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";s:4:"name";s:5:"Label";}i:7761;O:8:"stdClass":10:{s:2:"id";s:3:"727";s:2:"cm";s:4:"7761";s:3:"mod";s:4:"page";s:7:"section";s:1:"0";s:9:"sectionid";s:4:"1509";s:6:"module";s:2:"28";s:5:"added";s:10:"1296161663";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:4:"name";s:34:"CLICK HERE TO VIEW WELCOME MESSAGE";}i:7947;O:8:"stdClass":10:{s:2:"id";s:3:"687";s:2:"cm";s:4:"7947";s:3:"mod";s:5:"forum";s:7:"section";s:1:"0";s:9:"sectionid";s:4:"1509";s:6:"module";s:1:"5";s:5:"added";s:10:"1249053177";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:4:"name";s:28:"Working Through This Seminar";}i:7764;O:8:"stdClass":10:{s:2:"id";s:3:"658";s:2:"cm";s:4:"7764";s:3:"mod";s:5:"forum";s:7:"section";s:1:"0";s:9:"sectionid";s:4:"1509";s:6:"module";s:1:"5";s:5:"added";s:10:"1295632243";s:7:"visible";s:1:"0";s:10:"visibleold";s:1:"1";s:4:"name";s:10:"News forum";}i:7762;O:8:"stdClass":11:{s:2:"id";s:4:"1372";s:2:"cm";s:4:"7762";s:3:"mod";s:5:"label";s:7:"section";s:1:"0";s:9:"sectionid";s:4:"1509";s:6:"module";s:1:"9";s:5:"added";s:10:"1297731911";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:19322:"
Desired Outcome for Students: Openness to Growth
Jesuit education, is, has been and always will be focused on whole person education: mind, spirit, and body. With that in mind, the graduate at graduation is at least "beginning to reach out in his or her development, seeking opportunities to stretch one's mind, imagination, feelings and relitious concsciousness. He/she is open to a variety of aesthetic experiences, and continues to develop a wide range of imaginative sensibilities. He/she is also beginning to seek new experiences, even those that involve some risk or the possibility of failure."[JSEA PROFILE OF THE GRAD AT GRAD]
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Desired Outcome for You: Openness to Growth
Personal relationships with students will help the adult members of the educational community to be open to change, to continue to learn; thus they will be more effective in their own work. Jesuit education recognizes that intellectual, affective, and spiritual growth continue throughout life; the adult mem­bers of the educational community are encouraged to continue to mature in all of these areas. [THE CHARACTERISTICS OF JESUIT EDUCATION]
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Things to Read/Watch

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Things to Do

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Course check list:

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Creativity Exercise

";s:16:"showavailability";s:1:"1";s:4:"name";s:21:" Creativity Exercise";}i:8004;O:8:"stdClass":12:{s:2:"id";s:3:"689";s:2:"cm";s:4:"8004";s:3:"mod";s:5:"forum";s:7:"section";s:1:"0";s:9:"sectionid";s:4:"1509";s:6:"module";s:1:"5";s:5:"added";s:10:"1359508945";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:14:"Story "Circle"";}i:7987;O:8:"stdClass":12:{s:2:"id";s:4:"1439";s:2:"cm";s:4:"7987";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1359476778";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:713:"

"As teachers, therefore we need to understand the world of the student, including the ways in which politics, economics, religion, media, art, music, and other realities impact that world and affect the student for better or worse."

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STUDENTS

";s:16:"showavailability";s:1:"1";s:4:"name";s:8:"STUDENTS";}i:7986;O:8:"stdClass":12:{s:2:"id";s:3:"767";s:2:"cm";s:4:"7986";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1359475565";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:29:"Students: Are You Kidding Me?";}i:7949;O:8:"stdClass":11:{s:2:"id";s:4:"1418";s:2:"cm";s:4:"7949";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1330793687";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:173:"


