Beyond Transformations: Creative Thinking in a Standards-Based Classroom

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Creative Thinking in a Standards-Based Classroom, Designed for 3rd, 4th, and 5th Grade Teachers

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  • Candle Problem Connection: Fluency- How many ways did you think of to solve the problem. Elaboration – What details were added to original ideas? Flexibilty vs. Functional Fixedness – Box for matches vs. Box as candle holder Originality – Unique solution
  • Beyond Transformations: Creative Thinking in a Standards-Based Classroom

    1. 1. Beyond Transformations:Creative Thinking in aStandards-Based ClassroomPresented by Betsey Kennedy
    2. 2. All materials fromAll materials fromthis presentationthis presentationcan be found at:can be found at:http://www.symbaloo.com/mix/creativity7
    3. 3. Creativity Challenge:Creativity Challenge:• Your Goal:Your Goal: Attach a lit candle to thebulletin board so that wax cannot driponto the floor below.• Your Materials:Your Materials:– A candle– A box of matches– Thumbtacks
    4. 4. The Elements of CreativityThe Elements of Creativity
    5. 5. Creativity CreaturesCreativity Creatures
    6. 6. Thoughts about CreativityThoughts about Creativity• Visit each statement poster.• Place a sticker on the scale indicatingthe amount to which you agree ordisagree with the statement.
    7. 7. Children are more creativeChildren are more creativethan adults.than adults.• In a test developed for NASA to identifyinnovative scientists and engineers:– 98% of 5-year-olds tested at genius level on acreativity scale.– 30% of 10-year-olds scored at genius level.– 12% of 15-year-olds– 2% of adults• Conclusion: Non-creative thinking islearned.Land & Jarman, 1992TRUETRUE
    8. 8. Children with high IQ scoresChildren with high IQ scoresare most likely to achieveare most likely to achievesuccess in adulthood.success in adulthood.• 50 year study of 400 children showed thatTorrance’s creativity index predicted kids’creative accomplishments as adults.• The correlation to lifetime creativeaccomplishment was more than three timesstronger for childhood creativity thanchildhood IQ.Torrance & MillarSomewhatSomewhatFALSEFALSE
    9. 9. Measures of creativity show thatMeasures of creativity show thatAmericans are becoming moreAmericans are becoming morecreative.creative.• While intelligence scores tend toincrease by 10 points with eachgeneration, creativity, as measured bythe Torrance Tests of CreativeThinking, has decreased over the last20 years in all categories.Kim, 2010FALSEFALSE
    10. 10. Countries that perform well onCountries that perform well oninternational standardized tests alsointernational standardized tests alsoperform well in studies of flexibleperform well in studies of flexiblethinking and entrepreneurship.thinking and entrepreneurship.• Countries with the highest scores on theProgramme for International StudentAssessment, scored lower on measures ofentrepreneurship than did countries withmore modest scores.• Conclusion: Practices that lead to high testscores do not support flexible thinking.Zhao, 2012FALSEFALSE
    11. 11. Creative jobs in AmericaCreative jobs in Americahave fared better duringhave fared better duringthe economic crisis.the economic crisis.• The creative class lost fewer than 2%of its jobs from 2008-2010 compared to17% of blue collar and service sectorjobs.• Creative class workers’ wages grew4.4% while wages of blue collarworkers declined by 4.6%.R. Florida, 2012TRUETRUE
    12. 12. Creative thinking is best taughtCreative thinking is best taughtthrough visual or performing arts.through visual or performing arts.• “Researchers say that creativityshould be taken out of the art roomand put into the homeroom.”Bronson & Merryman, 2010• The jobs that the majority of ourstudents will have as adults do notexist today. Students must have thecreative thinking skills needed to matchany situation.FALSEFALSE
    13. 13. Competitions and rewardsCompetitions and rewardshelp to encourage creativity.help to encourage creativity.• Creativity suffers when people arepromised rewards for creative work,or when learning conditions stresscompetition and social comparison.Hennessey & Amabile, 2010• Candle Problem- Participants who wereoffered financial rewards for quickcompletion of task took longer to solve theproblem.Glucksberg, 1962FALSEFALSE
    14. 14. People who practice creativePeople who practice creativethinking become more creative.thinking become more creative.• People who consistently practicecreative thinking are able to think morecreatively. Consistent habits graduallychange neurological patterns.Jung, 2009• Brain scans show differences betweentrained musicians and nonmusicianswhen asked to improvise a musicalpiece.Anasari & Berkowitz, 2010TRUETRUE
    15. 15. Making Creativity a Part ofMaking Creativity a Part ofLife in Your ClassroomLife in Your Classroom
    16. 16. Hallway Game:Hallway Game:Likes and DislikesLikes and Dislikes• Likes and Dislikes Game– Can you figure out the pattern of thethings Ms. Kennedy likes?• Ms. Kennedy likes birds, but not eggs.• Ms. Kennedy likes walls, but not windows.• Ms. Kennedy likes pears, but not apples.
    17. 17. Hallway Game:Hallway Game:Word AssociationsWord Associations• Commonyms– What do these three words have incommon?Doors Pictures Eye GlassesDoors Pictures Eye Glasses• Word Associations Game– Can you think of a fourth word that isrelated to these three ?Wagon Stand AidWagon Stand Aid
    18. 18. Hallway Game:Hallway Game:Alternative Uses andAlternative Uses andCreative ConnectionsCreative Connections• Alternative Uses– Choose an item in the hallway, studentslist alternative uses for that item(Example: A floor tile could be used as a fan, aplate, a raft for a mouse, etc.)• Creative Connections– Choose any two items, students explainhow one item is like the other
