Creativity in the Classroom

Lump of Clay

Essential Questions

Curiosita“An insatiable curious approach to life and an unrelenting quest for continuous learning – comes first before the desire to know, to learn, and to grow is the powerhouse of knowledge, wisdom, and discovery.”

~Leonardo daVinci

Please write a one sentence definition of

CREATIVITY

Please write a one sentence definition of

CREATIVITY

A Challenge

Do Schools Kill Creativity?

Sir Ken Robinson makes an entertaining and profoundly moving

case for creating an education system that nurtures (rather than undermines)

creativity.

This is one of the top pictures on Google for creativity. What does it

have to do with creativity?

Project-Based, Problem-Based, Product-Based Learning

• Project-Based

– Structured around a

complex challenge

– Involves

collaborative work.

– Authentic learning

activities

• Problem-Based– Designed for teaching problem-solving skills– Confronts teams with ill structured problems that mirror real world issues.

•Product-Based

•Students create a series

of products to

demonstrate

understanding

•Students are given

choices in product

assignments.

Myths about Creativity

Mysterious Mystical

Madness Magical

Mirthful

Critical and Creative Thinking Sub-Skills

Critical Thinking

Analyze

Focus

Objective

One Answer

Probability

Reasoning

Yes, but…

Vertical Thinking

Convergent Thinking

Creative Thinking

Generate

Widen

Subjective

Many Answers

Possibility

Original, Unique

Yes, and…

Lateral Thinking

Divergent Thinking

Characteristic Behaviors of Creative Individuals

Asking provocative, stimulating questions

Solving problems in unusual or unique ways

Generating unusual or unique ideas

Challenging conventional thought

Being in one’s own world of thought

Playing with possibilities and alternatives

Teachers must…

• Stimulate student curiosity• Balance direct instruction with opportunities for

self-direction• Use a variety of questioning and reflection

techniques• Value student effort over the completed project• Realize student confidence is as important as

student competence• Use differentiation• Understand creativity as a developmental skill• Use product-based learning as a tool for scaffolding

Building Climate

Doubling of Knowledge and Information

Up to 1500 A.D.

• Doubled

1500-1800

• 300 Years

1800-1900

• 100 Years

1900-1950

• 50 Years

1950-

1970

• 20 Years

1970-

1980

• 10 Years

Now

• Information every 5.5 years• Technical information every 2 years• Electronic information every hour

The

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Fluency, Flexibility, Originality, Elaboration

Elements of Creativity Activity

The

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Process-How we assimilate information and ideas.

Processes we can teach: Telethink (Rainforest) , Think Tanks, SCAMPER

• Students will view thinking as a skill that can be improved

• Students will be introduced to a variety of thinking tools.

Student Process Goals:

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Persistence- The ability to do the hard work necessary to bring ideas from possibilities to completion.

Student Persistence

Goals:

• Students will view failure as an opportunity to learn.

• Students will demonstrate the ability to continue to work hard at a task until they achieve success.

The

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The successful result of immersing oneself in the creative process to produce verbal or visual demonstrations of creativity

• Students will view products as the necessary vehicle to demonstrate their creativity

• Students will demonstrate creativity through a variety of simple and complex visual and verbal products.

Student Process Goals:

The

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Newfound ways of looking at or viewing something.

• Students will internalize “breaking their mental chains” as a way of acquiring new viewpoints and/or perspectives.

• Students will be able to look at ideas, thoughts, and objects and generate multiple perspectives.

Student Perception

Goals:

Droodles, thinking hats, lateral thinking puzzles

The

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Intense absorption in a project or quest for learning.

• Students will believe that learning can be intense, joyful and energizing

• Students will immerse themselves in creative endeavors, losing an awareness of time and other things around them.

• Students will have exposure to a variety of activities so they can explore and discover passion areas of learning.

Student Process Goals:

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Our personalities and mindsets that encourage or discourage creativity.

• Students will enjoy creating for its own sake

• Students will learn how oppositional characteristics contribute to creativity.

Student Process Goals:

Look at the C.A.L.L. on pages 136-137. Turn and talk. How does the CALL help us recognize and promote creativity in our students?

The

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Physical, psychological, or emotional influences on creativity.

• Students will be open to conventional or unconventional means of stimulating creative thinking.

• Students will identify and select forms of the press that increase their personal creativity.

Student Process Goals:

Other Strategies• Brainstorming• Brain Dumps• Fluency Game• Pass Around• Fortunately/Unfortunately• Sensory Inputs• Questions that Encourage Creative Thinking• Attribute listing• Force connections• Creative Problem Solving Model• PMQ Model• Choice Boards• Creative Problem Solving Process