LEADER 03675nam 2200613 450 001 9910798071303321 005 20170919050753.0 010 $a1-4758-0780-5 035 $a(CKB)3710000000459821 035 $a(EBL)4086124 035 $a(SSID)ssj0001532329 035 $a(PQKBManifestationID)12648492 035 $a(PQKBTitleCode)TC0001532329 035 $a(PQKBWorkID)11473811 035 $a(PQKB)10581635 035 $a(MiAaPQ)EBC4086124 035 $a(EXLCZ)993710000000459821 100 $a20150526h20152015 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning and teaching creative cognition $ethe interactive book report /$fMarjorie S. Schiering 210 1$aLanham, Maryland :$cRowman & Littlefield,$d[2015] 210 4$dİ2015 215 $a1 online resource (258 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-0779-1 311 $a1-4758-0778-3 320 $aIncludes bibliographical references. 327 $aContents; 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 Cognition 327 $aChapter 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 Pudding 327 $aChapter Nineteen: The Proof of the PuddingChapter Twenty: The Summation; Afterword; Bibliography; About the Author 330 $aAt 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 606 $aCreative teaching 606 $aCreative ability$xStudy and teaching 606 $aCreative thinking$xStudy and teaching 606 $aActive learning 606 $aStudent-centered learning 615 0$aCreative teaching. 615 0$aCreative ability$xStudy and teaching. 615 0$aCreative thinking$xStudy and teaching. 615 0$aActive learning. 615 0$aStudent-centered learning. 676 $a371.1 700 $aSchiering$b Marjorie S.$f1943-$01534130 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798071303321 996 $aLearning and teaching creative cognition$93781412 997 $aUNINA