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Module 7: Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06 Giftedness Realising the Potential.

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Presentation on theme: "Module 7: Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06 Giftedness Realising the Potential."— Presentation transcript:

1 Module 7: Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06 Giftedness Realising the Potential

2 Intended Outcomes At the end of our presentation, fellow teachers will: know the definition of creative thinking; know the definition of creative thinking; understand why creative thinking is one of the criteria or indicators for gifted students; understand why creative thinking is one of the criteria or indicators for gifted students; get to know SCAMPER in connection with creativity. get to know SCAMPER in connection with creativity.

3 Gifted Education in Hong Kong To cater to the educational needs of gifted students, we advocate the following principles: Nurturing multiple intelligences is a fundamental goal of quality basic education and should be the mission of ALL schools; Nurturing multiple intelligences is a fundamental goal of quality basic education and should be the mission of ALL schools; Gifted education should be part of quality education. The needs of gifted students, like their less able counterparts, should basically be met in their own school; Gifted education should be part of quality education. The needs of gifted students, like their less able counterparts, should basically be met in their own school; A broad definition using multiple intelligences should be adopted; A broad definition using multiple intelligences should be adopted; Exploring students' thinking and creativity abilities and social skills should be the foci of gifted education. Schools should provide sequential and multiple educational activities to gifted students at different levels; Exploring students' thinking and creativity abilities and social skills should be the foci of gifted education. Schools should provide sequential and multiple educational activities to gifted students at different levels; To compile resources collected from educational parties/bodies as support to schools. To compile resources collected from educational parties/bodies as support to schools. Gifted Education Section, EMB

4 What is Creativity? Creativity (or creativeness) is a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts. Creativity (or creativeness) is a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts.

5 What is Creativity? From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness. From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness.

6 What is Creativity? Construct a brainstorming web or a mind map regarding creativity or creative thinking. Construct a brainstorming web or a mind map regarding creativity or creative thinking. Creativity/ Creative thinking

7 Definition of Creativity Creativity involves: the breaking away from traditional patterns of thought the breaking away from traditional patterns of thought using Bloom’s analysis, evaluation and synthesis to generate new knowledge and different solutions using Bloom’s analysis, evaluation and synthesis to generate new knowledge and different solutions reflective thought, meditation reflective thought, meditation deferring judgement deferring judgement

8 Piirto, J.--- “ Creativity is the underpinning…the foundation that permits talent to be realized.” “ Creativity is the underpinning…the foundation that permits talent to be realized.” Views of Creativity by Different Scholars

9 Reid--- “Students of today will be involved in careers and experiences in the future which will require creative problem- solving skills.” “Students of today will be involved in careers and experiences in the future which will require creative problem- solving skills.”

10 Views of Creativity by Different Scholars Gagne’s--- “Creativity is a separate gift domain and the catalysts of motivation, personality and environment influence the development of that gift into a talent.” “Creativity is a separate gift domain and the catalysts of motivation, personality and environment influence the development of that gift into a talent.”

11 Views of Creativity by Different Scholars Adams, Scott--- “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.” “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.”

12 Bloom’s Taxonomy for gifted students Synthesis (Create) Evaluation (Evaluate) Analysis (Analyse) Application (Apply) Comprehension (Understand) Knowledge (remember) Views of Creativity by Different Scholars Anderson---

13 Characteristics of Gifted Children in Area of Creativity Students gifted in creativity: have an acute sense of beauty; have an acute sense of beauty; enjoy risk-taking; enjoy risk-taking; are able to generate many alternative means to solve complicated problems; are able to generate many alternative means to solve complicated problems; have a delicate sense of humor; have a delicate sense of humor; are flexible. are flexible.

