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TIM Educational Model                                                                   “The moment                       ...
TIM Educational ModelNovember 21, 2011 Dr. Susan Keller-Mathers   International Center for Studies in Creativity at Buffal...
Design and Deliver Learning Infused with Creativity:        • Discrete element of learning (lesson, activity).        • Fr...
Historical Foundations: E. Paul        Torrance’s Incubation Model                                             Torrance’s ...
Integrating Creativity in a Deliberate Way:Selecting a Research Based Framework                                           ...
Torrance Incubation Model of Creative                      .       Teaching & Learning              Finding The Problem… P...
Integrating Creativity:    Main Content & Creativity in ConcertNovember 21, 2011 Dr. Susan Keller-Mathers   International ...
Describe what is happening in                  the delivery of the lesson for                  this first part. This will ...
Lesson: Designing Key Symbols for a Post Revolution Independence Flag for a    Fictitious Country for high school Global S...
MAIN CONTENTContent Topic: Use of Symbolism in Countries Flags as Key Elements of an Identity of a Country .Content Object...
Design this stage to addressboth the content & creativitygoal.                            In addition to setting the purpo...
Content Objective:To describe the symbolism as it relates tothe creation of flags for countriesCreativity Goal:To articula...
One or more strategies are used to deepen the expectations. These include: go         beyond the obvious, look deeply, kee...
Content Objective:To describe the symbolism as itrelates to the creation of flags forcountriesCreativity Goal:To articulat...
Design this stage toaddress both the content& creativity goal.                                                One or more ...
Content Objective:      To describe the      symbolism as it relates      to the creation of flags      for countries     ...
Content Objective:                                             To describe the symbolism as it relates to the creation of ...
November 21, 2011 Dr. Susan Keller-Mathers   International Center for Studies in Creativity at Buffalo State
Design and Deliver Learning Infused with Creativity:• Discrete element of learning (lesson, activity).• Framework for desi...
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Tim education model

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Mooc presentation ppt, notes include full lesson on flags described

