum) within their PSA, and be able to back them up in writing. They storyboard the PSA on the computer through PowerPoint, and then film the scenes themselves at school. Finally, they will use I-Movie to put their project together as a group. Once they are completed, they must present them to the class, and students will vote for the most effective and the strongest PSA.
 * Ecology PSA**

By: Whitney Joyner

This year our 3rd grade team is going to be the STEM team. STEM stands for Science, Technology, Engineering, and Math. I would break my students into small groups. I would have the students research Apollo 13. The students would learn about what its mission was in space and any errors they faced while in space. The students will then brainstorm and research ideas on how to create a shock absorbing landing system. The students will be given marshmellows (which are their astronauts), toothpicks, rubberbands, straws, plates, scissors, and tape. The students will have a set amount of time to create a landing device that will not tip over and will not make the astronauts (marshmellows) fall out. After completing the activity the students will then write a 3 paragraph paper on how they created this device and any changes they would make. Whitney Morris
 * __Creativity and Innovation__**


 * Kidspiration Stories (Sara Rohde)**

A goal for our first grade team is to encourage students to want to write more and to improve upon their storytelling skills. This coming school year will be emphasizing the use of storytelling language. We will also be learning several classic stories/fairy tales that students should be able to retell (Ex. Little Red Riding Hood, The Princess and the Pea). After writing their own stories on paper, students would use Kidspiration software to illustrate and publish their own stories. I could then print their stories out and bind them into a book that would be kept in our classroom library or school library. Another option would be to combine the files into one file that could then be shared amongst the school as an e-book. An e-book would be ideal for a classroom or school website and would help parents who are away from home to feel connected to their student(s).

Step 1:
====The students are instructed to first open a Word document. They are instructed create a found poem list. If they feel the an item on the list is important, they should type it at least five times. Nothing is to be typed more than ten times.====

Step 2:
====They are instructed to go to []. Here they will look at other wordles including my own, displayed on the overhead, which is created from the state standards. They will finally create their own by copying and pasting the contents of the word document they created earlier.====

Step 3:
====The students will complete their projects by changing fonts, organization, and color. Finally, we will print the projects. Students will write their name, period, and title of work on the back. They will then share with their neighbor their poems and explain them, if necessary.====

Students are assigned historical characters from the time periods we will be discussing that 4 1/2 weeks. They will create a profile on a teacher-made Ning site called historyfarcebook.com. The student will do all research to create as accurate of a profile as possible. They will include pictures, any videos they find, and bio information. Also, they will "befriend" people from their class that they could have an association with (friend, enemy, similar political view, etc.) and will make comments on their profiles. All of their reading assignments will be summarized as if they are their character. After 4 1/2 week unit, they will get a new character.
 * Create a History Profile in Ning (Beth Austin)**


 * Rap it out (by Heather (Frost) Burkeen)**

Students will work in groups of 5-7 to create a rap about a topic they are studying in their classroom (the solar system, order of operations, genres of literature). They will have to have 2 verses and a chorus. They will then record themselves on Audacity performing the rap. The next step would be to add loops to create the background music. They would then present it to the class and finally put it on my class website.

Publishing Twist After having written various stories throughout the year, this lesson gives the students the opportunity to not only publish their stories, but to publish them in a different way. The student in this lesson will select a past story that they have written that they really like and would like to publish. However, this story will be published in a different way. Before actually teaching this lesson students will need to have a general concept of how to use computers and how to use PowerPoint. They will need not only to see how to use PowerPoint through group instruction, but they will also need time to sit and play in PowerPoint to understand how it works. Once student have had a chance to get acquainted with PowerPoint, they will start to map out their story on a piece of paper. This map will include things like what their pictures will look like, how their text will appear, among other things. Then students will begin the process of creating a story through a PowerPoint.

Also instead of just letting student pick the topic of what they are going to write about you could use this in other forms.

