Creativity in gifted education
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Creativity in gifted education Presentation Transcript

  • 1. Creativity
  • 2. What is Creativity? • • • • • • • • • • • A process, a journey Imagining Different perspectives Being playful Provocative combinations Part of the intellect? Nonconformity, originality Outside the box Solving problems Dynamic Contextual
  • 3. Jonah Lehrer– Imagine: How Creativity Works (link to 30 min interview) • We need frustration to spur creativity • Creativity at Work--15% rule– 3M & Google Focus 15% of work time on your own learning (signature aspect of highly Innovative workplaces)
  • 4. • Recipe for Creativity: Mix 2-3 seemingly unrelated items and add wait time • “brainstorming” alone doesn’t work— debating and defending ideas does, like at Pixar
  • 5. Creativity is: • not well correlated with general intelligence Virtualllyno clear threshold levelgifted (g) there is universal with (An IQ of 120 learners has been suggested) (Piirto, 2004) • improvable with experiences improvable with experiences especially when specific processes are taught within domains (Davis & Rimm, 1998; Erez, 2004; Sternberg, 1990; Treffinger, Isaksen, & Dorval, 2006)
  • 6. • creativity has been in decline in the US since 1990 (Kim, 2010; Bronson and Merryman, 2010) • Creative and spatial abilities go hand-in-hand Both are Undervalued in Schools!!! • "the spatially-able are more often creative” (Liben, 2009)
  • 7. Sir Ken Robinson- TED Talks 2006 • “…creativity is as important as literacy. We should treat it with the same status” • Picasso—“all children are born artists… The problem is to remain an artist as we grow up.” • The brain and creativity are interdisciplinary • Schools educate kids out of creativity!! • Kids need the freedom to be WRONG; Opposite of standardized test/education culture
  • 8. Parkway Prezi on Creativity/Curiosity
  • 9. James Delisle Models of Developing Creativity in Gifted Students 1) Creative/Future Problem Solving (Osborn) 2) AUTA (Davis; awareness, understanding, technique, actualization) 3) Lateral thinking (De Bono) 4) FFOE (Torrance)
  • 10. Students Examine a Situation or Problem from These 6 Perspectives! White-- research Green-- creative Yellow- optimistic Black– critical Red-- gut reactions, hunches, intuitive Blue-- metacognitive Picture linked to a Slideshow on using 6 thinking hats
  • 11. FFOE (aspects of creativity based on Torrance’s tests for creativity) Fluency-- generate ideas Flexibility– different angles Originality- unique ideas Elaboration-- adding details
  • 12. • Being relaxed (alpha waves)– taking a hot is the residue of time wasted” Creativity shower, listening to music • Turning off your frontal cortex like a jazz --Albert Einstein musician (ignore what ‘they’ think) • Traveling, hanging with diverse people • Acting or Thinking like a Child • Modeling Creativity, Flexible Thinking for students
  • 13. Van Tassel Baska-- PBL We are motivated to learn by our curiosity so we PBL creates authenticlearnersstudent interest must engage lifelong areas of Csikszentmihalyi (1976) “creative artists who were by empowering them to able to sustain careers and is amazing at learn Problem Based Learningshare creatively this! in art werein logical, powerfulproblem-finding– more effective at ways PBL learning--- Inquiring, synthesizing data, not problem solving— communicating, students” (VTB, 106) reflecting Than less successful
  • 14. Beth A. Hennessey- Environment “Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate” (published by NAGC in 2004) • Intrinsic motivation is instrumental in promoting creativity! • Anticipated competition and evaluation diminish creativity • CLD (cultural &linguistically diverse) learners need extra support to remove the extrinsic obstacles
  • 15. Beth A. Hennessey- Environment “Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate” (published by NAGC in 2004) • Kids need to develop an excitement about learning, the playfulness and the willingness to take risks to be creative (Amabile,1996) • The Typical American classroom kills intrinsic motivation and creativity through: Expected Reward, Expected Evaluation, Competition, Surveillance and Time Limits (Amabile, 1983a, 1996; Hennessey, 1996)
  • 16. Allowing Creativity to Happen! • Open-ended doesn't mean formless; creating within a structure allows more creativity (like improvising off a melody in jazz) • Provide an Exploratory Environment where it is expected to question assumptions & okay to be wrong • Show Grit/Persistence • Fail early, fail fast, fail often (i.e. like prototypes in Science) • Edison– made 10,000 attempts before finding success on light bulb
  • 17. Resources linked in this presentation Slide 3- Jonah Lehrer– Imagine: How Creativity Works 30 minute interview Slide 7- Sir Ken Robinson- TED Talks 2006– 20 minute YouTube video on Creativity and Education reform Slide 8- Parkway Prezi on Creativity/Curiosity created by Parkway School District’s Project Parkway committee (Toby McQuerrey, Denise Pupillo) Slide 10-- Picture linked to a Slideshow on using 6 thinking hats Slide 11- FFOE (and picture) linked to an ISTE article on supporting creativity and technology integration together Slide 13- Great Blog Post about prototyping and innovation Slide 15– Beth Hennessey’s 2004 paper on developing Creativity in Gifted Children and the power of classroom climate
  • 18. Works Cited Baska, J. (2011). Content-based curriculum for high-ability learners (2nd ed.). Waco, Tex.: Prufrock Press. Coxon, Steve. (2011). Partners in Innovation: Creative and Spatial Abilities, [PowerPoint slides]. Retrieved from http://learn.maryville.edu/. Coxon, Steve. (2012). Creativity, [PowerPoint slides]. Handed to me by Dr. Coxon. Delisle, J. R. (2006). Once upon a mind: the stories and scholars of gifted child education (Student ed.). Mason, OH: Thomson/Wadsworth. Hennessey, B. (2004). Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate. Retrieved from University of Connecticut’s National Research Center on the Gifted and Talented. Website: http://www.gifted.uconn.edu/nrcgt.html J Jackson. (2011, October 31). Wanna Create A Great Product? Fail Early, Fail Fast, Fail Often. FAST COMPANY. [Web log post]. Retrieved from http://www.fastcodesign.com/1663968/wanna-create-a-great-product-fail-early-fail-fastfail-often. Liben, L. S. (2009). Giftedness during childhood: The spatial-graphic domain. In F. D. Horowitz, R. F. Subotnik, and D. J. Matthews (Eds.), The development of giftedness and talent across the life span (pp. 59-74). Washington, DC: American Psychological Association.
  • 19. Works Cited (continued) Robinson, K. (2006). Ken Robinson says schools kill creativity | Video on TED.com. TED: Ideas worth spreading. Retrieved April 22, 2012, from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html Slate. (2012, March 29). Slate's The Afterword. The Afterword: How Creativity Works. Retrieved April 22, 2012, from http://www.slate.com/articles/podcasts/the_afterword/2012/03/jonah_lehrer_author_of_imagine _how_creativity_works_interviewed_.html Winebrenner, S., & Espeland, P. (2001). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented (Rev., expanded, and updated ed.). Minneapolis, MN: Free Spirit Pub.. Link to all Photo Citations * All other citations– slides 5 and 6-- are research cited in Coxon’s powerpoint presentations.