Frequently Asked Questions
What is CRISPA?
CRISPA is a research-based approach to instruction and planning. The six themes used in this approach are Connections, Risk-Taking, Imagination, Sensory Experience, Perceptivity, and Active Engagement.
Do I have to use the themes in order?
The themes are not intended to be sequential, nor are they hierarchical. Teachers tend to use them in a variety of ways and for a variety of purposes. We encourage you to experiment and to try the themes in various combinations.
Do I have to use all of the themes in each lesson or unit?
We have seen that the more themes teachers use, the more likely they are to guide students’ experiences to be engaging and meaningful. However, all six are not required for any one lesson or for any unit. Give yourself some time to play with them.
Could more than one theme be present at once?
Absolutely! Some educational experiences are simultaneously characterized by one or many dimensions. We encourage you to see what happens when you layer them. In other words, try an activity that engages students’ imaginations, helps them make connections to their lives and the content, and keeps them at the helm of their own learning.
Should I tell the students that I am using the themes of CRISPA?
We have seen teachers approach this in a variety of ways. One elementary school teacher wrote “student friendly” definitions of the themes, which she then posted on chart paper in her room. She would explicitly tell students when certain dimensions were at work, and her students would also chime in when they recognized a theme at work in the lesson. We have also seen teachers use the dimensions without telling the students about them.
What if I have certain curriculum that I already have to teach?
These themes work with prescribed lessons, teacher created materials, and impromptu activities. We would like to point out that teachers have reported that the themes allowed them to be true to teaching Colorado Model Content Standards while also providing a conduit to their creative lesson ideas.
Do I have to be good at the arts to use the themes successfully?
We have intentionally studied some teachers who are not particularly interested in the arts, nor do they consider themselves “artistic.” In fact one participant told us he would “rather be watching football” than working with the dimensions. But once he started seeing the possibilities for his lesson, he said he felt “rejuvenated” and wished he had begun using the themes long ago.
CRISPA is a research-based approach to instruction and planning. The six themes used in this approach are Connections, Risk-Taking, Imagination, Sensory Experience, Perceptivity, and Active Engagement.
Do I have to use the themes in order?
The themes are not intended to be sequential, nor are they hierarchical. Teachers tend to use them in a variety of ways and for a variety of purposes. We encourage you to experiment and to try the themes in various combinations.
Do I have to use all of the themes in each lesson or unit?
We have seen that the more themes teachers use, the more likely they are to guide students’ experiences to be engaging and meaningful. However, all six are not required for any one lesson or for any unit. Give yourself some time to play with them.
Could more than one theme be present at once?
Absolutely! Some educational experiences are simultaneously characterized by one or many dimensions. We encourage you to see what happens when you layer them. In other words, try an activity that engages students’ imaginations, helps them make connections to their lives and the content, and keeps them at the helm of their own learning.
Should I tell the students that I am using the themes of CRISPA?
We have seen teachers approach this in a variety of ways. One elementary school teacher wrote “student friendly” definitions of the themes, which she then posted on chart paper in her room. She would explicitly tell students when certain dimensions were at work, and her students would also chime in when they recognized a theme at work in the lesson. We have also seen teachers use the dimensions without telling the students about them.
What if I have certain curriculum that I already have to teach?
These themes work with prescribed lessons, teacher created materials, and impromptu activities. We would like to point out that teachers have reported that the themes allowed them to be true to teaching Colorado Model Content Standards while also providing a conduit to their creative lesson ideas.
Do I have to be good at the arts to use the themes successfully?
We have intentionally studied some teachers who are not particularly interested in the arts, nor do they consider themselves “artistic.” In fact one participant told us he would “rather be watching football” than working with the dimensions. But once he started seeing the possibilities for his lesson, he said he felt “rejuvenated” and wished he had begun using the themes long ago.
