How You Design Creativity!
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How You Design Creativity!

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One of the best presentation, to demonstrate how we approach problems to resolve theoretically, one has to follow the concept!

One of the best presentation, to demonstrate how we approach problems to resolve theoretically, one has to follow the concept!

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  • 1. HOW DO YOU DESIGN FORCREATIVITY?BROUGHT TO YOU BY THE BUCKET BRIGADE and a plea to help foster creativity in the classroom
  • 2. “CREATIVITY IS THE PROCESS OF HAVING ORIGINAL IDEAS THAT HAVE VALUE.” – SIR KEN ROBINSON http://bit.ly/educationbrilliantlyput
  • 3. CREATIVITY IS ALSOTHE PRODUCT OFA DYNAMIC SYSTEM.IF WE WANT TO FOSTER CREATIVITY,WE NEED TO UNDERSTAND HOW THEELEMENTS OF THAT SYSTEM INTERACT.
  • 4. DIVERGENT THINKING CONVERGENT THINKINGAT ITS CORE,CREATIVITY FLOWSFROM THE INTERACTIONOF TWO FORCES.
  • 5. DIVERGENT THINKING IS THE FREEFORM, OFTEN SPONTANEOUS,EXPLORATION OF MANY NOVEL IDEAS.CONVERGENT THINKING IS THE SEARCHFOR THE MOST CORRECT ANSWER TO ACLEARLY DEFINED PROBLEM.
  • 6. DIVERGENT THINKING IS IMAGINING100 UNIQUE USES FOR A PAPERCLIP.CONVERGENT THINKING IS YOURTYPICAL STANDARDIZED TEST.
  • 7. DIVERGENT THINKING IS IMAGINATION.CONVERGENT THINKING IS REASON.
  • 8. DIVERGENT THINKING CAN OFTEN LEADTHE PROCESS OF PROBLEM SOLVING,CREATING MANY POSSIBILITIES TO BEWINNOWED DOWN BY CONVERGENT THINKING.BUT TRULY CREATIVE IDEAS ARE OFTENBIRTHED FROM MANY ROUNDS OF GOINGBACK AND FORTH BETWEEN THE TWO.
  • 9. DIVERGENT THINKING REQUIRES THE COURAGETO MAKE MISTAKES, THE FREEDOM TO PLAY,AND A PUSH TO EXPLORE NEW PERSPECTIVES.CONVERGENT THINKING REQUIRES NECESSITY,WELL DEFINED OBJECTIVES, KNOWLEDGE,AND REASONING SKILLS.
  • 10. THE DESIGN OF SYSTEMS ANDENVIRONMENTS THAT FOSTERCREATIVITY IS A PROCESS OFBALANCING EQUAL OPPORTUNITYFOR, AND ENSURING INTERACTIONBETWEEN, DIVERGENT ANDCONVERGENT THOUGHT.
  • 11. Foster an Reward Atmosphere Curiosity Be Encourage of Play Persistent Mistakes Try on New Perspectives Urge Define the Non-conformity Problem for Yourself DIVERGENT THINKING FocusAttention CONVERGENT THINKING Ensure Adequate Education Set Clear Provide Objectives Building Blocks of Encourage Reasoning Skills Become Aware of Melding of Optimal Solutions Test, Your Internal Measure, and Reasoning Process Refine
  • 12. COLLABORATION IS CRITICAL –AS WE GROW OLDER, WE TEND TO BECOMESPECIALIST THINKERS, RELYING HEAVILY ON ASINGLE MODE OF THOUGHT.GROUPS THAT BALANCE CONVERGENT ANDDIVERGENT THINKERS ARE ABLE TO SOLVEPROBLEMS MORE EFFECTIVELY.
  • 13. SO WHY DOES CREATIVITY MATTER?CREATIVITY ISTHE MEASUREOF OUR RESILIENCE. IN A WORLD WHERE THE FUTURE IS NOW MORE UNPREDICTABLE THAN EVER BEFORE, CREATIVITY IS AT THE CORE OF OUR ABILITY TO WEATHER UNFORESEEN AND DISRUPTIVE EVENTS.