Things to Watch

";s:4:"name";s:15:"Things to Watch";}i:7769;O:8:"stdClass":11:{s:2:"id";s:3:"730";s:2:"cm";s:4:"7769";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1297384934";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:41:"Fr. Adolpho Nicolás, S.J. on Creativity ";}i:7770;O:8:"stdClass":11:{s:2:"id";s:3:"731";s:2:"cm";s:4:"7770";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1297385137";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:51:"Sir Ken Robinson on Schools and Creativity (20 min)";}i:8005;O:8:"stdClass":12:{s:2:"id";s:4:"1448";s:2:"cm";s:4:"8005";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1359510431";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:142:"


Things to Read

";s:16:"showavailability";s:1:"1";s:4:"name";s:14:"Things to Read";}i:7993;O:8:"stdClass":12:{s:2:"id";s:3:"769";s:2:"cm";s:4:"7993";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"28";s:5:"added";s:10:"1359480761";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:23:"A Pedagogical Framework";}i:7973;O:8:"stdClass":12:{s:2:"id";s:1:"1";s:2:"cm";s:4:"7973";s:3:"mod";s:4:"book";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"31";s:5:"added";s:10:"1359388996";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:36:"Introduction to IPP, P21 & Mosenthal";}i:7950;O:8:"stdClass":11:{s:2:"id";s:4:"1419";s:2:"cm";s:4:"7950";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1330887869";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:218:"


Things to Do

";s:4:"name";s:12:"Things to Do";}i:7787;O:8:"stdClass":11:{s:2:"id";s:4:"1380";s:2:"cm";s:4:"7787";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1511";s:6:"module";s:1:"9";s:5:"added";s:10:"1296075512";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:529:"

Exercises: The following items attempt to visually integrate elements from Mosenthal’s, P21, and the IPP. Note the absence of explanatory text. What do you see in these illustrations? Are there elements you would “redraw”? Where do these illustrations intersect with your experience as a teacher? Where do they deviate? Please provide your comments.

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FOR YOU

";s:4:"name";s:13:"  FOR YOU ";}i:7989;O:8:"stdClass":12:{s:2:"id";s:3:"768";s:2:"cm";s:4:"7989";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1359477233";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:46:"For You: Introduction to Ignatian Imagination ";}i:7775;O:8:"stdClass":11:{s:2:"id";s:3:"660";s:2:"cm";s:4:"7775";s:3:"mod";s:5:"forum";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"5";s:5:"added";s:10:"1296233765";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:21:"Ignatian Spirituality";}i:7774;O:8:"stdClass":12:{s:2:"id";s:4:"1377";s:2:"cm";s:4:"7774";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1297388793";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:5:"extra";s:1215:"
ignew

From Ignatius Knew

Please read pages 21-25 (download pages 33-37) from Ignatius Knew for a brief overview of Ignatian methods of prayer: specifically meditation, contemplation, and the application of the senses.

Still need a copy? Download
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Things to Watch

";s:4:"name";s:15:"Things to Watch";}i:7773;O:8:"stdClass":11:{s:2:"id";s:3:"732";s:2:"cm";s:4:"7773";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1297385620";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:56:"Fr. James Martin, S.J. on Ignatian Contemplation (5 min)";}i:7963;O:8:"stdClass":11:{s:2:"id";s:4:"1426";s:2:"cm";s:4:"7963";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1330887869";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:218:"


Things to Do

";s:4:"name";s:12:"Things to Do";}i:7777;O:8:"stdClass":11:{s:2:"id";s:3:"661";s:2:"cm";s:4:"7777";s:3:"mod";s:5:"forum";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"5";s:5:"added";s:10:"1298253182";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:9:"About You";}i:7778;O:8:"stdClass":11:{s:2:"id";s:3:"662";s:2:"cm";s:4:"7778";s:3:"mod";s:5:"forum";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"5";s:5:"added";s:10:"1298253424";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:17:"About Your School";}i:8025;O:8:"stdClass":12:{s:2:"id";s:4:"1449";s:2:"cm";s:4:"8025";s:3:"mod";s:5:"label";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1359654072";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:129:"


