Post your adaptation idea here.
I could use the problem solving strategies with my learning center students. I could have the students focus on why we are doing the math we are doing and how it is relevant to life. Hopefully they will come to understand that math is presented in a variety of forms and relevant to everyday life. I am also hoping this could be some motivation for students who think "I will never use this".
I could adapt Nancy Block's "Daily Eye Opener" in our ILC program. We have everyone working on different classes, but we usually have a few minutes at the end of the class period. We could do some some sort of quote, thought, puzzle, or activity to get everyone thinking!
I would use the Wordle program. At the beginning of the year we have our 7th grade students write poems, make posters, some how represent what they think 7th grade represetns. I would love to use Wordle. It would allow students to use technology and creativity to put their thoughts onto paper.
The other one I loved was the CSI unit. I would use it as a pre reading activity to allow students to become familiar with the setting/time period of the book we are reading.



I could adapt Kari Abelseth’s Geography “cab trip” (in the Imagination Assignmen), where she has students role play a tourist riding through Mexico City. I thought this was an excellent idea. I would use this idea in SD History. When we study the Black Hills, I could have them describe Iron Mt. Road, Needles Highway, and Custer State Park. Fourth grade SD History standards include several towns students need to identify. I could have the kids create a set of directions to travel from Webster to several of these towns such as Mitchell, Sioux Falls, Aberdeen, and Watertown. Visualization, imagination and creativity would all be a part of this experience.
I would like to use the Scott Simpson TIE conference writer workshop activity that Gretchen Burbach described. I would play instrumental music and have students write freely. I would give them some suggestions- like 'write about how the music makes you feel,' or 'write about something this music reminds you of.' Then I'd like to try the improvised music session, but if we can't get instruments, I could ask each student to make up a sound- tapping, hooting, a song, whistle, or something like that. Then I'd ask each student to start making their sound, and we'd add each person until everyone was making their sound and see what it sounds like. And for the poetry as inspiration, I would find poetry books at the middle school reading level and maybe give some websites and have each student find a line. Then let them free write about it.
I am excited about adapting Nancy Block's Daily Eye Opener from the Imagination section into my music class. I like the creative writing prompts that engage students in thinking right as they walk in the door. I do this already but usually have a question about a music concept we are focusing on as they enter the room and get settled in seats. I have been struggling trying to find a new place for writing or journaling in music and I think using more open ended prompts and using specific music that might inspire creativity may be the way to go. I will need to tap into my own creativity to come up with great prompts as Nancy Block did. I'm excited for the challenge. Idea...maybe the kids could even submit some prompts to be used in the future after we get comfortable with the activity?
When I substituted in a language arts classroom, the first 5 minutes of class were devoted to group work and exploring answers to several different "problems". Each day of the week had a different type of approach. The students seldom came to class late, and the students worked together at finding a solution or solutions. Thinking "outside the box" and being adaptable at finding solutions was evident. No one was left out and every student was valued be the others. It was amazing to watch.
The next 5 minutes were open discussion on solutions...all using a timer. The teacher then moved on to the lesson for the day, with the students engaged, alert, and ready to learn. As I was reading Angela Maiers, I saw each of the lessons used. If I were to teach in a classroom again, I would use those techniques to develop good learning habits and attitudes.
I can visualize how the C.S.I. format would be fun to incorporate in this. Great Idea!
I would like to use Lindsay Borgmans idea from Scott Simpson TIE conference writer workshop activity. The adaptation I would make would be to use with my music appreciation class. I love the idea of have the students journal how the music makes them feel or what they notice in the music. I think I may try starting each era with such a question. Instead of the focus being on the history, what an idea to have it be more so on the "feeling" of the music!
I would like to use Alissa Hugelman's idea about students creating something out a of a pile of stuff. I would like to provide students with a variety of food items to create a new recipe. I focus mostly on learning how to read and follow a pre-existing recipe. However, a career in cooking truly takes a large amount of creativity and imagination and I don't give student much opportunity to apply these trait to food creation in class. Mostly because of budget contraints, but with some limitations set in place beforehand, I think this activity could still be very educational and beneficial for students.
I liked the idea of the story in Group 2 about the button. This would be a wonderful activity for the younger students.
I am finding most of the people taking this class teach either Middle School or High School classes. It is interesting to read some of the ideas that are being used to promote higher level thinking.
When I revisited Nancy Block's Acrostic poem using the word CURIOSITY, I had a realization of how I could use her idea. The use of acrostic poems is not new, but her use of it as a way to "explain" or "define" the main word was great. I teach elementary computers so I could easily have students bring a current vocabulary list from any subject and have each one pick a word. They could make a similar poem for their word and learn about Office Word features at the same time. They could choose their own fonts, colors, etc and share their posters with the others.
I really liked Jill Sommer's idea regarding comparing a novel to its movie. Many of our Independent Learning Center students have trouble distinguishing what's important for writing assignments. The students have an option of reading four novels, from our classroom "library," for one of our literature classes. It would be helpful if they could picture the experience as if it were a photo album as Jill suggests. Then, they could sift through their "photos" to decide which ones were really worthy of the assignment. I know many of my more challenged students could relate to this idea. In fact, it might be cool to have them take staged digital pictures and actually create an album based on the important parts of the book and the variations in the movie. One of the books the students can choose is HOLES by Louis Sacher. I found this website, which also gives good, simple ideas for comparing the book to the movie:

I like the idea from Kari Severson Stover in the Imagination section from Group 3. She uses a book called The Mysteries of Harris Burdick compiled by Chris Van Allsburg which has some pretty strange illustrations in it. She has them write stories to go with a picture and its caption. I think that I would love to use this as a type of picture walk of a novel for upper level gradeschool or junior high. Of course, it would have to be a novel that has some pictures with it. I would copy some of the pictures out of the book and hand them out randomly to the students. They could write their own story from the picture and then as we read the novel, it would be interesting to see how close or far away their story is from the original. You would have to find a novel that is not mainstream, popular reading so it would be a new novel for everyone in the class. LOVE THIS IDEA!! :)
I like Sharon Jones' Travel Geography idea in the Imagination section. She asks her students to create passports, visit countries, and then report on them. I could see adapting this project to a year-end summary activity of our study of Ancient Civilizations. Students could become time travelers, re-visit each civilization, and describe, explain, and compare what they had encountered in each civilization. Expectations could be set to ensure comprehension of ancient architecture, style of government, landforms, economy, religion, and conflicts. This project could then be extended to have students role-play someone from a civilization of choice and then share with students the comparisons made.
I liked Alissa Hugelman's "Junkyard Wars" idea. I think I could use it with my lower level 2nd and 3rd grade students as a small imaginative project where they could make something from provided odds and ends, then use their creation in a creative or descriptive writing.
I like the one in imagination idea with the coloring sheet. I think I might have the students color something such as an animal and then have them help write a story about the animal or write a list of descriptive words about the animal. With most of the students I have it would probably be a list of descriptive words that they can pracitice sounding out or attempt to.
I also like the easier version of woordle. I think it woulb be fun to put in their sight words and be creative with them.

I really like the Wordle idea. I think it promotes creativity and improves vocabulary. Our librarian also has a wordle of the day and it has become very popular and resulted in a lot of activity in our library. I think there are many "browsers" in the library who are there to check out the new wordle. There is a faculty and student winner everyday. When you guess it your name is added to the drawing and there is a drawing each day. There are no prizes but the winners' names are read on the announcements each day. It's just a fun way to get kids thinking and figuring things out on their own plus the kids always get a kick out of it when a student guesses the wordle but no faculty member figures it out. I also liked the CSI idea. I just want to encourage my special needs students to use their abilities to solve problems and not be afraid to share their ideas/solutions. Something like the CSI unit is not intimidating and promotes critical thinking as well as creativity.
Kim Dossett's imagination idea really got me thinking about how I could get my students to analyze what is going on around them and stretch their imagination and curiosity. I have some resources that ask students to solve problems, complete puzzles, answer questions etc. and I have yet to come up with a plan on how to use them. I am thinking that 5 to 10 mins. at the beginning of the day, right after lunch or at the end of the day would be a good way to engage the kids. As mentioned by Brent Hepker, a good way to intro this concept is at the beginning of the year and then the class will learn to expect it and even look forward to these activities.
I will go with Alissa Hugelman's C.S.I. unit. I'm always pushing problem solving and thinking for yourself at the beginning of the year. I have a lot of small activities (brain teasers, puzzles, etc.) that I use to do this. This would be a great new way to start the year. I could do introductions and go through my outline and rules the first day and then jump right into the C.S.I. activity right away. Maybe creating a different set or crime scene every year would be a good way to mix it up a little. Great Idea Alissa.


For the curiosity assignment, several people used the Wordle program. I could easily adapt this to use as an anticipatory set when beginning a new unit. For instance, if we are studying human body systems, I could ask the kids to list the first 5 terms that come to mind. Together we could incorporate the lists of all students into one Wordle and discuss the common themes, plus those unusual terms that just a few kids know. As we proceed through the unit, we can use the Wordle we created as a checklist of topics to cover and add new terms as we learn. It would also be fun to use this at the very start of the year. Kids can brainstorm what they think we'll encounter in life science and we can go back and check the Wordle periodically to see if they were correct.