  • 14. THE FUTURE DEPENDS ON OUR ABILITY TO DEVELOPA NEW CROP OF CREATIVE PROBLEM SOLVERS.NOWHERE IS CREATIVITYMORE CRITICAL OR INGREATER CRISIS THANTODAY’S CLASSROOM.
  • 15. Reward Curiosity Try on New Perspectives Encourage Mistakes Foster anAtmosphere Define the of Play Problem for Yourself Be WE MUST RE-BALANCE THE EDUCATION SYSTEM. Persistent WE NEED CREATIVE IDEAS TO BRING DIVERGENT Urge Non-conformity THINKING BACK TO THE CLASSROOM.
  • 16. AND BECAUSE THE FUTURE IS A PLACEWE’D ALL LIKE TO VISIT SOMEDAY,EACH OF US HAS A PARTTO PLAY IN DESIGNING IT.PLUS, IT’S KINDA FUN.
  • 17. HERE ARE SOME THOUGHTSTO GET YOU STARTED.EXERCISE YOUR DIVERGENT THINKING,GRAB A PEN AND PAPER AND PUSHYOURSELF TO COME UP WITH10-20 UNIQUE IDEAS.
  • 18. IF YOU WANT TO CHANGE A SYSTEM, THEMOST POWERFUL WAY TO START IS BYQUESTIONING THE PARADIGMS BEHIND IT.WHAT IF CREATIVITY WAS CONSIDEREDJUST AS IMPORTANT AS LITERACY?EXERCISE: WHAT WOULD AN EDUCATIONSYSTEM BE LIKE IF IT PUT CREATIVITY ATTHE CORE OF ITS VALUES? WOULD ITSPLINTER SUBJECTS INTO DIFFERENTCLASSES? WOULD IT GROUP CHILDRENSOLELY BY THEIR AGE? WOULD STUDENTSSIT IN DESKS? WOULD TEACHERS NEEDCLASSROOMS? QUESTION THE MOSTBASIC ASSUMPTIONS OF HOW SCHOOLSHOULD BE RUN AND HOW STUDENTSSHOULD BEHAVE.
  • 19. A SYSTEM IS ONLY AS EFFECTIVE AS THEGOALS IT SETS FOR ITSELF. TODAY’SEDUCATION SYSTEM HAS ONE MYOPICFOCUS: MATRICULATION.EXERCISE: SET NEW GOALS FOREDUCATION AND EXPLORE HOW TOACHIEVE THOSE GOALS. FOR EXAMPLE,WHAT IF WE EXPECTED SCHOOLS ANDSTUDENTS TO HELP SOLVE REALPROBLEMS IN THEIR LOCALCOMMUNITIES? HOW WOULD YOU SETTHAT GOAL, HOW WOULD YOU DESIGNINTERACTIONS (GAMES, SCIENCE FAIRS,TRIPS) AROUND ACCOMPLISHINGTHAT TASK?
  • 20. IF EDUCATION IS THE ANSWER TOCONFRONTING TOMORROW’S CHALLENGES,THE SCHOOL SYSTEM MUST HAVE THEABILITY TO ADAPT TO THOSE CHALLENGES.HOW DO WE EMPOWER STUDENTS ANDSCHOOLS TO SELF-ORGANIZE AND EVOLVE?EXERCISE: THINK ABOUT TECHNOLOGIESTHAT WOULD HELP STUDENTS ANDSCHOOLS MAKE PREDICTIONS ABOUT THEFUTURE – AND THEN CONFRONT THOSEPREDICTIONS. HOW DO WE EMPOWERSTUDENTS TO SELF-ORGANIZE AROUNDTHEIR PASSIONS AND TALENTS?