Creativity Exercise

";s:16:"showavailability";s:1:"1";s:4:"name";s:19:"Creativity Exercise";}i:7779;O:8:"stdClass":11:{s:2:"id";s:3:"733";s:2:"cm";s:4:"7779";s:3:"mod";s:4:"page";s:7:"section";s:1:"1";s:9:"sectionid";s:4:"1510";s:6:"module";s:2:"28";s:5:"added";s:10:"1298682214";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:51:"VoiceThread: Ignatian Meditation and Contemplation";}i:7991;O:8:"stdClass":12:{s:2:"id";s:4:"1442";s:2:"cm";s:4:"7991";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1359476778";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:398:"

"In Jesuit schools the learning experience is expected to move beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis and evaluation." 

";s:16:"showavailability";s:1:"1";s:4:"name";s:53:""In Jesuit schools the learning experience is expe...";}i:7992;O:8:"stdClass":12:{s:2:"id";s:4:"1443";s:2:"cm";s:4:"7992";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1359477912";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:167:"

STUDENTS

";s:16:"showavailability";s:1:"1";s:4:"name";s:8:"STUDENTS";}i:7971;O:8:"stdClass":12:{s:2:"id";s:4:"1434";s:2:"cm";s:4:"7971";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:1:"9";s:5:"added";s:10:"1359388008";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:118:"

Things to Read

";s:16:"showavailability";s:1:"1";s:4:"name";s:14:"Things to Read";}i:7781;O:8:"stdClass":13:{s:2:"id";s:4:"3346";s:2:"cm";s:4:"7781";s:3:"mod";s:8:"resource";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"13";s:5:"added";s:10:"1296098739";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"icon";s:5:"f/pdf";s:4:"name";s:53:"IPP -A Practical Approach (Particularly Pages 10-20)";s:7:"onclick";s:229:"window.open('http://courses.jvla.org/mod/resource/view.php?id=7781&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7969;O:8:"stdClass":11:{s:2:"id";s:4:"1432";s:2:"cm";s:4:"7969";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1330887869";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:218:"


Things to Do

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FOR YOU

";s:16:"showavailability";s:1:"1";s:4:"name";s:7:"FOR YOU";}i:7995;O:8:"stdClass":12:{s:2:"id";s:3:"770";s:2:"cm";s:4:"7995";s:3:"mod";s:4:"page";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"28";s:5:"added";s:10:"1359481784";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:16:"showavailability";s:1:"1";s:4:"name";s:33:"Characteristics of Adult Learning";}i:7793;O:8:"stdClass":11:{s:2:"id";s:3:"665";s:2:"cm";s:4:"7793";s:3:"mod";s:5:"forum";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:1:"5";s:5:"added";s:10:"1296250568";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:57:"Beginning Reflection/Sharing Exercise: Creativity and You";}i:7968;O:8:"stdClass":11:{s:2:"id";s:4:"1431";s:2:"cm";s:4:"7968";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1510";s:6:"module";s:1:"9";s:5:"added";s:10:"1330887936";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:226:"


Things to Read/Watch

";s:4:"name";s:20:"Things to Read/Watch";}i:7794;O:8:"stdClass":11:{s:2:"id";s:3:"736";s:2:"cm";s:4:"7794";s:3:"mod";s:4:"page";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"28";s:5:"added";s:10:"1296235561";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:41:"Characteristics of Adult Learners Website";}i:7795;O:8:"stdClass":13:{s:2:"id";s:3:"868";s:2:"cm";s:4:"7795";s:3:"mod";s:3:"url";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"29";s:5:"added";s:10:"1296764607";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"icon";s:6:"f/html";s:4:"name";s:98:"Straight From Oprah! Finding Creativity as an Adult: Another Video with Sir Ken Robinson (5 min)";s:7:"onclick";s:224:"window.open('http://courses.jvla.org/mod/url/view.php?id=7795&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7970;O:8:"stdClass":12:{s:2:"id";s:4:"1433";s:2:"cm";s:4:"7970";s:3:"mod";s:5:"label";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:1:"9";s:5:"added";s:10:"1359387914";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:122:"


