Filback - Teaching Creativity & Innovation

Teaching Crea,vity and Innova,on

Robert A. Filback, Ph.D. Associate Professor of Clinical Education

Co-Chair, Global Executive Doctorate in Education [email protected]

Rio de Jinero, Sao Paulo | Febrary 22-26, 2016

We must tackle the “wicked problems” of the 21st century Dr. Michael Quick, USC Provost

Rossier Goals

Other Innova1on Hubs at USC •  Spark SC – Student Innova1on •  Center for Technology Commercializa1on •  Blackstone Launchpad •  Annenberg Innova1on Lab •  Center for Innova1on in Pediatrics •  Iovine and Young Academy •  Center for Global Innova1on

11/9/2015 Why wait 100 years? Bridging the gap in global education | Brookings Institution

http://www.brookings.edu/research/reports2/2015/06/100-years-gap-global-education-winthrop-mcgivney 2/26

century, a sum total of 2.3 million children were enrolled in primary school aroundthe world.[2] Today, more than 700 million children are now enrolled in primaryschool, nearly 90 percent of the world’s school-age children (see Figure 1).

The spread of schooling around the globe remains one of the most widelysuccessful "going to scale" stories to date. Two hundred years ago, it would havebeen inconceivable in any country or cultural context that a central feature in achild’s upbringing and preparation for adulthood would be his or her regularparticipation in classroom lessons and school life. Of course, education existedlong before—and indeed for millennia has been the primary way in whichhumans have passed down knowledge across generations—but for the vastmajority of young people it took very different forms, such as through the family,songs and the arts, cultural and religious institutions, community work, andapprenticeships in arts and trades. Today, not a single country in the world iswithout a schooling system, and for most of the world’s youth the education theyreceive in school—or lack thereof—has a major bearing on their prospects inadult life.

Figure 1

P. 1EXECUTIVESUMMARY

Creative Public Leadership: How School System Leaders Can Create the Conditions for System-wide Innovation

By Joe Hallgarten, Valerie Hannon,Tom Beresford

Royal Society of Arts

Innovation Unit

11/9/2015 Why wait 100 years? Bridging the gap in global education | Brookings Institution

http://www.brookings.edu/research/reports2/2015/06/100-years-gap-global-education-winthrop-mcgivney 13/26

The gap is even larger if you break it down by region. In the above calculations,“developing regions” includes Latin America, China, and Korea, whose progresshas been much faster than the poorest regions.

As seen in Figure 6 below, sub-Saharan Africa and South Asia are the tworegions with the lowest education levels;; in 2010, the average number ofcompleted years of schooling was just under five. Looking back, we can see thatEurope and its offshoots were already above this level 100 years before. EasternEurope, Japan, and South Korea hit this level by 1950, and Latin America andChina by 1980. The progress in Africa and South Asia has been far slower, andthus the gap between these regions and the most developed countries today isalmost eight years.

Figure 6

Local Challenges in Brazil •  Inclusion •  Family engagement •  Holis1c learning •  Absences •  Bullying •  Mo1va1on •  Adop1ng innova1on •  Sparking curiosity

•  Teacher professionalism •  Public school financing •  Assessing teacher performance

•  IT in the classroom •  Second language learners •  Meaningful learning •  College readiness

P. 1EXECUTIVESUMMARY

Creative Public Leadership: How School System Leaders Can Create the Conditions for System-wide Innovation

By Joe Hallgarten, Valerie Hannon,Tom Beresford

Royal Society of Arts

Innovation Unit

•  Leadership • Risk • Scale • Speed •  Innovation

Rossier School of Educa1on

Survey of Online Graduate Programs

Tanzania School

Global Execu1ve Ed.D.

•  Launched in 2012 •  Conceptual and experiential learning •  Third version •  12 faculty •  20+ sections/year •  Approx. 300 students/year •  Student feedback •  Pre- and Post-Surveys

Crea1vity Course

Images of book covers

Creativity?

A kind of capacity

to think up something new

that people find significant

Charles Lumsden, Sociobiologist, 1999, p. 153

Less crea,ve

What We Know from Research (Sawyer, 2012)

• Crea1vity is not about gene1cs • Yes, personality maXers • Yes, some have excep1onal abili1es • But the main story is nurture (environment) over nature

• Skills and behaviors can be acquired • We can learn to be more crea1ve

What We Know from Research (Sawyer, 2012)

•  Insights are not mysterious • Result from prior knowledge/experience •  Lots of liXle insights over 1me lead to “aha” moments

• Wai1ng for inspira1on doesn’t work • Comes through work, prac1ce, learning

“Innova1on”?

New

Adopted Useful

“Innova1on”?

Example – READ Bhutan Crea,ve Innova,on original useful

The genera1on of an idea judged to be

original and useful by a knowledgeable group

implemented successfully

The successful

implementa1on of a crea1ve idea in an

organiza1onal system Thinley Choden

New

Adopted Useful

Crow Vending Machine Crea,ve Innova,on original useful



not adopted in the crow world

The successful


organiza1onal system

“interes1ng and crea1ve… unlikely ever to work.”