  • 21. IF SCHOOLS SEEM TO BE RUN BY MIDDLEMANAGERS, IT’S BECAUSE THEY ARE.IN ANY SYSTEM, THE PEOPLE THAT MAKETHE RULES DEFINE BEHAVIOR THROUGHTHEIR OWN CONTEXT.EXERCISE: WHAT WOULD SCHOOL BE LIKEIF SOMEONE ELSE CREATED THE RULES,PUNISHMENTS, AND INCENTIVES? HOWWOULD TED DESIGN LECTURES TO INSPIRECREATIVITY? HOW WOULD A JAZZMUSICIAN GIVE HOMEWORK? HOW WOULDA GAME DESIGNER UNLOCKACHIEVEMENTS FOR CREATIVE IDEAS?
  • 22. THE TRIED AND TRUE INCENTIVE FOREDUCATION, THAT A DEGREE ASSURES A GOODJOB, IS NO LONGER AS TRUE AS IT ONCE WAS.EXERCISE: HOW DO WE REWARD CREATIVEBEHAVIOR? OUTSIDE OF SCHOOL, THE MOSTCOMMON SYSTEM FOR REWARDINGCREATIVITY IS CALLED CAPITALISM. WHATCAN WE LEARN FROM THAT SYSTEM? CAN WEAPPLY IT INSIDE SCHOOL?
  • 23. INNOVATION IS THE PROCESS OFREMIXING NEW TECHNOLOGIES INTOEXISTING SYSTEMS. TODAY, INNOVATIONPLAYS A BIGGER PART IN MARKETINGPRODUCTS TO KIDS THAN FOSTERINGCREATIVITY IN THEIR CLASSROOM.EXERCISE: WHAT TECHNOLOGIES BELONGIN A MODERN CLASSROOM? HOW SHOULDTHEY BE USED TO FOSTER COLLABORATIVECREATIVITY? HOW DO YOU ENCOURAGECONTINUAL INNOVATION IN THEEDUCATION SYSTEM?
  • 24. A GENERATIVE RELATIONSHIP IS ONE THATPRODUCES NEW SOURCES OF VALUE THATCANNOT BE FORESEEN IN ADVANCE. IN TIMESOF DYNAMIC CHANGE, ORGANIZATIONS NEEDTO CULTIVATE AS MANY GENERATIVERELATIONSHIPS AS THEY CAN.EXERCISE: WHAT BRANDS ANDORGANIZATIONS STAND FOR CREATIVITYAND/OR HAVE AN INTEREST IN A MORECREATIVE WORKFORCE? THINK ABOUT WHATVALUE THEY CAN BRING TO THE TABLE TOCREATE NEW CREATIVE OPPORTUNITIESFOR STUDENTS.
  • 25. Try on New Perspectives Reward Curiosity Define the Foster an Problem forAtmosphere HOW MANY IDEAS DO YOU HAVE SO FAR? Yourself of Play HERE’S A FINAL EXERCISE TO HELP YOU GET TO 20 UNIQUE IDEAS: Be Persistent MATCH THE REQUIREMENTS FOR DIVERGENT THINKING ON THE LEFT, WITH Encourage THE ENVIRONMENTS STUDENTS FIND Mistakes THEMSELVES IN, AND THE TECHNOLOGIES Urge THEY ARE LIKELY TO USE. FOR EXAMPLE, Non-conformity HOW CAN WE REWARD STUDENTS’ CURIOSITY, ON THE BUS, USING THEIR MOBILE PHONES?
  • 26. ALL DONE? SUBMIT YOUR IDEASFOR A DAMN GOOD CAUSE. HTTP://BIT.LY/DROPINTHEBUCKETDuring the week of February 7th, 2011, The Bucket Brigade will be competing togenerate breakthrough ideas that will help children entering the educationsystem become creative thinkers. The best ideas may even be put into practice.Click on the link to the right to submit your ideas for the program. CURIOUS ABOUT THE BUCKET BRIGADE? HTTP://BIT.LY/JOINTHEBUCKET We want to re-define strategy for a more complex, connected, and unpredictable century. We’re also working to assemble a network of creative professionals with the mission to confront the most complex problems. If you like ambitious goals and daring thinkers, please consider signing up for more information.