write five ideas of development of a student
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Answer:
1. Set up learning activities that allow students to explore their creativity in relevant, interesting, and worthwhile ways. Classroom example: Fourth-grade students are presented with a sample of rocks. They are to devise tests to determine what kind of rocks they have based on the definitions they’ve studied. Students find their own ways to determine differences in hardness, color, and shapes.
Another classroom example: A kindergarten class creates a new illustrated book each week that celebrates a different member of the class or an adult at the school. Each book is full of pages drawn by each student. They have the full liberty of depicting what the person likes and how they perceive him or her.
2. Value creativity and celebrate and reward it. Classroom example: Third-grade students are learning about polygons and to see if they know the concept, the teacher takes them outside and gives each student a sidewalk chalk. Each student is given the task of drawing several examples of polygons on the driveway.
Once the students have accomplished this, the teacher tells the students to transform those shapes into something they love. The students want to show everyone their geometric-based kittens, robots, and dragons and then have an opportunity to explain to the whole class why they liked them.
3. Teach students the other skills they need to be creative. Classroom example: A second-grade class is learning about the concept of freezing. The teacher asks one question to get them started, “Does only water freeze?” The students then design an experiment to determine what other things freeze. The limit is that they can only use what they have in the classroom at the time.
The students come up with a list of things that they will leave outside to see if they freeze: water, juice, vinegar, glue, glass cleaner, toothpaste, and paper. Some suggestions they decide are already solids and shouldn’t go outside: pencils, erasers, and books (but somehow paper stays on the test list). The next day, they discuss their findings and have engaging conversations about why the paper is stiff and the vinegar has not frozen.
The initial discussion among students about what might freeze fosters skills such as advocating for one’s ideas and compromising. The follow-up discussion encourages deductive reasoning and active listening.
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