Creative thinking workshop
description
Transcript of Creative thinking workshop
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Linking ThinkingBetween GKC and Regular
Class
© The Gifted Children’s Advancement Charitable Trust
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Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas.
Intellectual curiosity is at the heart of this competency.
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We would like youngsters, and indeed adults, to become alert and thoughtful when they hear an unlikely rumour, face a tricky problem of planning their time, have a dispute with a friend, or encounter a politician’s sweeping statement on television (Perkins, 2003, p.1).
However, Perkins cautions that building thinking skills, while necessary, is not a sufficient underpinning for achieving such aspirations. His team’s research has found that the disposition to use higher-order thinking is what is more likely to be lacking when people fail to do the sorts of things he suggests in this quote. It is not that people cannot think, but they are “simply oblivious to situations that invite thinking” (p. 1).
This focus on dispositions illustrates an important difference between thinking as a set of skills and thinking as a competency. Paul (2000) organises thinking dispositions into five broad groups: curiosity, inquiry, playing with ideas, questioning; thinking broadly, making connections, being open-minded and fair; being careful and clear when reasoning; being organised and planning ahead; and willingness to take time to think.
Users of Art Costa’s popular “Habits of Mind” educational resources will recognise similarities between this list and the 16 habits identified there.
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Teaching for thinking fitness
a summary of Gilbert (2005)
Gym instructor’s role
Designing a body fitness programme suitable for an individual’s starting level
Coaching on correct use of specific fitness equipment
Setting individual targets that are challenging and extending but don’t risk physical injury
Supporting and encouraging regular practice
Coaching individuals to design and take responsibility for their own fitness programmes
Working on their own fitness, being a role model
Equivalent teaching role
Designing a mind fitness programme suitable for an individual’s starting level
Teaching about use of specific types of thinking tools
Setting individual learning goals that are challenging without being too discouraging
Supporting and encouraging regular practice
Coaching individuals to design and take responsibility for their own fitness programmes
Modelling pleasure in their own thinking and learning
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Creative Thinking
© The Gifted Children’s Advancement Charitable Trust
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Opportunities
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to add to an existing idea to make something new to improve on an idea to generate possibilities to question the way things are to think beyond what already exists
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CREATIVE THINKING
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BLOOM’S REVISED TAXONOMYCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingExplaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
RememberingRecalling information
Recognising, listing, describing, retrieving, naming, finding
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Creative Thinkers Take care to ensure that we give careful
consideration to a number of different possibilities before a decision is made.
Care about looking at all possible problems and solutions.
Have concern for the quality and usefulness of ideas.
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Creative Thinking Skills: Paul Torrance
Fluency
Flexibility
Originality
Elaboration
Risk Taking
Complexity
Curiosity
Imagination
Generate many ideas, its about quantity
Generate a variety of ideas, its about having a range of ideas
Seek new, unusual, different ideas
Expanding, enlarging, enriching, or embellishing, its about adding detail
Taking chances or experimenting
Dealing with a lack of structure, certainty
Follow a hunch, question alternatives, ponder outcomes
Visualize possibilities, build images in the mind, or reach beyond the limits
Aff
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ognitiv
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Strategies
Extended Brainstorming (LACE) Random Input SCAMPER Creative Problem Solving using
SCAMPER Forced Association Thinkers Keys
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Issues with school practice
feast or famine syndrome
six-hat school syndrome
flavour of the month syndrome
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Ken Robinson suggests that….
“Creativity is as important as Literacy, and we should treat it with
the same status!”
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Other interesting resources:
John Cleese WCF – youtube
Ken Robinson – RSA animate (changing education paradigms) and Do Schools Kill Creativity - youtube
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Now it is your turn!