My exam policies for both ED703
-- Theories of Learning and ED - 784 (794) - Creativity in the Classroom -- are
a bit different those for my curriculum class. In these two classes students
do individual research projects and are thus required to define and focus
on different needs, information, and sources. In this light, it has been
my policy to offer students the option of devising their own graduate exam
questions. I reserve the right to change or alter the questions. The sample questions
below are somewhat generic and specific to the general course content.
While you may not wish to use these exact questions, they might simply serve as
prototypes as you devise your own.
If you do not wish to devise
your own question, you may choose one of the following generic questions.
If you choose one of the following questions for ED784, please inform Lori
Yonash of the course and the number of your question selection at 346-4403.
*As an FYI, I don't allow notes during
exams
General Exam Instructions: As
you answer your question, please make sure you provide concrete examples
as support. Keep an eye on the clock. If you are running short of time,
or if you think you will run short on time, you may outline or web parts
of your answer.
Answers will be considered for
their completeness, the support you offer, and your ability to draw professional
conclusions by synthesizing personal, professional experience with academic
and scholarly support. If during the answering of the question you can
offer support from an authoritative sources, please do so.
1. Evaluate the significance and controversies behind the
teaching of creativity as we are immersed in the 21st century.
Why is thinking creatively important, more so in this new century?
Be able to offer support for your answers.
2. Answer the question from the perspective of your current teaching assignment.
In most cases, young children
come to school in full possession of their "creative spirits".
Assuming that this statement is true, address the following:
E-mail
Leslie