Things to Do

";s:16:"showavailability";s:1:"1";s:4:"name";s:12:"Things to Do";}i:7796;O:8:"stdClass":11:{s:2:"id";s:3:"666";s:2:"cm";s:4:"7796";s:3:"mod";s:5:"forum";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:1:"5";s:5:"added";s:10:"1296251501";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:22:"The Gratitude Exercise";}i:7798;O:8:"stdClass":11:{s:2:"id";s:3:"737";s:2:"cm";s:4:"7798";s:3:"mod";s:4:"page";s:7:"section";s:1:"2";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"28";s:5:"added";s:10:"1298338538";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:24:"VoiceThread Introduction";}i:7782;O:8:"stdClass":12:{s:2:"id";s:4:"3347";s:2:"cm";s:4:"7782";s:3:"mod";s:8:"resource";s:7:"section";s:1:"8";s:9:"sectionid";s:4:"1511";s:6:"module";s:2:"13";s:5:"added";s:10:"1296095689";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:4:"icon";s:5:"f/pdf";s:4:"name";s:16:"Bloom's Overview";s:7:"onclick";s:229:"window.open('http://courses.jvla.org/mod/resource/view.php?id=7782&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7799;O:8:"stdClass":11:{s:2:"id";s:4:"1383";s:2:"cm";s:4:"7799";s:3:"mod";s:5:"label";s:7:"section";s:1:"3";s:9:"sectionid";s:4:"1512";s:6:"module";s:1:"9";s:5:"added";s:10:"1298325759";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:706:"
STUDENTS - Recognizing and Fostering Creativity
What does it mean to be creative? That might seem like a simple question, but it’s one worth asking because the answer may be more complex than we first realize. Is it just coloring outside the lines (or coloring prettily inside the lines)? Is it broken crayons? Or neatly arranged crayons? Does it mean having a creative product? Or is it a way of thinking? Does it mean going against the grain? Or sometimes do we mistake rebellion for creativity? Is our creativity something we can improve?
";s:4:"name";s:53:"STUDENTS - Recognizing and Fostering CreativityWha...";}i:7800;O:8:"stdClass":13:{s:2:"id";s:4:"3349";s:2:"cm";s:4:"7800";s:3:"mod";s:8:"resource";s:7:"section";s:1:"3";s:9:"sectionid";s:4:"1512";s:6:"module";s:2:"13";s:5:"added";s:10:"1298317939";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"icon";s:5:"f/pdf";s:4:"name";s:96:"Research on Creativity in Education (Read Sec. 2.4.1 - 2.4.2, Pages 6-9 and Sec. 3, Pages 13-15)";s:7:"onclick";s:229:"window.open('http://courses.jvla.org/mod/resource/view.php?id=7800&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7802;O:8:"stdClass":11:{s:2:"id";s:3:"738";s:2:"cm";s:4:"7802";s:3:"mod";s:4:"page";s:7:"section";s:1:"3";s:9:"sectionid";s:4:"1512";s:6:"module";s:2:"28";s:5:"added";s:10:"1296661938";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"2";s:4:"name";s:85:"Connecting Sternberg's Investment Theory with The Ignatian Pedagogical Paradigm (IPP)";}i:7805;O:8:"stdClass":11:{s:2:"id";s:4:"1384";s:2:"cm";s:4:"7805";s:3:"mod";s:5:"label";s:7:"section";s:1:"3";s:9:"sectionid";s:4:"1512";s:6:"module";s:1:"9";s:5:"added";s:10:"1298327817";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:1364:"
FOR YOU: The Examen - Making Sense of Your Day
It often seems as though life is a series of distinct events and interactions that we manage. In reality, most of our daily experiences are influenced directly by other experiences. How we react to a comment from a co-worker could be influenced by a classroom experience moments earlier. A decision we make regarding one of our children could be influenced by a completely unrelated discussion with our mother the previous evening.
 