Lisa Nedow __**Dictionary Word Guide Book**__
 * Science projects for example on plants or animals
 * Taking a story and instead of finishing the story with the kids, the kids can come up with their own ending.
 * Work in partners to create a story together

Individual students will be responsible for creating their own book throughout the school year. Students will create their own cover by using Microsoft Word and other resources. At the end of the week, students will select one to three new words that they learned for that week. With each word, students will write the definition(s), parts of speech (noun, pronoun, adjective, etc), sentences using the word(s), and a picture to illustrate the word(s). This book will help students to remember their vocabulary and unfamiliar words. Jameeka Benford

__**Family Dynamics**__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">One of the units that I teach in Family and Consumer Science is about families. Unfortunately, in today’s society many of my students have to deal with broken families and many struggles within their family. I spend several days talking about many dynamics within families like: divorce, alcoholism, teen pregnancy, suicide, moving, and death. Then we talk about solutions to the problems and how to handle them. I also often reference a great book called “A child called it.” At the end of the unit, I give my students three in-class days with the mobile computer lab. For their project they are required to:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">1. Write a one page paper, double spaced 12 point font on a significant event that has occurred within their family. I let them know that the papers are kept confidential and are for my eyes only. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">2. Write a one page paper, double spaced 12 point font on how the event could be handled in the healthiest way possible. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">3. They are to find an informative website and or place that helps with the issue they talked about. They have to type the link and write a five to seven sentence paragraph summarizing the website/place and how they think it could help them or their family. Lacey Reed

__**Color My Mood**__ This is a Guidance Lesson for grades 1-4. The objective of the lesson is to use a loose translation of play therapy to allow students to express their thoughts and feelings through the coloring. Students are encouraged to use any color they wish as they listen to a pre-recorded story about a child who seems happy but who is actually experiencing trouble at home. The recording is geared toward encouraging students to consult their teacher or counselor if they are experiencing similar problems at home. The students will access a pre-selected image on a site similar to [|this] and use whatever colors they choose to color in the object as they listen to the story. Finished pictures will be evaluated by me to determine any signs of distress (through the use of a color-mood assessment tool). – **Christopher Richardson**

This lesson requires each student to list a task analysis of brushing their teeth. The students then follow their steps exactly as they've written them down. Then the students actively participate in a Brain Pop video that discusses the proper technique for tooth brushing. The students answer the questions at the end of the video by playing an interactive game. Then the students go into the bathroom and practice the proper tooth brushing procedure with their tooth brush and tooth paste. The students keep a weekly chart of their tooth brushing at home. the students are given a new tooth brush and tooth paste to use at home. Lanika McClendon
 * Tooth Brushing in CDC**

Students would be given an assorted variety of famous authors within a current unit to each give a powerpoint presentation on. This could be either in groups or on an individual basis. The students would begin their presentation with misconceptions about the author and prompt their classmates about what they already know about the particular author. The presenting student/group would then dedicate a certain amount of slides on the life of the author, additional slides on the influences/occurences in the life of that author that inspired him/her to write the novels they did, and analyze how their personal life, literary life, contemporary influences swayed them to write the works they did (with a brief summary of those works), and also how their writing styles changed as they progressed through life, their last work, and the student's best conjecture on what type of novel, short story, or poetry they would have completed had they lived longer. The presenting student would get classmates input on this as they presented their findings. Finally, to bring it to the twenty-first century (in the closing few slides), the student would state how he/she believes the author would have responded and operated in the present day, and what inspirations they might have had they lived in the present world based on their choices of subject matter in the past world; i.e. Gothic style writers like Mary Shelley might very well have authored something akin to the Twilight series books today. Basically this lesson would serve as a sampling of the authors and works in a forthcoming unit to find out what the students already know and give them insight and cause them to research those authors and present their findings so when they do read those works, they have strata to build from, as well as having a working background knowledge of the type of person the author was, their struggles, and their motivations behind their work in the time they lived. Adam Carter
 * Have students create a powerpoint for their favorite author of a literary unit**

