Revised I&C

Innovation & Creativity

In Multiple Intelligent Ways

You can view the animated version of this presentation (thanks to Tim

Bergeron & Dani Rexach) on the R.O.S.E.® website:

www.rosemanagement.com

http://www.rosemanagement.com/

Teaching creativity is a current topic, being covered in the press.

Everyday CreativityExpressions of originality and meaningfulness:

“Everyday we use language to speak sentences that have never been spoken before. We express thoughts that have never been expressed. All of this is so

deeply ingrained that we don’t notice how creative it is.”

Art Markman, Tools for Innovation

Theoretical Background

Constructivism

Multiple Intelligences

Epistemology

TESOL Scholarship

…Creativity in the Language Classroom…

Innovation & CreativityInnovation & Creativity

Why?

What?

How ?

• Palindromes (Symmetry)

• Reversals

• (re)Arrange

• Similes/Analogies

• Metaphors

AbstractionsAbstractions

© 2010 Rose Management Group

Identify the Identify the PrinciplePrinciple


PalindromesPalindromes

Palindromes (Symmetry)Palindromes (Symmetry)DefinitionDefinition

Palindromes are meaningful units that are the same backward or forward.

ExampleExampleMOM or WOW

1221Madam I’m Adam


Palindromes (Symmetry)Palindromes (Symmetry)ESL ExamplesESL Examples

Word Square

http://www.fun-with-words.com/palindromes.html

Minimal Pairs

mammemmimmommum




SymmetrySymmetry

Method-ical

Innovation & Creativity is …


a + b + c = c + b + a

Palindromes (Symmetry)Palindromes (Symmetry)MathematicalMathematical

NaturalNatural


ReversalsReversalsDefinitionDefinitionReversals make new meaningful units in the

opposite direction.

ExampleExamplePalindromes - Semordnilap

Drawer - Reward


ReversalsReversalsESL ExampleESL Example

Word Order

dog bit boyboy bit dog

dog stressed godgod desserts dog


ReversalsReversalsPhysicalPhysical Musical Musical


(re)Arrange(re)ArrangeDefinitionDefinition

Recombine or expand the pieces of a meaningful unit into another meaningful unit.

ExampleExampleAnagrams

The Eyes: They See


Gladly Luau Goes

ESL ExamplesESL Examples

http://www.wordsmith.org/anagram/

(re)Arrange(re)Arrange


CREATIVEReactiveCave TireA Rice VetAct Ever I

INNOVATIONOvation InnVan I NotionVain I No NotNova In It On

MusicalMusical(re)Arrange(re)Arrange

VisualVisual


Similes /AnalogiesSimiles /AnalogiesDefinitionDefinitionSimiles compare two meaningful units, often

with “like” or “as”. Analogies compare two similes.

ExampleExampleHungry like a wolf

Hunger : Wolf :: Memory : Elephant


Similes /AnalogiesSimiles /AnalogiesESL ExampleESL Example

As easy as pie: Very easy

“I thought you said this was a difficult problem. It isn’t. In fact, it’s as easy as pie.”

http://www.eslcafe.com/idioms/id-a.html© 2010 Rose Management Group

Musical Similes /Analogies

Visual


Vivaldi’s The Four Seasons :“La Primavera” (Spring) Recorded by John Harrison – Violin, Robert Turizziani – Conductor (2000, February, 6).

MetaphorsMetaphorsDefinitionDefinition

Metaphors make two different meaningful units the same.

ExampleExampleDrowning in money

Fog comes in on little cat feet


MetaphorsMetaphorsESL ExampleESL Example

Be a piece of cake: Be very easy

“Bob said the test was difficult, but I thought it was a piece of cake.”

http://www.eslcafe.com/idioms/id-b.html


MetaphorsMetaphorsPhysicalPhysical Visual Visual


Abstractions GameAbstractions Game

http://www.rosemanagement.com/Intro_DigIntoAbstractions.html

Everyday Creativity Students who practice everyday creativity

tend to be • Open-minded and curious• Persistent• Positive• Energetic, and • Intrinsically motivated.

Ivcevic

“Big C creativity little c creativity”- Craft 2000 & 2005

Creativity in Education

• Posing questions• Making connections• Being imaginative• Exploring options• Engaging in critical reflection/evaluation

Cremin, 2009

Why is Creativity Important?

• Language use as a creative act• Compensation strategies• Source of motivation, challenge and inspiration • Developing self-esteem • Genuine communication and cooperation• Enriching classroom work by highlighting

individual talents, ideas and thoughts (both learners’ and teacher’s)

• Creative thinking as an important real-life skill

Creative English Teaching Practice

• Profiling meaning and purpose• Employing affectively engaging texts• Fostering play and engagement• Harnessing curiosity and profiling agency• Encouraging collaboration and making

connections• Integrating review, reflection, feedback, and

celebration• Taking time to explore• Ensuring creative involvement of the teacher

Adapted from Cremin, 2009

How Can Educators “Kill” Creativity?

• Have children work for an expected reward• Set up competitive situations• Have children focus on expected evaluation• Use plenty surveillance• Set up restricted-choice situations

Hennessey and Amabile (1987)

Facilitating Creativity (Sternberg & Lubart, 1991)

• Intelligence • Knowledge • Intellectual style • Personality• Motivation • Environmental context

Two aspects of intelligence relevant to creativity: • problem definition and redefinition, and • insight skills.

Creativity and Academic Achievement

• Be aware of the many facets of creativity: verbal and written (Creativity enters all curricular areas and disciplines)

• Encourage divergent learning activities• Be a resource provider and director• Listen and laugh with students• Allow students to have choices and be a part of the

decision-making process • Let everyone get involved and support ideas and

solutions to problems and projects (Torrance, 1981, p. 32)

Creativity and Academic Achievement

• Support and reinforce unusual ideas and responses

• Use failure as a positive and meet acceptable standards in a supportive atmosphere

• Adapt to student interests and ideas • Allow time to think and develop creative ideas

(Not all creativity occurs immediately and spontaneously)

• Create a climate of mutual respect and acceptance so that students share, develop, and learn

(Torrance, 1981, p. 32)

ELT Materials for Creativity

• Exploit prior knowledge and experience• Provide opportunities for learner inventiveness• Additional challenges for highly motivated

learners• Opportunities for learners to contribute

(Tomlinson, 2003)

Abstraction

U = Intelligence

TriviaMaster

Creativity

Innovation

Conclusion


Special thanks to

Tim Bergeron & Dani Rexachfor their help with the creation of this

presentation.

Revised I&C

Documents

Transcript of Revised I&C