Dr. Kevin McGowan Cornell Ornithology Lab

Crow Vending Machine Crea,ve Innova,on original useful



not adopted in the crow world

The successful


organiza1onal system

“crea1ve”

“unlikely ever to work”

Dr. Kevin McGowan Cornell Ornithology Lab

New

Adopted Useful

Question

Observe

Network

Incubate

Ideate

Experiment

Crosswalk of Creative Problem Solving Processes Found in Research and Practice

Innovators DNA Dyer et al 2011

Sawyer 2012 CPS Isaksen, Dorval, Tretfinger 2000

IDEAL Bransford & Stein 1984

Sternberg 2006

Possibility Thinking Burnard, Craft, Grainger 2006

UK QCA 2005 Synectics Gordon 1961

Mumford’s Group Scott 2004

IDEO Kelley 2001

Question Question Find the

problem Frame problems

Identify problems, define goals

Redefine problems

Pose questions

Question and challenge

Problem finding

Observe Observe Acquire the

knowledge Explore data Learn Know the

domain Groundwork Info gathering

Gather related information

Look Immersion Immersion Observation

Network Network Construct

opportunities Explore possible strategies

Keep options open

Concept search

Incubate Incubation Take time off Play Envisage what might be

Ideate

Divergent Generate ideas

Generate ideas

Generate ideas

Be imaginative

Explore ideas Divergent exploration

Idea generation Brainstorming

Associative Associate Combine

ideas Cross fertilize

ideas Make

connections and see relationships

Conceptual combinations

Convergent Select the

best ideas Develop solutions

Judge ideas Reflect critically on ideas

Selection Idea evaluation

Experiment

Experiment Externalize ideas

Build acceptance

Act and anticipate outcomes

Sell the idea, persevere

Self determination

Articulation of solution, development and transformation, implementation

Implementation, planning and action monitoring

Rapid prototyping, refining, implementation

Filback, 2016 - adapted from Sawyer, R. (2012). Explaining creativity: The science of human innovation (2nd ed.). London: Oxford University Press, p. 89.

Question

Observe

Network

Incubate

Ideate

Experiment

Two types of ques1ons Descrip,ve Disrup,ve Understand the

problem beXer and get informa1on you

need.

•  WHAT… •  WHO… •  WHERE… •  WHEN…

Challenge current thinking and

assump1ons about the problem.

•  WHY… •  WHAT IF… •  WHY NOT… •  HOW MIGHT…

Dyer, Gregersen, Christensen, The Innovator’s DNA

Observing

•  Increased awareness of the world around you •  Slowing down and no1cing •  Gather insights about people and processes •  Collect data about underlying causes •  Generate ideas

Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things.

- Steve Jobs “Crea1vity is connec1ng things”

Mohammed Rezwan

Shidhulai Swanirvar Sangstha

Mohammed Rezwan

Mohammed Rezwan

Shidhulai Swanirvar Sangstha “Self-‐reliance”

Mohammed Rezwan

Shidhulai Swanirvar Sangstha

Mohammed Rezwan

Of the following, which do you think are the primary determinants of chemistry in a professional rela1onship, according to social science research?

1.  Intelligence 2.  AXrac1veness and charisma 3.  Similarity 4.  Physical proximity 5.  High status

From Ibarra, Act Like a Leader, Think Like a Leader

Personal Opera,onal Strategic Idea

Purpose

Develop personally

and professionally

Get things done

efficiently

Define future direc1ons and help org pivot

Maintain idea bank

and s1mulate

new thinking

Who

Based on interests and

career priori1es

Prescribed by the task

and organiza1on structure

Select based on needs and direc1on

People from wide-‐ranging and very disparate fields

Types of Networking

From Ibarra, Act Like a Leader, Think Like a Leader

Idea1on: Associa1ve Thinking

Coffee Shop

Space Sta1on

Climbing Expedi1on

Idea1on: Incuba1on

“Looking in” or “down1me” 1ed to:

•  Abstract thinking •  Divergent thinking •  Dis1lling experiences •  Making meaning •  Organizing memories

•  Making crea1ve connec1ons

Immordino-‐Yang, Rest is Not Idleness

hXp://www.hazeledwards.com/page/authorpreneurship_the_business_of_crea1vity.html

Question

Observe

Network

Incubate

Ideate

Experiment

Human nature School culture

Diversity Uniformity Curiosity Compliance Crea1vity Standardized

The Challenge

Sir Ken Robinson, TED Talk “Do Schools Kill Crea1vity?”

Question

Observe

Network

Incubate

Ideate

Experiment

We act our way into new ways of thinking

-‐ Unknown

Experien1al Ac1vi1es

Problem Based Learning

!"

%

Right Brain Myth

Lone Genius Myth

Insight Myth Knowledge

Pre-‐/Post-‐Survey Results, EDUC 620 Fundamentals of Crea1vity

( ( Problem Solving Confidence

%( ( , Crea1ve Self-‐Efficacy ( (

Help Others Be More Crea1ve

Efficacy


( , , ( *

#( -(. // &( * *

!(

!( 00 *0

Ques1oning Reflec1on Observa1on

Experimen1ng Idea1on Networking

Prac1ces


Design Thinking

hXp://borschtwithanna.blogspot.com/2014/07/reflec1ons-‐on-‐design-‐thinking-‐ins1tute.html

Game Based Learning

Game Design

Programming

hXp://www.storypirates.com/

“Struggling students began to use writing as a means to express their thoughts and feelings for perhaps the first time in their lives. They began to write because they wanted to, not just because they had to do so.”

– Dennis Hagen-Smith, 5th grade Teacher, Toluca Lake Elementary

•  Opportunity to create •  Par1cipatory learning •  Student centered •  Authen1c problem solving

•  Access to new exper1se

Maker Movement

hXp://cainesarcade.com

Filback - Teaching Creativity & Innovation

Education

Transcript of Filback - Teaching Creativity & Innovation