    19. 19. Unusual Assignments:Unusual Assignments:SynecticsSynectics1. Select a word or phrase that yourclass has been studying (examples:heat, vibration, current)2. Select a seemingly unrelated word orobject.Random Word Generator: http://creativitygames.net/random-word-generator3. Students list similarities between thetwo words.
    20. 20. Unusual Assignments:Unusual Assignments:SynecticsSynecticsSample from Lisa Rogers, King Springs Elementary
    21. 21. Unusual Assignments:Unusual Assignments:Useful JunkUseful Junk• Choose a random object and ask students todevelop a list of ways this object could havebeen used by historical figures (or bookcharacters).– How might Paul Revere have used thispiece of wrapping paper?– How might Lewis and Clark have usedthis piece of twine?– How might a cowboy on the Chisholm Trailhave used this paper clip?
    22. 22. Unusual Assignments:Unusual Assignments:Useful JunkUseful Junk• Working on building students’ originality? Tryplaying Scratch with “Useful Junk” questions.– Students are given a few minutes to list as manyuses for the object as possible. At the end of theavailable time, students share their list with theirtablemates. Any idea that appears on more thanone list gets “scratched.” Ideas that no one elselisted are considered original. (The rules of thisgame are very similar to Scattergories.)
    23. 23. Unusual Assignments :Unusual Assignments :In the Past / In the FutureIn the Past / In the Future• Students are given a picture and asked touse their scientific knowledge to explain whatprobably happened in the recent or distantpast or will happen in the future.
    24. 24. 1. Show an image of anunknown object. Allowstudents to examine itand ask questions aboutit.2. Answer some questions,and provide new cluesabout the object everyfew days until studentshave determined what theobject is.Unusual Assignments :Unusual Assignments :Object MysteriesObject Mysteries
    25. 25. Clue 1: This object can beopened and closed.Clue 2: This object would mostlikely have been found in akitchen.Clue 3: Sugar usedto be sold in a coneshape like this.Unusual Assignments :Unusual Assignments :Object MysteriesObject MysteriesGood place to find odd objects:http://jas-townsend.com/index.php?cPath=7
    26. 26. Unusual Assignments :Unusual Assignments :SCAMPERSCAMPER•help people to think differently about aproblem area and enhances creativity•use this technique to solve a problem,create something new, or improvesomething that is existing
    27. 27. Unusual Assignments :Unusual Assignments :SCAMPERSCAMPERS Substitute What or who can be used instead? What otheringredients, place, or time? Other material? OtherProcess? Other power? Other place? Other approach?Other sounds?C Combine What materials, features, processes, people, products, orcomponents can be combined?A Adapt Is there anything that can be changed? What else is likethis? What could be copied?M Modify, Magnify,or MinifyCan you change the meaning, color, motion, sound,smell, form, or shape? Can you distort it?P Put to OtherUsesAre there new ways to use or reuse it? Is there anothermarket?E Eliminate Can you reduce time, effort, or cost? Can you removepart of it?R Rearrange Can you interchange components or patterns? Can youchange the pace or schedule? Can it be reversed?
    28. 28. Unusual Assignments :Unusual Assignments :SCAMPERSCAMPER• SCAMPER-like picture books:– Rattletrap Car by Phyllis Root– If I Built a Car and If I Built a House by ChrisVan Dusen– A New Improved Santa by Patricia Rae Wolff
    29. 29. Unusual Assignments :Unusual Assignments :SCAMPERSCAMPERExamples:•3rdGrade- SCAMPER theschool’s recycling program•4thGrade- SCAMPERthe Conestoga Wagon•5thGrade- SCAMPER abeach house to stand upto weathering and erosion
    30. 30. Unusual Assignments :Unusual Assignments :Creative Problem SolvingCreative Problem Solving• method for approaching a problem or achallenge in an imaginative andinnovative way• includes divergent and convergentthinking• extensive research backing thismethod has been done
    31. 31. Unusual Assignments :Unusual Assignments :Creative Problem SolvingCreative Problem Solving1. Objective (Mess) Finding:Select a problem.2. Fact Finding:List what you know.3. Problem Finding:What is the real problem?4. Idea Finding:Brainstorm ideas.5. Solution Finding:How will you evaluate your ideas? Which is best?6. Acceptance Finding:Find ways to put ideas into action.
    32. 32. Unusual Assignments :Unusual Assignments :Creative Problem SolvingCreative Problem Solving• You have just moved into a new house,and you love it! Unfortunately, the housegets extremely hot in the summer, andyour air conditioning is causing theelectrical bill to go through the roof! Whatshould you do?
    33. 33. Unusual Assignments :Unusual Assignments :Creative Problem SolvingCreative Problem Solving• You have a big assignment due today, butright before you leave for school you seethat your little sister dropped it in the fishtank, and it’s soaked! You used the last ofthe printer ink last night and you onlyhave 5 minutes before you have to leavefor school! What should you do?
    34. 34. Unusual Assignments :Unusual Assignments :Creative Problem SolvingCreative Problem Solving• During the Cold War, the Soviet Unionattempted to take control of Berlin bycreating a blockade that preventedneeded supplies from getting to peopleliving in parts of Berlin controlled by theUnited States, France, and England.What should the United States do?
    35. 35. All materials fromAll materials fromthis presentationthis presentationcan be found at:can be found at:http://www.symbaloo.com/mix/creativity7

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