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Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
Creative thinking workshop
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Creative thinking workshop

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  • Intro Housekeeping Warm up activity
  • Intro Housekeeping Warm up activity
  • Operate as stations
  • Transcript

    • 1. TheGiftedKidsProgrammeexcellenceingiftededuLinkingThinkingBetween GKC and RegularClass© The Gifted Children’s Advancement Charitable Trust
    • 2. TheGiftedKidsProgrammeexcellenceingiftededuTheGiftedKidsProgrammeThinking is about usingcreative, critical, andmetacognitive processes tomake sense of information,experiences, and ideas.Intellectual curiosity is at theheart of this competency.
    • 3. TheGiftedKidsProgrammeexcellenceingiftededu We would like youngsters, and indeed adults, to become alert andthoughtful when they hear an unlikely rumour, face a tricky problem ofplanning their time, have a dispute with a friend, or encounter apolitician’s sweeping statement on television (Perkins, 2003, p.1). However, Perkins cautions that building thinking skills, whilenecessary, is not a sufficient underpinning for achieving suchaspirations. His team’s research has found that the disposition to usehigher-order thinking is what is more likely to be lacking when peoplefail to do the sorts of things he suggests in this quote. It is not thatpeople cannot think, but they are “simply oblivious to situations thatinvite thinking” (p. 1). This focus on dispositions illustrates an important difference betweenthinking as a set of skills and thinking as a competency. Paul (2000)organises thinking dispositions into five broad groups: curiosity, inquiry, playing with ideas, questioning; thinking broadly, making connections, being open-minded and fair; being careful and clear when reasoning; being organised and planning ahead; and willingness to take time to think. Users of Art Costa’s popular “Habits of Mind” educational resources willrecognise similarities between this list and the 16 habits identified
    • 4. TheGiftedKidsProgrammeexcellenceingiftededu fitnessa summary of Gilbert (2005) Gym instructor’s role Designing a body fitnessprogramme suitable for anindividual’s starting level Coaching on correct use ofspecific fitness equipment Setting individual targets thatare challenging and extendingbut don’t risk physical injury Supporting and encouragingregular practice Coaching individuals to designand take responsibility for theirown fitness programmes Working on their own fitness,being a role model Equivalent teaching role Designing a mind fitnessprogramme suitable for anindividual’s starting level Teaching about use of specifictypes of thinking tools Setting individual learninggoals that are challengingwithout being too discouraging Supporting and encouragingregular practice Coaching individuals to designand take responsibility for theirown fitness programmes Modelling pleasure in their ownthinking and learning
    • 5. TheGiftedKidsProgrammeexcellenceingiftededuCreativeThinking© The Gifted Children’s Advancement Charitable Trust
    • 6. TheGiftedKidsProgrammeexcellenceingiftededuOpportunities
    • 7. TheGiftedKidsProgrammeexcellenceingiftededu to add to an existing idea to make something new to improve on an idea to generate possibilities to question the way things are to think beyond what already existsTheGiftedKidsProgrammeCREATIVE THINKING
    • 8. TheGiftedKidsProgrammeexcellenceingiftededu BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding
    • 9. TheGiftedKidsProgrammeexcellenceingiftededuCreative Thinkers Take care to ensure that we give carefulconsideration to a number of differentpossibilities before a decision is made. Care about looking at all possible problemsand solutions. Have concern for the quality and usefulnessof ideas.
    • 10. TheGiftedKidsProgrammeexcellenceingiftededuCreative Thinking Skills: Paul Torrance Fluency Flexibility Originality Elaboration Risk Taking Complexity Curiosity ImaginationGenerate many ideas, its aboutquantityGenerate a variety of ideas, its abouthaving a range of ideasSeek new, unusual, different ideasExpanding, enlarging, enriching, orembellishing, its about adding detailTaking chances or experimentingDealing with a lack of structure,certaintyFollow a hunch, question alternatives,ponder outcomesVisualize possibilities, build images inthe mind, or reach beyond the limitsAffectiveCognitive
    • 11. TheGiftedKidsProgrammeexcellenceingiftededuStrategies Extended Brainstorming (LACE) Random Input SCAMPER Creative Problem Solving usingSCAMPER Forced Association Thinkers Keys
    • 12. TheGiftedKidsProgrammeexcellenceingiftededu
    • 13. TheGiftedKidsProgrammeexcellenceingiftededu
    • 14. TheGiftedKidsProgrammeexcellenceingiftededu
    • 15. TheGiftedKidsProgrammeexcellenceingiftededu
    • 16. TheGiftedKidsProgrammeexcellenceingiftededu
    • 17. TheGiftedKidsProgrammeexcellenceingiftededuTheGiftedKidsProgramme
    • 18. TheGiftedKidsProgrammeexcellenceingiftededuTheGiftedKidsProgramme
    • 19. TheGiftedKidsProgrammeexcellenceingiftededuTheGiftedKidsProgramme
    • 20. TheGiftedKidsProgrammeexcellenceingiftededuIssues with school practice• feast or famine syndrome• six-hat school syndrome• flavour of the month syndrome
    • 21. TheGiftedKidsProgrammeexcellenceingiftededuKen Robinson suggests that….“Creativity is as important as Literacy,and we should treat it withthe same status!”
    • 22. TheGiftedKidsProgrammeexcellenceingiftededuOther interestingresources:John Cleese WCF – youtubeKen Robinson – RSA animate(changing education paradigms) andDo Schools Kill Creativity - youtube
    • 23. TheGiftedKidsProgrammeexcellenceingiftededuNow it isyour turn!

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