03675nam 2200613 450 991079807130332120170919050753.01-4758-0780-5(CKB)3710000000459821(EBL)4086124(SSID)ssj0001532329(PQKBManifestationID)12648492(PQKBTitleCode)TC0001532329(PQKBWorkID)11473811(PQKB)10581635(MiAaPQ)EBC4086124(EXLCZ)99371000000045982120150526h20152015 uy| 0engur|n|---|||||txtccrLearning and teaching creative cognition the interactive book report /Marjorie S. SchieringLanham, Maryland :Rowman & Littlefield,[2015]©20151 online resource (258 p.)Description based upon print version of record.1-4758-0779-1 1-4758-0778-3 Includes bibliographical references.Contents; Preface; Acknowledgments; Introduction; I: Part One; Chapter One: Learning, Teaching, Thinking, and Creative Cognition; Chapter Two: Linear and Reciprocal Processes of Creativity; Chapter Three: Personal Perspectives on Creative Cognition; Chapter Four: An Introduction; Chapter Five: An Overview; Chapter Six: Advantage Points of the IBR and Leadership Building; Chapter Seven: A Guide to Learning and Teaching Creative Cognition; Chapter Eight: Creative Cognition with Special Needs Children; Chapter Nine: Learning and Teaching Creative CognitionChapter Ten: Learning and Teaching Creative CognitionChapter Eleven: Learning and Teaching Creative Cognition; Chapter Twelve: Using the IM and IBR; II: Part Two; Chapter Thirteen: Creative Cognition, Neuroplasticity, and IBR; Chapter Fourteen: IBR Pages and IBR Use as an Assessment Instrument; Chapter Fifteen: Differentiated Instruction and Activities for the IBR Pages; Chapter Sixteen: Differentiated Instruction with More Activities; Chapter Seventeen: Three Topics Including Effects and Affects of IM and IBR; III: Part Three; Chapter Eighteen: The Proof of the PuddingChapter Nineteen: The Proof of the PuddingChapter Twenty: The Summation; Afterword; Bibliography; About the AuthorAt the onset, this book provides explanations/definitions for what it is to be ""creative."" Research-based viewpoints and personal perspectives on creativity lead to an introduction of an Interactive Methodology (IM) and interactive instructional strategies focused on The Interactive Book Report (IBR). Learning-through-play is emphasized. Special needs students, learning styles, thinking and feeling, a psychologist and scientist's perspectives, effect and affect of the IM and IBR with leadership building are presented. Differentiated instruction activities, mindfulness, neuroplasticity, five Creative teachingCreative abilityStudy and teachingCreative thinkingStudy and teachingActive learningStudent-centered learningCreative teaching.Creative abilityStudy and teaching.Creative thinkingStudy and teaching.Active learning.Student-centered learning.371.1Schiering Marjorie S.1943-1534130MiAaPQMiAaPQMiAaPQBOOK9910798071303321Learning and teaching creative cognition3781412UNINA