Learning and Teaching Creative Cognition: The Interactive Book Report

At 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 case studies involving classroom use of the book’s creative cognition operatives are given explicit attention.

Table of Contents:
Preface Acknowledgements Introduction 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: Creative Cognition’s Interactive Methodology and Book Report CHAPTER FIVE: An Overview: IM and IBR CHAPTER SIX: Advantage Points of the IBR and Its Leadership Building CHAPTER SEVEN: A Guide to Learning and Teaching Creative Cognition CHAPTER EIGHT: Creative Cognition with Special Needs Children: Linking Learning Styles and the IBR CHAPTER NINE: Learning and Teaching Creative Cognition: The IBR’S Cognitive Collective: Thinking and Feeling CHAPTER TEN: Learning and Teaching Creative Cognition: The IBR’S Reciprocal Thinking Phases CHAPTER ELEVEN: Learning and Teaching Creative Cognition: The IBR’S Reciprocal Feeling Phases CHAPTER TWELVE: Using the IM and IBR: A Psychologist’s Perspective By: A, Cerruto, Ph.D PART TWO CHAPTER THIRTEEN: Creative Cognition, Neuroplasticity and IBR: A Scientist’s Perspective By H. Sasken, M.D. Mindfulness and Creativity By M. Russo, PH.D CHAPTER FOURTEEN: IBR Pages, Activities, and Use as an Assessment Instrument CHAPTER FIFTEEN: Differentiated Instruction and Activities For the IBR Pages CHAPTER SIXTEEN: Differentiated Instruction with More Activities CHAPTER SEVENTEEN: Four Topics Including Effects and Affects of IM and IBR PART THREE CHAPTER EIGHTEEN: The Proof of the Pudding: IM and IBR in Action CHAPTER NINETEEN: The Proof of the Pudding: Continued CHAPTER TWENTY: The Summation: A Research Study Involving the IM and IBR: Ecosystems and Sustainability Afterword Bibliography About the Author

About the Author :
Marjorie S. Schiering is a professor at Molloy College, hospital chaplain, and published author, international presenter on reciprocal thinking, creative-academic and social cognition, character development, motivation strategies, and children’s literature.

Review :
This text is an excellent guide for both teachers and school librarians on how to integrate learning-through-play practices in their classroom or library. Schiering provides specific strategies for doing this and also comprehensively discusses the psychology and theory behind this method. Learning and Teaching Creative Cognition discusses different learning styles as well as how to use this technique for students with special needs. This resource will be a valuable tool for any professional collection for educators. The teaching and learning processes have no boundaries with the Interactive Method and Interactive Book Report (IBR) strategies, as presented in this book. Through the use of varied modalities and approaches students are captivated, motivated and hooked on the learning experience. The teaching and learning processes become a creative endeavor for all to embrace. Dr Schiering inspires and invites the reader to approach experiences without fear or limits and to utilize the creative spirit within us all to learn. In this era of testing and scripted curricula, teachers need creative resources to help them engage their students in learning. The Interactive Method (IM) with accompanying Interactive Book Report (IBR) is such a resource that taps the diverse learning styles and imaginative thinking of students to help them learn in innovative ways. Based on the theory of constructivism, the IBR develops learners' cognitive and meta-cognitive skills to help them form a connection to the subject matter. If you are looking for creative and unique ways to engage students in content-area learning, this book is for you. I am not a teacher. I am a nurse with a number of years in the Mental Health system including leading group educational programs. I began reading this book out of personal interest but was truly surprised to find that I quickly became engaged and was interacting with the book itself through the anecdotes, use of humor and the thoughtful questions that were presented. Of particular interest to me was the chapter on the Special Needs Learner. I believe focus on the impact of stigma, the need for respect for and belief in the person and addressing individual learning needs is right on target for almost any group of learners, but most important for those who need to learn differently. Throughout my reading I became increasingly excited by what I believe are the possibilities of turning these strategies into hands on tools (IM and IBR) which can be combined with the various Wellness Self-Management programs currently used with Mental Health consumers. Thank you for providing access to this fresh approach. What exactly is Creative Cognition? Teachers and parents agree that Creativity is not only an essential part of education, but also of life. How can it be taught? Can it be taught? The definition of Creative Cognition is so open-ended that many of us are helpless to get a handle on how to teach it. Math, Reading, and much of English can be quantified and tested in an analytic fashion, but what about Creativity? Dr. Schiering breaks down this huge ability into bits, bites and strategies that engage, enthrall, and teach students as well as teachers. Schiering lovingly and enthusiastically walks the reader through concrete definitions, activities and outcomes in which ownership of the interactive method and instructional strategies are taken. As Schiering points out, the use of these results in different types of cognitive skills in learning occurring simultaneously, and everyone involved is aware of their thinking skills. Words to describe this book are extremely worthwhile, exciting, energizing, carefully planned with a creative flow and orderly process. Teachers who select these strategies will help their students' meta-cognition both creatively, critically, globally, and analytically. This book supports the concept of using an interactive methodology. And, it adds to it through former teacher candidates personal accountings, anecdotes, and strategies to enhance the learning experience for optimum retention of information, innovation, as well as creative learning and teaching. Dr. Marjorie Schiering’s Learning and Teaching Creative Cognition: The Interactive Book Report (IBR) is essential for the professional book shelf of all educators. Her conversational tone deftly guides the reader through definitions of creative cognition and skillfully weaves in a roadmap to learning and teaching creative cognition, including a chapter devoted to its link with special needs students, regardless of age and grade level. Throughout her work, Professor Schiering offers anecdotes to support and enliven her thesis. The author also steer s the reader systemically through the contents of the IBR, detailing the materials, directions, and use as an assessment tool. This is a straightforward and instructive work. Dr. Schiering’s book’s key word is “interactive.”  In their learning, her students engage head, heart, and hand to grasp, then express meaning joyfully, attractively, livelily.  As her teacher candidates confirm, she has succeeded brilliantly. This book attests to the practice of engaging, innovative learning and teaching being noteworthy.