STRATEGIES FOR ENHANCING CREATIVITY © 2011 by The Johns Hopkins University. All rights reserved.
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3 Session Outcomes Participants will be able to : v Understand the concept of creativity v Apply creative strategies to classroom teaching v Use creativity and innovation as tools to enhance classroom environments
What Do We Know about Creativity? 4 v The creative personality v The creative process v Creative strategies to enhance creativity v Creative products v The creative environment v The interplay with intelligence, domain-specific expertise, and personal motivation
Essential Elements of Creativity Communication Capacity Deep Knowledge in a Domain Personal Motivation and Passion High Level Convergent and Divergent Thinking Processes Personality Traits—Openness to Experience; Risk-Taking; Non-Conforming; Independent; Confident 5
Personality Dimension 6 Openness to Experience Intuition
Openness to Experience Consistent/ Cautious Inventive/ Curious Facets: Fantasy, Aesthetics, Feelings, Actions, Ideas, Values
Openness to Experience People who are Open to Experience are… • • intellectually curious appreciative of art sensitive to beauty more creative more aware of their feelings unconventional facility for thinking in symbols and abstractions
Openness to Experience Strongly correlated with IQ Substantially heritable Enhances intelligence Is characteristic of expertise But is NOT consistently related to school achievement
Openness to Experience A Three Year Difference 230 gifted adolescents 2, 748 American and Flemish adolescents “At age 12, [gifted students] have already reached the level of O[penness to Experience] characteristic of non-selected 15 -year-olds” (Mc. Crae et al. in Gallagher, 2013)
Openness Facets Fantasy the tendency toward a vivid imagination and fantasy life Aesthetics the tendency to appreciate art and beauty Feelings being receptive to inner emotional states and feelings Actions the inclination to try new experiences Ideas the tendency to be intellectually curious Values the readiness to re-examine traditional social, religious, and political values
Open v. Closed Highly open people are seen as imaginative, sensitive to art and beauty, emotionally differentiated, behaviourally flexible, intellectually curious and liberal in values. Closed people are seen as down to earth, uninterested in art, shallow in affect, set in their ways, lacking curiosity and traditional in values.
Correlated with… Openness with general intelligence (g factor)****** Openness scores correlate about. 40 with divergent thinking (Mc. Crae, 1987) Openness scores correlate about. 30 with verbal and facial emotional recognition tasks (Terracciano, Merritt, Zonderman, & Evans, 2003) Openness also negatively correlates with right wing authoritarianism, reported correlations of -. 29 to -. 63 (Trapnell, 1994) Need for closure, which is the desire for definite answers is negatively correlated with openness, about -. 42 (Webster & Kruglanski, 1994) Need for cognition, which is people who pursue ideas vigorously, is correlated with high openness and high conscientiousness (Cacioppo & Petty, 1982; Sadowski & Cogburn, 1997)
MBTI Sensing Fact Oriented Realism Myers Briggs Type Indicator Intuitive Theory Oriented Possibilities
Studies of Gifted Youth using the MBTI If you are a HAMMER, Everything looks like a NAIL
LOGICAL AND INGENIOUS Knowledge is important For Its Own Sake Enthusiastic and Insightful Knowledge is important For Creating Change
Relationship to other Personality Traits higher Divergent Thinking is related to higher Extraversion, Openness Intelligence (Intuition) and lower Diligence (Conscientiousness)
Findings from Creativity Studies on Students K-12 18 v Creativity training can improve divergent-thinking performance. v The most effective training tends to focus on ideational strategies such as brainstorming or Osborn -Parnes-type techniques. v Training can be effective for various types of students, including gifted, on-level, and disabled students. v It is not clear how training effects generalize to applied problems, or to explain the mechanisms through which creativity training works.
Key Strategies 19 v Creative problem-solving v Metaphor development v Creative skill-building (fluency, flexibility, elaboration and originality) v Synectics
Key Strategies (cont. ) 20 v Lateral thinking v Multiple perspective-taking and role playing v Insight processes
21 Divergent Thinking …the process of generating multiple related ideas for a given topic or solutions to a problem.
Divergent Thinking • Think of as many words as you can which have the same or a similar meaning to the word… “strong”
COMMUNICATIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Create as many titles as you can for this story. List as many words as you can think of that mean a group of things – i. e. a school of fish. List as many fairy tale villians as you can think of. How many ways can you say “said”? As quiet as a _______. These are letters that form the top row of a keyboard. How many words can you make using just these letters? QWERTYUIOP List as many number words as you can think of. List titles of book that begin with “The”. How many compound words can you make using the word “light”? Why would you write a letter?
SCIENCE 1. List things that use a pulley. 2. How many living and non-living things can you find in the ocean? 3. List things that you find in the night sky. 4. A “brad” fastens two pieces of paper together. List as many things that hold things together that you can think of. 5. How many way can you think of to use a _______. 6. What floats? 7. How many ways can you keep ice frozen? 8. Name as many things that absorb liquids as you can. 9. What do you already know about ____. 10. Name things that reflect.