Students can give meaning to mathematics vocabulary and concepts by going out into the world and creating a scrapbook of images that display certain terms. One basic example would be displaying a soup can as a cylinder. Another example is taking a picture of the top of a card table to serve as a personal benchmark for a square meter. Research has shown that when students have pictures of these terms and measurements, they are more likely to use them meaningfully in the future. Students can use an online application such as Picasa to store, edit, and share their scrapbooks with their classmates. It allows for creative expression, exploration, and a break from the inside of the classroom. Audrey Bullock
 * Create a Mathematics Digital Scrapbook **

**News Report**

Students can gain a new understanding of a story by creating and filming a news report on an important event or conflict within a reading. By being asked to script their report, they must focus on something significant and attention-grabbing, while also being sure to include as many facts as possible. Once scripted, the students would film themselves as the anchor of the news, and all would be able to be played for their classmates. I have done this in the past and not only do students love being on film and seeing themselves on screen, but it always sparks a lively debate on the situation presented. This can be done before completing a novel, also, as it allows for students to make predictions on a "developing story". Kaitlyn Lindblad

**Documentary**

In 6th grade Social Studies students learn about Ancient Greece. After students have acquired knowledge of Ancient Greece, they will work in groups of 2 or 3 to complete a project that requires them to create scenery and figures that depict the area of Ancient Greek culture they would like to create a documentary about. Students will create a "script" for their documentary that is well-organized and professional. They will need to use the writing process and type it using Google docs. Students will then use a program such as iMovie to film their documentary using their scenery, figures, and script. After filming is complete, students will present their documentary to the class. Students will be scored using a rubric that they were given at the beginning of the project. **-Kimberlee Taylor**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">**Let's Vine It! -** While studying the short stories, my students must do a short project on point of view. Instead of writing a narrative from different points of views, they will use Vine to create video montages that show different vantage points of the same subject. They must be creative and effective in choosing what to video and string together to tell their story from the different perspectives.- **VALERIE SHAW**


 * Favorite Character -** In first grade we talk a lot about elements of a story. One of the first things we discuss are the story characters. Around the middle of the year we do a project where all students pick their favorite story book characters. At home they build their character out of whatever materials they please; and they also write a short description of their character, and why they chose that character. At school we revise their writing, and write it on more decorative paper. I use this activity as one of the things I post outside the classroom. I take a close up picture of the character they decorated, I upload those pictures to the computer, and as a class we make a Power Point presentation. Each student will work with me one on one using the project they completed to give me 3 to 4 sentences about their character, and why they chose them. Each student then has their own slide with a picture of their creation, the front cover of the story their character is from, and the sentences about the character. When the Power Point is complete we share our project, and slide with the class. - **Jessica Allen**


 * Track your family's water usage** - Students will examine the amount of water their family uses on a typical weekend, record the information in an spreadsheet (Excel, Google Presentations, etc.), analyze, and compare their water usage to that of others in the class and suggest ways to conserve water. Students will use Internet resources to compare the amount of water used by their families to that used by other families. As an outcome, students will identify ways to decrease family water usage and create a water conservation brochure. **- Sam Xayarath**



__**Creativity and Innovation**- //Found Sound-//__
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will utilize mobile phones to record random sounds from their daily lives. Each recording must be at least 1 minute in duration. Students must collect at least 10 of these 1 minute pieces of “found sound”. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Working individually, students will import the audio from the mobile phones into the Audacity app. Over 2 class periods students will edit and layer these sounds, apply filters, and create a 3 minute piece of audio which they will upload to Dropbox. Students will use Blogger to write a blog, and embed a link (via dropbox public folder) to the audio. The blog post will describe what the student has created, and what they feel it communicates, i.e. happiness, excitement, confusion, etc. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will be required to comment constructively, i.e. //what I like about this piece, how this piece makes me feel//, etc. on the work of at least 2 of their peers.- **Brian Hampton**

**Creativity and Innovation** -- Using technology, students must come up with some type of visual representation of a character in William Shakespeare's //Julius Caesar//. This visual representation must represent something about the character that leads to the development of a theme in the literary work or a symbol that can assist in a deeper understanding on the literary work. This visual representation can be anything from a creative license plate to a creative advertisement. Students should be creative and innovative in the creation of their visual representations; they should also be original. **-- HYKEEM CRAFT**