14 memory for facts & detail imaginative complexity of thought reflective independent intuitive energetic sensitive to beauty

15 curious persisten t open to ideas sense of humour flexible original Many ideas, fluency of thought emotionally sensitive

16 Recall (Module 5) Critical thinking includes: Critical Thinking ? Analysing Analysing Evaluating Evaluating Comparing Comparing Reflecting Reflecting Predicting Predicting

17 Recall (Module 5) What is involved in critical thinking? Inductive thinking Inductive thinking Deductive thinking Deductive thinking Evaluative thinking Evaluative thinking

18 Comparison of Critical and Creative Thinking Critical ThinkingCreative Thinking

19 Analysing and evaluating ideas, processes and products CriticalCreative Creating, inventing original ideas, processes and products Comparison of Critical and Creative Thinking

20 CriticalCreative Breaking down ideas into component parts, comparing similarities and differences, recognising relationships Combining previously unrelated components to form new ideas, processes and products Comparison of Critical and Creative Thinking

21 Critical Creative Analysing for bias, inconsistencies, relevance and reliability Generating ideas and deferring judgement Comparison of Critical and Creative Thinking

22 CriticalCreative Critically reflecting - metacognition Reflecting on possibilities, “day-dreaming” Comparison of Critical and Creative Thinking

23 Critical Creative Using insight – predicting consequences Using intuition Comparison of Critical and Creative Thinking

24 1. Consider the subject(s) you are now teaching or you taught previously. 2. How does the curriculum affect the development of creativity? Barriers to Development of Creativity Regarding Different Curriculum

25 Barriers to Development of Creativity Regarding Different Curriculum Examples: Mathematics Close-end Questions Close-end Questions Factual Factual “Justify your answer” type questions are always banned “Justify your answer” type questions are always banned Liberal Studies Open-end Questions Open-end Questions Critical Critical No model or standard answers No model or standard answers

26 Barriers to Development of Creativity Regarding Different Curriculum 4 Types: 4 Types: –Cultural Barriers; –Emotional Barriers; –Perceptual Barriers; –Environmental Barriers.

27 CULTURAL BARRIERS Different societies have rules and expectations of what is and what is not acceptable as creative expression.

28 EMOTIONAL BARRIERS Fears of making a mistake or being ridiculed

29 PERCEPTUAL BARRIERS the inability to break away from traditional patterns; the inability to break away from traditional patterns; lacking a unified perception of the wholeness of the universe; lacking a unified perception of the wholeness of the universe; polarising things into opposites, instead of integrating the best of both sides; polarising things into opposites, instead of integrating the best of both sides; over-valuing objectivity; over-valuing objectivity; being so oversaturated with visual patterns that one cannot see the finer details. being so oversaturated with visual patterns that one cannot see the finer details.

30 ENVIRONMENTAL BARRIERS Workplace (including school or at home) Lack of challenges, stimulation Lack of challenges, stimulation Restricted access to resources, experiences Restricted access to resources, experiences Stereotyping, rigid program Stereotyping, rigid program Limited view of creativity and its power Limited view of creativity and its power No time to “dream”, imagine No time to “dream”, imagine

31 What is SCAMPER? SCAMPER is a tool to generate new ideas or products. SCAMPER is a tool to generate new ideas or products.

32 S substitute C combine A adapt M modify / magnify / minify P put to other uses E eliminate R reverse / rearrange

33 Applications of SCAMPER How could SCAMPER be used in daily lives or various areas of study?

34 Chan Yik Hei’s Invention: Cup Specially Designed for the Blind

35 How is SCAMPER related to Bloom’s Taxonomy in Chan Yik Hei’s invention?

36 Applying SCAMPER 1.Take a look on your mobile phone. 2. Design your own dream mobile phone.

37 Mobile Phone Design Pay attention to the order of the buttons. Pay attention to the order of the buttons. Why are they put in such order? Why are they put in such order?

38 Order of Phone Number Buttons *0# * 48#  

39           Not practical! Should fit for the using habit Statistical research Knowledge backup User-friendly

40 To each group, you will be given an object (old-fashioned), use your creativity to have them changed/modified in terms of its function, appearance, etc. To each group, you will be given an object (old-fashioned), use your creativity to have them changed/modified in terms of its function, appearance, etc. State what elements you have applied in SCAMPER. State what elements you have applied in SCAMPER.