MATH 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. How many different problems can you think of with ______ as the answer? How many triangles can you see? How many different ways can you write 1, 000? List as many words as you can that demonstrate the size of something. List as many types of money as you can. List as many words as you can that tell you to add, subtract, multiply. How many ways can you arrange the blocks so that the perimeter equals _______? List things that are divided. How many ways can you say ½? How many equivalent fractions for ¾’s can you name?
SOCIAL STUDIES 1. Name as many “islands” as you can. 2. List as many Presidents as you can. 3. List types of maps. 4. List the types of currency. 5. List names of countries. 6. How many ways can you say “Hello”? 7. List things you would pack for a trip to the …Artic, Rainforest, etc. 8. List languages spoken in Europe. 9. List ways you could communicate with someone who doesn’t speak English. 10. List ways to tell direction. 11. List customs for celebrating a holiday.
TANGRAM TALLY Can you make the shapes with this many pieces? 1 square rectangle triangle trapezoid parallelogram pentagon letter T 2 3 4 5 6 7
In how many different ways can you solve this math problem without carrying numbers into the next column? 25 43 +25
Answer: Infinite ways as long as students understand place value. You do not necessarily need to start on the right. You can start with any number in any order and you will still get the answer 93. 25 = 20 + 5 43 = 40 + 3 +25 = 20 + 5 20 + 40 + 5 3 + 20 + 5
Divergent Production Skills 30 v Fluency v Flexibility v Originality v Elaboration v Transformation
Creativity Test Item: Make a picture using this shape 37
Divergent Functions Combinations Product Improvement/New Uses How could you use the following to improve your desk? 1. 2. 3. 4. A Lawn Sprinkler Christmas Tree Lights Empty Grocery Bag Zipper
39 Divergent Thinking with Two Variables: Metaphors
What is Metaphor? 40 v A figure of speech in which a term is transferred from the object it ordinarily designates to an object it may designate only by comparison or analogy v A relationship between two unlike objects, ideas, or situations v A physical picture of an abstract condition
What is Metaphor? (cont. ) 41 v An interpretive construct to help us understand the world in new ways v A story form to link ideas and persuade others “Our species thinks in metaphors and learns through stories” – Mary Catherine Bateson
Examples of Metaphor 42 v The universe as a mechanical system (e. g. , the solar system as clockwork) v The human body as a machine the heart is a pump) v The political machine v Modern capitalism as a cancer on the social immune system (e. g.
Examples of Metaphor (cont. ) 43 v Life is a roller coaster, full of ups and downs v Life is a river and we make decisions about how to navigate it v Gaia as the self-organizing, living web of life v The interconnected world as a whispering pond v Leaders as improvisational jazz musicians
Metaphoric Thinking Approaches 44 v Using basic structural properties of an object to define a person v Creating analogies (_______is to _______ as ______ is to _______) v Drawing bisociations (also visual puns and satire) v Building metaphor as a way to grasp an important yet difficult concept (e. g. , leadership, love, justice)
Ideas About Metaphors 45 v Metaphors determine usage in our language and are routinely used in all forms of communication. v All language is metaphorical and all metaphors are ultimately based on our bodily experience. Metaphor is an intermediary between our conceptual representation of the world and our sensory experience of the world.
Ideas About Metaphors (cont. ) 46 v The human conceptual system is metaphorical in nature as most concepts are understood in terms of other concepts. Conceptual metaphors transport properties from structures of the physical world to nonphysical structures.
Sample Metaphors 47 v Time is money v Argument is war v Society is a person v Life is a nightmare v My job is a dream
Activity: Metaphor Development 48 v Create metaphors for concepts critical to understanding gifted education: creativity, innovation, and talent development v Create a concepts map v Illustrate a metaphor
Analogies: A perceived Likeness Between Two Entities Forced Relationships A mountain football movie sandwich chair B bowl pillow window shoe clock
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Delilah 51 She has blue eyes like the ocean. Her tongue like a rose. Her nose like a heart. Her tail like a fan. Her black coat like the night sky. By Casey Carroll Grades 4 -5 Honorable Mention Center for Gifted Education Talent Search
C 3 C 2 C 1 52 Theme/Concept Write a poem like Delilah to describe your pet or an animal you know. (Use the poem as your model. ) v Evidence/Inference What evidence is important in deciding on Delilah’s identity? v. What or who is Delilah in the poem, based on the evidence? v Characterization What words does the poet use to show Delilah as a lovable creature? v
How is a butterfly 53 Like a kite? Like a stone
Synectics: Making the strange familiar and the familiar strange! Direct Analogy: a simple comparison of two objects or concepts In what ways are an owl and a scientist alike? In what ways are a boat and a car alike? Personal Analogy: a description of how it feels to identify with a person, a concept, a plant or animal, or nonliving things. Seeking levels of empathy Compressed conflict: analogy between two elements that expresses the conflict of the strange and familiar cellophane tape = imprisoned freedom; antitoxin = safe attack Fire = lifesaving destroyer
Direct and Personal Analogies 55 DIRECT Compares two things T chart or Venn Diagram PERSONAL Projection Placing yourself in the middle ‘You are an ant’ how do you feel? How do others treat you? If you could talk what would you say?