**Creativity and Innovation** -- Students will use the Weather Bug technology to track weather data for a minimum of 7 days. Students will create weather maps, using the Weather Bug technology, that will track fronts and areas of high and low pressure. At the end of 7 days, and after learning about predicting weather, students should be able to identify trends and make a fairly accurate prediction for a given city. We did this activity last year with 6th graders, and they did a wonderful job predicting weather for their cities. Now that we have access to the newer technology, their ability to make accurate predictions should increase. - Lisa Porter

**Creativity and Innovation**- In my sixth grade language arts class, we spend a lot of time studying literary devices through not only novels, but also picture books. Picture books are usually written for very young students and include stories that are easy to read, but come with lessons and morals. These books, obviously, also contain lots of colorful, engaging pictures. Since writing is such an important part of our curriculum standards, each year I assign students to work individually or in pairs to write their own picture books. All of the work is done in the classroom on fivestarpublishing.com. After their books are completed and carefully edited by me, they are submitted to be published. Yes, it's a little expensive, but well worth it. (This is not done as a money making activity, although it would probably be very successful. Parents often purchase several copies of their children's masterpieces sight unseen!) The books are usually delivered within a few weeks, and those are the longest weeks of our lives. When the books arrive, my students and I are so excited, everything else stops. How great is it for a sixth grader to see his/her story and artwork bound in a real hard bound book! The best part is when we visit the pre-K and kindergarten classes and share our books. I can't think of a better way to get students to take ownership of their work. -Katrina Alford

**Creativity** ** and Innovation: Product Proposal ** - High school students in a business class will complete a product proposal. The students will be in groups of 2-4. They will work collaboratively to come up with an idea, develop a prototype (if possible), how the product will benefit consumers, the audience, how the product will be marketed, and create advertisements. This project will last at least one semester, if not longer. Once all of the groups have finished with their proposals, they will present them in front of the class. The class will vote on whose product is the best. - Page Thompson


 * NASA Engineering Design Challenge ** -This is actually something my mentor teacher and I did with our middle school students when I was student teaching. The Engineering Design Process is something that was posted all over our school walls and something they were studying for benchmark and the TCAP. We would decide on a project that the NASA Challenge offered and our students would work on it in groups or as a class over the next few class meetings. This involved a decent amount of research using the classroom set of computers. Students had to assess situations and interpret data and decide where corrections needed to be made and for what reasons. I loved this and so did students. Who doesn't love a challenge?- Kelsea Keith

**Creativity and Innovation: Safety First!**
====Students will be provided with accident data for students in their school covering a 10 year period. The students will analyze the data to determine the frequency of each type of accident; the general locations of the accidents; and the types of accidents. Students will determine the top three accident categories. The students will be divided into three groups and each group will be assigned one of the top three accident categories. The students will use images found on the internet to depict their accident category and make informational posters about accident prevention. The groups will use presentation software to produce fliers and posters for distribution around the school. The student groups will produce a short video about safety which will be distributed to all homeroom classes for all students in the school to view. - Amy Hale-Oglesby====

Creativity and Innovation comes pretty naturally when teaching art. One of my favorite lessons on creativity could easily be adapted to involve technology; simply by having the students use some type of digital art creation software to design their artwork. The lesson is fairly simple, so I'll try to keep my explanation short and sweet... Usually I do this lesson with younger students to help reinforce their knowledge on parts of speech. The lesson asks students to combine normal everyday words in unique combinations to create an interesting work of art. I have 3 grab bags full of random words. Bag 1 is filled with adjectives. Bag 2 is filled with nouns. Bag 3 is filled with verbs. The students grab a word out of each bag and put them together as a silly nonsense type sentence. Example: The __spotted__ __chair__ __dances.__ Example: The __hairy__ __flower__ __walks.__ Then, they have to create their work of art based on this nonsense sentence. This lesson requires students to think very creatively and explore how to depict these unusual nonsense ideas. ~Judith Fleming
 * Creativity and Innovation**

