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 Teachers promote, support, and model creative and innovative thinking and inventiveness.

Address of 1a:  As a thesis, IP21 goal 1a needs to follow a kind of “order of operation”.  That is to say, the components it presents need to read in an order of fundamental operation, in this case “model” to complex operation, “support”.  It then stands to reason, that that which the components are supposed to facilitate (creative and innovative thinking and inventiveness) should be in a corresponding order.  Since the head of creative thinking leads to a body of innovations, and then brachiates into inventiveness, the originally presented order is acceptable. I will address IP21 goal 1a as follows:  Teachers model, support, and promote creative and innovative thinking and inventiveness.

Model creative and innovative thinking and inventiveness

I made a deliberate attempt to model creativity once, but it kinda got messy.  A few people took it the wrong way and got a little upset.  What happened was this, I woke up one morning, took a long look in the mirror, and said to my reflection, “Today I’m going to show my students what creative and innovative thinking and inventiveness looks like.”  My problem was that I wasn’t all that sure what I was talking about.  In an attempt to wrap my brain around my ill-conceived objective I just kept telling myself, like a mantra, “Be the creativeness you want to see in your students.” There was a lot of traffic that day….  I think I partially convinced myself that I was creative, and I don’t mean creative as in “I’m a creative person.”  I mean, I convinced myself that I was Creativity.  …A lot of traffic I tell you.  No plan in hand, but thoroughly convinced of the purity of my goal and self-aggrandized bearing, I just stood there in front of my class.  I was certain that my mere presence as a model to creative and innovative thinking and inventiveness would rub off.  In reality, all I managed to do was stand there looking awkward and conveying nothing.  In the silence of my room, my students sat there looking at me.  It went on like that, me looking at them, they looking at me, for a good couple of minutes, but believe me it seemed much longer.  It was all very confusing and upsetting.  After awhile I started to feel a little like the Uroborus (Uroborus being an ancient symbol depicting a serpent or dragon eating its own tail thereby representing self-reflexivity or cyclicality).  With a great many stammers I broke the silence and I told my students about how I felt and all about the Uroborus, and even showed them a picture of the Uroborus that I quickly looked up on the internet, and then, Shazam, it hit me.  This is how creativity is modeled…by being myself.

The above scenario didn’t really happen, but when I model creativity it looks very similar; a moment of spontaneous intrigue that stems from a connection with my subject.  To model creativity I break from expectation and go with my learning—like this entry, which is a creative essay working to innovatively integrate a cyclical structure through the symbol of Uroborus.  Its publication on my online IP21 goal page stands as its presentation of invention.  In coordination with readings that indulge in cyclical structure, or explore cyclical ideology, I can assign a writing assignment encouraging students to experiment with similar structures or ideas.  Since I’ve done such an assignment myself, I can properly support them while in pursuit of their own invented journal.  Shazam—I model, support, and promote creative and innovative thinking and inventiveness through this entry.  See?—Uroborus.

2c. Teachers customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. 
2d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.