The Examen helps us reflect on our day's experiences in a way that brings clarity and peace. It also serves as an exercise in divergent thinking, connecting seemingly unrelated circumstances to produce a new understanding or reality.
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STUDENTS: The Role of the Teacher in Fostering Creativity
Before looking at the next set of readings where we begin to examine creativity in the classroom, think about your own approaches towards a student who show divergent thinking. Following from our last reflection, is that sort of approach encouraged in your class, or is it one that is actively discouraged. Students can pick up quickly on the signals you give about its encouragement or disinclination.
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FOR YOU: Moving Toward More Imagination
Creighton University has a number of wonderful online prayer resources available through its Office of Collaborative Ministry. The following link is to a series of sample contemplative reflections on various gospel passages. Please set aside time this week to pray over at least 2 of these reflections.
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STUDENTS: Creating a Safe Environment that Enables Students to Stretch
";s:4:"name";s:53:" STUDENTS: Creating a Safe Environment that Enable...";}i:7810;O:8:"stdClass":13:{s:2:"id";s:4:"3351";s:2:"cm";s:4:"7810";s:3:"mod";s:8:"resource";s:7:"section";s:1:"5";s:9:"sectionid";s:4:"1513";s:6:"module";s:2:"13";s:5:"added";s:10:"1298318655";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"icon";s:5:"f/pdf";s:4:"name";s:68:"Research on Creativity in Education (Read Secion. 2.4.4, Pages 9-11)";s:7:"onclick";s:229:"window.open('http://courses.jvla.org/mod/resource/view.php?id=7810&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7811;O:8:"stdClass":13:{s:2:"id";s:4:"3352";s:2:"cm";s:4:"7811";s:3:"mod";s:8:"resource";s:7:"section";s:1:"5";s:9:"sectionid";s:4:"1513";s:6:"module";s:2:"13";s:5:"added";s:10:"1296440554";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"icon";s:5:"f/pdf";s:4:"name";s:129:"Education_and_Creativity ( VERY good article, but if you need to skip please note the 25 Ways to Develop Creativity on Page 324.)";s:7:"onclick";s:229:"window.open('http://courses.jvla.org/mod/resource/view.php?id=7811&redirect=1', '', 'width=620,height=450,toolbar=no,location=no,menubar=no,copyhistory=no,status=no,directories=no,scrollbars=yes,resizable=yes'); return false;";}i:7812;O:8:"stdClass":11:{s:2:"id";s:3:"742";s:2:"cm";s:4:"7812";s:3:"mod";s:4:"page";s:7:"section";s:1:"5";s:9:"sectionid";s:4:"1513";s:6:"module";s:2:"28";s:5:"added";s:10:"1297716481";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:6:"indent";s:1:"1";s:4:"name";s:67:"Imagine It! Project Video: Valuing Creativity (less than 2 minute)";}i:7813;O:8:"stdClass":11:{s:2:"id";s:4:"1386";s:2:"cm";s:4:"7813";s:3:"mod";s:5:"label";s:7:"section";s:1:"5";s:9:"sectionid";s:4:"1513";s:6:"module";s:1:"9";s:5:"added";s:10:"1297650069";s:7:"visible";s:1:"1";s:10:"visibleold";s:1:"1";s:5:"extra";s:1160:"

ignew

From Ignatius Knew

Please read pages 83-89[top](download pages 95-101) and 93[bottom]-101[top](download pages 105-113) from Ignatius Knew for an Ignatian review of higher level thinking skills and Marzano's Dimensions of Learning.

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FOR YOU: A Prayer and an Exercise
Often times, the day's events (or pending events) add anxiety that prevents me from being truly present during moments of needed discernment. Below is a prayer by one of the Church's great contempletives, Thomas Merton, that often provides me the needed peace and freedom from whatever has entrapped me.  In addition, to provide you a bit more practice, please see Missy's next exercise on the application of the senses. 

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Rubrics for Assessing Student Creativity
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E. Paul Torrance’s Manifesto

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STANFORD COMMENCEMENT 2005

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Supplemental Materials
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