For 7th grade geography: I would have student groups pick different countries of Africa that have the lowest GDP. They would research these countries to find out what is causing their low economic development and what resources (natural or human) the countries have. The students would then research organizations (such as the World Bank) that finance development and they would develop a plan for creating infrastructure and industry based upon models of other countries in Africa that are more developed. They would create powerpoint presentations of their plans and describe how they would be implemented. Monica Marshall


 * The best approach I use in my classroom for creativity and innovation is to have students create a product and forecast the success of the product. I assign students in groups and try to get them to create a product and make a marketing plan for the product. The assignment takes almost an entire quarter to complete due to the thoroughness of the assignment. Students begin with a product idea from something they have noticed in their lives that is missing that would make it better. They take the product and then have to create a marketing plan where they forecast sales and describe a ton of thoughts about the product. For example, the students have to decide where this product would be located inside of a store and what stores are they going to try and target.- Robert Lanham ||

__**iMovie in Science**__ In 3rd grade, we implement STEM projects into our Science and Math blocks. The student complete the project using the Engineering Design Process. The end result for the students will be for the students to complete a commercial using iMovie. The students are able to plug in graphics that they have researched as well pictures of the projects as they have completed it. The students are also able to add their voice to explain the results of their project. Students love to see what others have completed and the answers they have found. This is a fun way for students to see and learn from other students work. The students will be able to show their classmates the process they took and how it worked out for their group. -Lindsey Rittenberry

__**Personal Hygiene Help**__ In elementary school, many times students need a little extra push on encouraging personal hygiene. Students are always running around and sweating, but they do not always know how to keep the best (and cleanest) version of themselves! I would make sure we have an entire week geared towards personal hygiene. Each day, I would go over a new issue, including brushing your hair, taking a shower, brushing your teeth, and washing your hands. At the end of the week I would put the children into small groups. I would give each student a scenario of a student who was having trouble keeping up with their personal hygiene. The students would have to help that student solve their personal hygiene issue by creating a poster using Haiku Deck. To be creative, they would have to redesign their personal hygiene object. For instance, if their issue was bad breathe, they would redesign the toothbrush. If the issue was messy hair, they would have to redesign the hairbrush. They would have to create this new prototype on the computer using a simple program such as Paint. Once this is completed, they will ask their class a few questions about their personal hygiene issue and report those results in their poster as well. Groups will have to present their digital posters to the class. -Anna Phillips

A Creative and Innovative idea for high school or middle school math would be to use Hot Wheel Cars in an experiment and have the students create presentations to discuss their findings. I would have the students work in groups to see who could design a ramp with given materials to make their car travel the farthest when released from a set point. The students would have to work together to not only build and test their theory, but also have to explain to the class what their ideas are. As a teacher I could help them incorporate the proper terms into their research. The students could use Google Docs to create a presentation that could be shared. The students would have to use their knowledge of potential and kinetic energy, measurement and distance, representing data with charts, and presenting their data in a suitable manner. The Hot Wheels speedometry website has some great ideas for incorporating creative and innovative ideas into your math classroom. This goes great with our STEM classes. - Lisa Cochran

This activity would be geared towards a college-level class. To boost the students’ creativity and innovation, I would have them design and create an app for the class. They could use tools such as Paint, Photoshop, Illustrator, or InDesign to layout the structure of the app. Students would work in groups to determine the uses of the app, what technology devices it will be accessed on, and the overall tasks that the app will accomplish. They would be required to document all research and time spent on the project as well as each step taken during the entire process. They would also be required to show and explain how their app works and why it should be used for the class over any other student’s app. - Tiffany Broadbent

After learning about properties of equations. Students will be assessed through the creation of a poster, PowerPoint, poem or song about the properties of equations. The students will have to create a poster, PowerPoint, poem or song using the following properties: distributive property, associative property, commutative property, identity property, inverse property, and property of zero. Students will use Word, Publisher, Powerpoint, or GarageBand to create their product. Finished products must be creative, have examples, illustrations/pictures (if applicable) and be original. Students will save the finished product to a flash drive and present their final product to the class. - Kamesha Fullman
 * Creativity and Innovation: Properties of Equations Presentation **