Personal Analogy 56 What would it be like to be thing? How would it feel to be an electron? What would life be like as an equilateral triangle? how would the world appear if I were to travel on a beam of light? ’ Einstein Research scientists successfully developed a new reflective window glass product by envisaging themselves part of the molecular structure of the glass and asking 'What has to happen to make us reflective'.
57 http: //www. casenex. com/casenet/front. Pages/ys. RC/resources/Model_Thinking_Lessons_K-6/Third_Grade/Science/Butterfly_Analogies. pdf
Personal Analogy Assignment 58 You are one of the raw materials used in photosynthesis; compose a friendly letter. Sciencesupport. net
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Activity: Synectics 60 Problem: Reduce noise in the school cafeteria v Direct: How is noise muffled in nature? v Personal: How would you like to be captured if you were noise? v Symbol: How could noise be represented in problem? v Fantasy: Create an ideal eating place. v Force-fit into solution the
Morphological Analysis: The Study of Form and Structure What are the items we’d find in a library? What are some common materials found in a library? Who are some people we’d be likely to find? Combine and invent! Items Common materials People
Morphological Analysis In a library we find Items: Books, tables, chairs, maps, globes Materials: Paper, pens, pencils, cardboard, cloth People: Children, librarians, adults Books, paper, children = blank paper for children to create their own books!
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Remote Associations Test 64 v RIVER NOTE BLOOD v BOARD DUCK DOLLAR v BOILED LID FLOWER
Hands-On Projects 65 Background Students use mathematical concepts and problem-solving processes in order to build a model house by acting as a general contractor. All activities are hands-on requiring students to build, design, or construct. Activities Making scale drawings Working with a floor plan Working with rulers 3 -D construction Making a drafting tool Median cost per square foot Isometric drawings Building inspecting Calculating costs Acting as energy contractor Acting as roofing contractor Designing a house Architectural site plan
Activity: Creative Problem Solving– Underachievement 66 Situation Finding v Brainstorming v v Restatement of the problem v Solution-finding v Developing a comprehensive solution v Creating a plan of action to address the issue
What do you think he said?
But now I Tell them I cheated.
The Osborne-Parnes Creative Problem Solving Process. OF FF PF IF SF AF Objective Finding Fact Finding Problem Finding Idea Finding Solution Finding Acceptance Finding Clarify the Problem Generate Ideas Select & Strengthen Solutions Plan for Action Identify Goal, Gather Data Wish, Challenge http: //members. optusnet. com. au/~charles 57/Creative/Brain/cps. htm 74
Substitute. Combine. Adapt. Modify. Put to another use. Eliminate. Reverse. 75
Parallel Process in Mathematics: Polya Understand the Problem Devise a Plan Carry out the Plan Look Back 76
Polya Understand the Problem Do you understand all the words used in stating the problem? What are you asked to find or show? Can you restate the problem in your own words? Can you think of a picture or diagram that might help you understand the problem? Is there enough information to find a solution? 77
Polya Devise a Plan Have you seen this before? Do you know a related problem? Restate the problem Guessand check Make an orderly list Consider special cases Use direct reasoning Solve an equation 78 Look for a pattern Draw a picture Solve a simpler problem Use a model Work backwards Use a formula Be ingenious
Polya Carry Out The Plan Track your progress and change strategies as necessary 79
Polya Look Back Consider what worked and chat didn’t 80
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Art Analysis v What is it? is it made of? v What ideas does it convey? v How do you respond to it? What do you identify with in the picture? v Create an art object that has a similar theme and feeling. 82 What
Activity: Stimulating Creative Thought through Art 83 v What do you see in your picture? v What could you change in the picture that would make it more appealing to you? v What aspect of the picture do you identify with and why? v Create a poem, metaphor, or graphic organizer that captures the essence of your picture.
84 How Can We Infuse Creativity Into Content? v Teach creativity-relevant skills and embed them in selected content v Encourage creative behaviors (risk-taking, openness, multiple answers) v Teach higher order concepts that embrace creative thinking v Develop content-based creative projects v Use performance-based and portfolio assessment approaches to document authentic learning
Attitudes that Inhibit Creativity Everything MUST be USEFUL Everything MUST be SUCCESSFUL Everything MUST be PERFECT Everyone MUST be like YOU You shall NOT prefer solitude to TOGETHERNESS You MUST have CONCENTRATED attention You MUST not diverge from CULTURALLY APPROVED norms Do NOT express EXCESSIVE emotional feeling Do NOT be ambiguous Do NOT rock the CULTURAL BOAT
Elements of Reasoning 86 Purpose/ Goal Evidence/ Data Point of View Assumptions Issue/ Problem Concepts/ Ideas Inferences Implications/ Consequences
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88 Inference: An inference is a step of the mind, an intellectual act by which one concludes that something is true in light of something else’s being true, or seeming to be true. If you come at me with a knife in your hand, I probably would infer that you mean to do me harm. Inferences can be accurate or inaccurate, logical or illogical, justified or unjustified.
89 Assumption: An assumption is something we take for granted or presuppose. Usually it is something we previously learned and do not question. It is part of our system of beliefs
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