Session III: Lesson Transformation Troy Herbort and Roxanne Schroeder-Arce

Session III: Lesson TransformationTroy Herbort and Roxanne Schroeder-Arce

“Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual.”— Arthur Koestler

ObjectivesIn Session III participants will• Develop new student learning objectives and essential

questions based on the sample lesson

• Review the characteristics inherent in creative problem solving

• Create unique approaches to teaching the content using brainstorming techniques

• Redesign the sample lesson to reflect the new TEKS, new learning objectives, and questions

Creative Problem Solving

Revised Fine Arts TEKS & Creative Thinking

Divergent Thinking• [insert examples of new

discipline-specific TEKS that build divergent thinking skills]

Convergent Thinking• [insert examples of new

discipline-specific TEKS that build convergent thinking skills]

Strands that facilitate

Creative Lesson Design: Lateral Thinking

• Forced-connection brainstorming– Use the word on the list to map ideas far and wide

related to the desired learning outcome and student expectation you are teaching

– You have to capture many ideas to arrive at truly innovative solutions.

– Turn off your inner judge until you are ready to “turn the corner”

SCAMPER

• Substitute• Combine• Adapt• Modify• Put to another use• Eliminate• Reverse

Activity: Lesson Redesign

Lesson Title:

Student Learning Objective:

Current TEKS alignment:

Essential Question(s):

Description of what low, medium, and high levels of student learning look like for this lesson:

Activities:

Gallery Walk & Group Presentations

• Each group will delegate one team member to present your lesson concept in 2 minutes or less

• While you are in the audience actively listen.

• After the presentation offer feedback and suggestions