41 S substitute C combine A adapt M modify / magnify / minify P put to other uses E eliminate R reverse / rearrange 7 Elements of SCAMPER

42 Old-fashioned Spectacles A Traditional Clock Classic Sport Shoes A Sundial

43 School-based GE Implementation in Math Teaching Creativity in Math Creativity in Math (Estimation) Related links:

44 Creativity in Math Estimation 1. How many Chupa Chups are there in the box? 2. Elaborate your ways of doing the estimation. Chupa Chups Photos:

45 School-based GE Implementation in Math Teaching Creativity in Math (3D Figures)

46 Pre-requisite Knowledge

47 Educating Gifted Students on Leadership, Creativity and Critical Thinking Group No. Creativity in Mathematics Christian Alliance S C Chan Memorial College Class : 4E Group Members : __________________________________________________ A Brief Description of your Masterpiece __________________________________________________ __________________________________________________ __________________________________________________ A Picture of your Masterpiece

48 Peer Comments 4-Rank Questions (4 : Highest, 1 : Lowest) 4-Rank Questions (4 : Highest, 1 : Lowest) 1. Is the above Masterpiece interesting? _____ 2. Is it creative? _____ 3. Is it applicable to our daily life? _____ 4. Can it be modified so as to be further applied in any aspect? _____ Higher Order Thinking Questions Higher Order Thinking Questions 1. Why a paper cup is always designed in the shape of cone but not other shapes like pyramid? _____________________________________________________ _____________________________________________________ _____________________________________________________ 2. Why a spiral ladder is often designed alongside a huge object (e.g. a mountain, a tower, or a cylindrical object) in order to let people climb up from the lowest spot? _____________________________________________________ _____________________________________________________ _____________________________________________________ 3. Design your own ladder or cup.

49 Further Exploration Some students claim that some of the reasons that a paper cup is commonly designed in the shape of a cone rather than it is in the shape of a pyramid may be due to : The more the water (volume) that the cone may contain. The less the paper is dissipated to make a paper cup a cone than a pyramid. Are the above guesses true? Let’s figure them out! We are therefore going to explore whether making a paper cup a cone will contain more water (larger volume) and in a more economical way ( less total surface area) than that of a right pyramid. So a comparison between a cone and a right square pyramid is made as follows in terms of their volume and total surface :

50 Suppose height = 10cm, radius = 5cm (An Inscribed Circle) (A Circumscribed Circle) (A Cone) (A Right Sq.-base Pyramid) Given volume of cone or pyramid = 1/3 x base area x height Given surface area of pyramid = sum of all lateral faces of the pyramid Given curved surface area of cone = ∏rl Therefore volume of your cone = _________________________________________________ _________________________________________________ _________________________________________________

51 volume of your pyramid = _____________________________________________ _____________________________________________ _____________________________________________ surface area of cone = _____________________________________________ _____________________________________________ _____________________________________________ surface area of pyramid = _____________________________________________ _____________________________________________ _____________________________________________ Finally, what conclusion will you give ? _____________________________________________ _____________________________________________ _____________________________________________

52 Conclusion 1. Importance of creativity “Students of today will be involved in careers and experiences in the future which will require creative problem-solving skills.” (Reid, 1990) “Students of today will be involved in careers and experiences in the future which will require creative problem-solving skills.” (Reid, 1990) To be well-prepared for the future, individuals need to be able to explore ideas and solve problems creatively, rather than simply reproduce existing knowledge. To be well-prepared for the future, individuals need to be able to explore ideas and solve problems creatively, rather than simply reproduce existing knowledge.

53 Conclusion 2. Creativity should not be boundless Anything which is made to be a piece of art or masterpiece should at least be confined in some reasonable areas. Anything which is made to be a piece of art or masterpiece should at least be confined in some reasonable areas. It is always worthy to enable the creation following some well-defined rules or regulations, otherwise the creativity would be easily deviated, and effort would be in vain. It is always worthy to enable the creation following some well-defined rules or regulations, otherwise the creativity would be easily deviated, and effort would be in vain.

54 Conclusion 3. Innovations VS Conformity Quotation from Scott Adams: “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.” Quotation from Scott Adams: “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.” We can’t agree more to the above saying, since we believe gifted students should be capable of attaining the equilibrium between innovations and conformity. We can’t agree more to the above saying, since we believe gifted students should be capable of attaining the equilibrium between innovations and conformity.

55 Conclusion 4. Create your own plan for a Happy New Year. Enjoy!


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