1. CREATIVITY A POTENTIAL WITHIN!
PRESENTED BY
ALISTAIR MATHER

2. THE DESIGN PROCESS: (NCS policy)
….at the heart of this process is the identification of everyday problems, needs or wants of people, and the selection and application of appropriate resources, knowledge, skills and values to develop practical solutions.
The design process encourages the development of critical and creative thinking skills

3. Critical vs Creative Thinking http://www. asa3
CRITICAL THINKING
CREATIVE THINKING
Analytic
Generative
The answer
An answer
Yes but
Yes and
Verbal
Visual
Objective
Subjective
Linear
Associative

4. The best way to have a good idea is to have lots of ideas.
Linus Pauling, physicist
Linus Carl Pauling (February 28, 1901 – August 19, 1994) was an American chemist, peace activist, author, and educator.

5. ARE YOU A CREATIVE TEACHER?
THE CHALLENGE?
AS TEACHERS WE MUST NURTURE THE POTENTIAL OF CREATIVITY IN ALL CHILDREN BY PROVIDING THE CONDITIONS FOR GROWTH.
WHAT IS YOUR INTENTION?
ARE YOU A CREATIVE TEACHER?

6. SELF ASSESSMENT: ARE YOU ENCOURAGING CREATIVITY IN YOUR CLASS?
Criteria:
YES NO
Time for play and experiment
Class atmosphere allows risk taking
Time for critical evaluation
Learners have ownership of the task
Learners make their own decisions
Respects the creativity of others

7. THE HUMBLE CLOTHES PEG!

8. COMPONENTS of CREATIVITY
mental play / connect unconnected things
1. Imagination –
2. Originality-
3. Values-
to self / peer / history
the gatekeeper / makes judgements

9. 1. IMAGINATION:
PLAY- BY CONNECTING IDEAS OF PREVIOUSLY UNCONNECTED IDEAS
THINK UNCONVENTIONALLY AND THEN CHOOSE TO DO IT DIFFERENTLY
(Croft 2000)

10. LETS TRY! + = + =

11. 2. ORIGINALITY: to the individual, peer group and Historic (unique)
“THE CREATIVE ACT IS NOT AN ACT OF CREATION LIKE IN THE BIBLE
THAT CREATES SOMETHING OUT OF NOTHING: IT UNCOVERS, SELECTS, RESHUFFLES AND COMBINES, ALREADY EXISTING FACTS AND IDEAS.”
(Ashcroft and James 1999)
e.g: Telephone and Camera +

12. BICYCLE+ PUSHMOWER =

13. 3. VALUES:
MAKE A JUDGEMENT BASED
ON VALUES
ACTS AS A GATE KEEPER

14. INVENTIONS TO AMUSE YOU!
CHINDOGU:
INVENTIONS TO AMUSE YOU!

15. CHINDOGU: Continued
ampontan.wordpress.com/.../

16. PRITT + BUTTER =

17. FOUR PHASES OF CREATIVITY
1.Preparation – research stage
2.Incubation – time away from the task
3.Illumination- creative leap / in a flash
4.Verification- testing

18. MAKING IT SEE-THROUGH ://www. toxel
MAKING IT SEE-THROUGH ://

19. ://

20. ACTIVITY vs. DESIGN APPROACH TO TEACHING
Activity Approaches:
Open ended explorations
Directed activities
Design Approaches:
Design and make
Scaffold parts of Design and make
Redesign/ modify / improve
Investigate / disassemble / evaluate

21. EDWARD DE BONO: SIX THINKING HATS
WHITE HAT
Information/ facts
What do you know, what do you need to know, how will you find out?
YELLOW HAT
Benefits / positive
Say what you see that is positive or a benefit.
BLACK HAT
Caution / weaknesses
Point out any potential problems.
RED HAT
Feelings / emotions
What do you feel about the situation?
GREEN HAT
Creativity / alternatives
What possibilities, new ideas, alternatives could improve the situation?
BLUE HAT
Organisation thinking / thinking about thinking
What do you need to think about next? What will you do next?

22. EACH START THEIR DESIGN AND MOVES IT ON TO BE ADDED TO BY ANOTHER
ROUND ROBIN STRATEGY
EACH START THEIR DESIGN AND MOVES IT ON TO BE ADDED TO BY ANOTHER

23. PIES INFORMATION SHEET http://www. foresight. gov
P = Physical need
I = Intellectual needs
E = Emotional needs
S = Social needs
Questions:
What are each needs?
What is needed to meet the needs?

24. Examples of needs! EMOTIONAL: SOCIAL: PHYSICAL: INTELLECTUAL:
Food, water, air, keep warm, protection …
INTELLECTUAL:
Learn new things, games, books, TV, radio …
EMOTIONAL:
Feel safe, care, how I feel
SOCIAL:
Friends, talking…..

25. Problem Solving Technology Education Focuses on . . .
within a real context!
Don’t give the learners the answer to the problem, give them the knowledge / skills to solve the problem!
K Walstra –St Stithians College

26. DESIGN: CONSTRAINTS AND SPECIFICATIONS
Is the order as listed in the assessment standard problematic? (Grade 4-6 has no reference)
Grade 7: Lists product and design specifications and constraints for a solution to a given problem, need or opportunity based on some of the design key words:
DESIGN BRIEF
SPECIFICATIONS:
people: age, target market, human rights, access;• purpose: function, what the product will do;• appearance: colour, shape;• environment: where the product will be used or made, impact on the environment;• safety: for users and manufacturers;• cost: cost of materials, wastage, cost of manufacture, maximum selling price.
CONSTRAINTS:
Factors that limit

27. THANK YOU!
singularityhub.com/.../