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Creativity Creative Thinking & Creative Problem-solving 2 Models of Creative Problem Solving plus The Incubation Model of Teaching: 13 Additional Creative.

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Presentation on theme: "Creativity Creative Thinking & Creative Problem-solving 2 Models of Creative Problem Solving plus The Incubation Model of Teaching: 13 Additional Creative."— Presentation transcript:

1 Creativity Creative Thinking & Creative Problem-solving 2 Models of Creative Problem Solving plus The Incubation Model of Teaching: 13 Additional Creative “Qualities”

2 Creativity is not: The domain of a few individuals  Not known to be linked to specific factors or traits  Exclusive of many individuals  Shared by all, varies by many factors  Exclusively “world-altering”  Personal vs Cultural creativity  Importance of distinguishing between these 2  Need to develop Personal to achieve Cultural

3 Creativity is:  Universal  All people have this capacity, as with intelligence  Continuous  Varies by degree, type, as with intelligence  In Potential (subject to “training”)  Identifiable via types of “performances”  Performance competencies can be developed

4 2-Factor Model  Novelty: Unique, distinct, “original” responses to environment, experience, circumstances  Usefulness: Serves a purpose; responds to perceived need; solves identified problem/s

5 4 Factor Model  Fluency:  Frequency of response; actual total number of responses to a stimulus  Flexibility:  Frequency of categories of responses; actual total number of types of responses  Originality:  Statistical infrequency of response for a given individual in a given group at a given time  Elaboration:  Development of responses  Completion of ideas  Integration across ideas  “Marketing” ideas/alternatives

6 Application of Models  Working in your group, do the following:  Identify a situation in a curriculum (content to be taught/learned) in which you could apply these models  Briefly describe the instructional situation:  Who, what, when, why, how long, what’s expected…  Plan/state an activity that would develop each step of the 4 factor model

7 The Incubation Model of Teaching: Getting Beyond the Aha! E. P. Torrance & H. T. Safter (1990)  What is the “aha”?  Moments of “insight” “intuition” “revelation”  Moments of “wholeness” or “oneness” uniting with everything  Rational vs Supra-rational view of Creativity  Non-linear sequence/-ing of creative events

8 The Incubation Model of Teaching  Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”  Highlighting the essence (abstract titles)  Keeping open (resist premature closure)  Emotional awareness  Putting ideas into context  Combining & synthesizing  Visualize richly, colorfully  Using fantasy  Using movement & sound  Unusual visual perspective/s  Internal visualizations  Extending/breaking through boundaries  Using humor  Getting glimpses of infinity

9 The Incubation Model of Teaching: 3 Additional Issues  Problem-finding  Pervasive impediment: Assuming the problem is known, therefore, focus on finding the solution  Producing Alternatives  At all levels of problem-solving, increased fluency supports the processes; the more alternatives, the greater the probability of creative solution/s  Originality: Acceptance of being “different”  Adequate time  Play with ambiguity/uncertainty  Heightened awareness of importance  Make legitimate

10 The Incubation Model: Information Processing Strategies for Creative Teaching & Learning  Stage 1: Heightening Anticipation  Stage 2: Deepening Expectations  Stage 3: Keeping it Going

11 The Incubation Model: Creative Teaching & Learning  Stage 1: Heightening Anticipation (see p.9)  Create desire to know  Heighten anticipation/expectation  Get attention  Arouse curiosity  Tickle imagination  Give purpose/meaning

12 The Incubation Model: Creative Teaching & Learning  Stage 2: Deepening Expectations (see p.10)  Digging deeper  Looking twice  Listening for smells  Crossing out mistakes  Cutting holes so see through  Cutting corners  Getting in deep water  Getting out of locked doors

13 The Incubation Model: Creative Teaching & Learning  Stage 3: Keeping it Going (see pp.11-12)  Having a ball  Singing in one’s own key  Building sand castles  Plugging in the sun  Shaking hands with tomorrow

14 The Incubation Model of Teaching: 13 Qualities  Highlighting the essence  Retaining sense of importance  Staying focused  Discriminate relevant from irrelevant information

15 The Incubation Model of Teaching: 13 Qualities  Elaboration  Add details  Develop a plan  Implement/sell a solution

16 The Incubation Model of Teaching: 13 Qualities  Keep Open  Resistance to premature closure  Need for & use of time  Practice with ideas in variety of circumstances w/o time constraints

17 The Incubation Model of Teaching: 13 Qualities  Emotional Awareness  Acknowledge role/significance of affective experience/s  Adds to, not replaces, rational-cognitive experience/s  Personal insight/s

18 The Incubation Model of Teaching: 13 Qualities  Putting Ideas into Context  Meaningful synthesis of ideas & experiences  Personal, individual  Abstract analysis/synthesis:  Part-part relationships  Part-whole relationships  Generalizations across concepts

19 The Incubation Model of Teaching: 13 Qualities  Combine & Synthesize  Combine types & modes of information acquisition, processing & retrieval  “Brain laterality”: Right- vs Left-brained  Visualize Richly & Colorfully  Alternative perceptions

20 The Incubation Model of Teaching: 13 Qualities  Using Fantasy  Future possibilities  Varying point-of-view  Feeling comfortable with the “unknown”  Unconstrained by “reality”

21 The Incubation Model of Teaching: 13 Qualities  Using Movement & Sound  Experience via multiple modalities deepens concept learning  Kinesthetic & auditory experiences: Natural modalities for children (& experienced adults)

22 The Incubation Model of Teaching: 13 Qualities  Unusual Visual Perspectives  Ability to “see in different ways” heightens experiences of innovation & inventiveness  Internal Visualizations  “Seeing the insides” of objects, events, people, experiences can lead to new, deeper insights; seeing “multiple perspectives”

23 The Incubation Model of Teaching: 13 Qualities  Extending/breaking through Boundaries  Confronting the “what’s given” limitation/bias  Recognizing that new possibilities always exist  Acknowledging the potential for & ambiguity of the “incomplete” idea, object, etc, & continuing problem-solving work

24 The Incubation Model of Teaching: 13 Qualities  Using & Enjoying Humor  Integrates or synthesizes physiological, psychological & social processes  Accepting/understanding perceptual, conceptual incongruities  Recognizing unusual, unexpected combinations, surprises

25 The Incubation Model of Teaching: 13 Qualities  Glimpses of Infinity  Open-ended environment  Positive focus on the future  Actively engaging one’s self as part of perceived future for ideas to transcend the present  Developing anticipation for an open-ended, multi- possibility future

26 The Incubation Model of Teaching  Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”  Highlighting the essence (abstract titles)  Keeping open (resist premature closure)  Emotional awareness  Putting ideas into context  Combining & synthesizing  Visualize richly, colorfully  Using fantasy  Using movement & sound  Unusual visual perspective/s  Internal visualizations  Extending/breaking through boundaries  Using humor  Getting glimpses of infinity


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