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21 st Century SCAMPER Laura Magner. You CAN (and should) be more Creative Teachers have a three pronged task: Convince adults that they can think more.

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Presentation on theme: "21 st Century SCAMPER Laura Magner. You CAN (and should) be more Creative Teachers have a three pronged task: Convince adults that they can think more."— Presentation transcript:

1 21 st Century SCAMPER Laura Magner

2 You CAN (and should) be more Creative Teachers have a three pronged task: Convince adults that they can think more creatively. Carve out the time in a packed and pressured schedule. How do you teach creativity?

3 Misconceptions Creative thought is something that should be infused into every existing subject area. Art and projects

4 Changes in a classic Bloom’s (original) TaxonomyRevised Bloom’s Taxonomy EvaluatingCreating SynthesisEvaluating AnalysisAnalyzing ApplicationApplying ComprehensionUnderstanding KnowledgeRemembering

5 How do we teach it? How do we teach it when we can’t even really define it?

6 Eberle’s SCAMPER Begins with imagination, spontaneity, playfulness My take on SCAMPER takes the processes to a point where outcomes are produced

7 More than the acronym FEELING PROCESSES -curiosity, risk- taking, preference for complexity, intuition THINKING PROCESSES -fluency, flexibility, and elaboration OTHER PROCESSES - at work are imagination, brainstorming, complexity, incubation, and checklist creation.

8 SCAMPER Techniques Substitute Combine Adjust Modify Put to another use Eliminate Rearrange/reorder

9 S is for Substitute- The first verb means to substitute. Put a new thing (or person!) in the place of an existing thing (or concept.) The substitution must do the same or similar job. It’s different yet somehow similar. C is for Combine- The next verb is a fun one, combine something to the object or idea on which you are working. Attach/add anything you want.

10 A is for Adjust- This verb requires the thinker to change something to suit a condition or a different purpose. I personally also use A as Adapt - change to give a new capability. Students often seem to have trouble with this step which is interesting, as it really offers the most flexibility. Adequate time should be spent to assure they understand the meaning of the word adapt so that they can understand and remember what they can do during this step.

11 M is for Modify- (or magnify, or minify) This verb has more than one ‘m’ idea. Commonly we see modify, but can also think of it as minify or magnify. So an item or idea could be modified in some way. And as further guidance, change can be size, speed, or weight; a part of it or all of it can be modified. Put to Another Use- Eberle states that this step is to have a person or thing pretend to be or take the place of another. This sounds a lot like the substitution step.

12 Eliminate- This step says to remove or get rid of some part, some quality, a whole aspect, or part of the idea or object. One stipulation I tell my students is that they cannot eliminate something that they added previously. If it was important enough to add earlier, it should not be eliminated later. Reverse or Rearrange- Elements can re-ordered, turned around, or have an adjusted layout. Something can be moved anywhere, and it doesn’t have to be directly opposite of its previous location.

13 It’s positive because… It’s negative because… Teaching the techniques Substitute: A Day in the Life : students to explore their knowledge of typical jobs in their community and to use this knowledge to imagine how switching career professionals would change those jobs. The changes could be both positive and negative.

14 Put to Another Use: Foiled Again: students will come up with unusual, yet useful, ideas for how to use tin foil. Their new ideas should involve using the foil to help a situation, fix a problem, or create something novel or entertaining. StyleDescriptionPictorial representation Flat foil Folded/twisted foil Balled foil

15 Eliminate: Pare and Share: critically look at an everyday item and pare it down to its most essential parts.

16 Integrated Activities Straight SCAMPER

17 Reverse SCAMPER white sneaker (such as Keds®)fancy, modified sneaker/running shoe basic analog watch, plain bandmodified, multi-function watch white paper plateZoo Pals® plate by Hefty® plain backpack/book bagModified, multi-function book bag (pictures) c1960 TV(pictures or ads) 2010 or newer TV (pictures interior & exterior) c1960 car(pictures or ads) current year cars Work backwards, analyze existing things and pull out the SCAMPER techniques.

18 Roll of the dice

19 Roundabout Everyone has a say in this group SCAMPER.

20 Sweet, sweet SCAMPER Use a little sweet motivation to entice the class to think creatively. M&Ms® Sweet Tarts® RedSubstitute YellowSubstitute GreenCombine PinkCombine OrangeAdapt OrangeAdapt BlueModify PurpleModify BrownEliminate BlueEliminate YellowRearrange GreenRearrange

21 Creativity SPREE Specificity Perseverance Record Keeping Enrich Expand

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