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Tim education model

  1. 1. TIM Educational Model “The moment of insight and inspiration may be sudden and brief, but it comes usually only after prolonged searching.” Mackinnon, 1978, In search of human effectiveness p.189Dr. Susan Keller-MathersInternational Center for Studies in Creativity at Buffalo State
  2. 2. TIM Educational ModelNovember 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  3. 3. Design and Deliver Learning Infused with Creativity: • Discrete element of learning (lesson, activity). • Framework for designing larger learning sequence (unit, course) • Framework for series of learning opportunities and/or overall program development Meta-cognitive Processing & Diagnosing Creative Learning Needs: • As a framework to examine where you are in the creative process • As a framework and common language to examine where learners are in the creative process.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  4. 4. Historical Foundations: E. Paul Torrance’s Incubation Model Torrance’s Original Incubation ModelNovember 21, 2011 Dr. Susan Keller-Mathers University of Georgia Photo: http://www.uga.edu/gm/301/FeatCreate.htmlInternational Center for Studies in Creativity at Buffalo State
  5. 5. Integrating Creativity in a Deliberate Way:Selecting a Research Based Framework Classic Creativity Skill Base The Problem Produce and Consider Many Be Flexible Alternatives Be Original Highlight the Essence Elaborate-But Not Excessively Keep Open Be Aware of Emotions Put Your Ideas in Context Combine and Visualize It-Richly and Enjoy and Use Fantasy Synthesize Colorfully Make It Swing Make It Look at It Another Way Visualize the Inside Ring Breakthrough-Expand Let Humor Flow and Use It Get Glimpses of the Future the Boundaries From:Torrance, E. P. &Safter, H. T. (1998). Making the creative leap beyond. Buffalo, New York: Creative Education Foundation Press.Other examples include: 4 P’s Framework for Creativity (Rhodes). Creative ProblemSolving Thinking Skills (Puccio, Mance, Murdock), Cognitive and Affective Skills(Williams).November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  6. 6. Torrance Incubation Model of Creative . Teaching & Learning Finding The Problem… Produce Heightening and Consider Many Anticipation Alternatives… Be Flexible… Be Original…Highlight the Essence… Elaborate, But Not Excessively… Keep Open… Be Deepening Aware Of Emotions… Put Ideas Expectations Into Context… Combine And Synthesize… Visualize Richly And Colorfully… Enjoy And Use Fantasy… Make It Swing, Make It Ring… Look At It Another Way… Visualize The Inside… Extending the Breakthrough: Extend The Learning Boundaries… Let The Humor Flow and Use It… Get Glimpses Of the Future.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  7. 7. Integrating Creativity: Main Content & Creativity in ConcertNovember 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  8. 8. Describe what is happening in the delivery of the lesson for this first part. This will happen first, this will happen next, etc. Be sure you have explicitly described how you are Describe what is happening in warming up the learner to the the delivery of the lesson for content AND creativity. this second part. This will happen first, this will happen Describe what is happening in the next, etc. Be sure you have delivery of the lesson for this ending explicitly described how you part. This will happen first, this will are warming up the learner to happen next, etc. Be sure you have the content AND to the explicitly described how you are creativity assisting the learner out the back end ofNovember 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State the lesson and beyond in both content AND creativity.
  9. 9. Lesson: Designing Key Symbols for a Post Revolution Independence Flag for a Fictitious Country for high school Global Studies Adapted from a CRS 560 Lesson by Erin Holt MAIN CONTENT Main Content Topic: Use of Symbolism in Countries Flags as Key Elements of an Identity of a Country Main Topic Goal: To describe the symbolism as it relates to the essence of a flag’s representation of a country.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  10. 10. MAIN CONTENTContent Topic: Use of Symbolism in Countries Flags as Key Elements of an Identity of a Country .Content Objective:To describe the symbolism as it relates to the creation of flags for countriesCREATIVITYCreativity Topic: Get Glimpses of the FutureCreativity Goal: To articulate aspects of an imaginarycountry, including elements of future possibilities (ie.impossible, nonexistent today).November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  11. 11. Design this stage to addressboth the content & creativitygoal. In addition to setting the purpose and motivation, design this stage to heighten anticipation through arousing curiosity, tickling the imagination, getting attention, and/or creating the desire to know November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  12. 12. Content Objective:To describe the symbolism as it relates tothe creation of flags for countriesCreativity Goal:To articulate aspects of an imaginarycountry, including elements of futurepossibilities (ie. impossible, nonexistenttoday). • Display items from diverse countries, discuss past revolutions and flag symbols. • Imagine a new country in a future world and the symbols to represent it.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  13. 13. One or more strategies are used to deepen the expectations. These include: go beyond the obvious, look deeply, keep open to new insights be re-examining, use multiple senses, intuition, feelings, guessing, focus on the essence, find short cuts by getting rid of extraneous, get temporarily lost in complexity and take risks, push past blocks and beyond what seems impossible.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  14. 14. Content Objective:To describe the symbolism as itrelates to the creation of flags forcountriesCreativity Goal:To articulate aspects of an imaginarycountry, including elements of futurepossibilities (i.e. impossible,nonexistent today). Students create their country’s flag. This includes symbols representing aspects that are future focused (currently nonexistent and/or impossible). November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  15. 15. Design this stage toaddress both the content& creativity goal. One or more strategies are used to deepen the expectations. These include: humor, fun, connections beyond the lesson, additional uses, personal meaning, fantasize, dream of idea, find sources of inspiration, dream of ideal, built resources, relate information to future directions, enlarge, enrich the future and articulate future solutions.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  16. 16. Content Objective: To describe the symbolism as it relates to the creation of flags for countries Creativity Goal: To articulate aspects of an imaginary country, including Present flags. Discuss personal meaning elements of future of the symbolism and the flags. possibilities (i.e. impossible, nonexistent today).November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  17. 17. Content Objective: To describe the symbolism as it relates to the creation of flags for countries Creativity Goal: To articulate aspects of an imaginary country, including elements of future possibilities (i.e. impossible, nonexistent today). Display items from diverse countries, Students create Present flags. discuss past their country’s flag. Discuss revolutions and This includes personal flag symbols. symbols meaning Imagine a new representing of the country in a future aspects that are symbolism world and the future focused and the flags. symbols to (currently represent it. nonexistent and/or impossible).November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  18. 18. November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State
  19. 19. Design and Deliver Learning Infused with Creativity:• Discrete element of learning (lesson, activity).• Framework for designing larger learning sequence (unit, course)• Framework for series of learning opportunities and/or overall program developmentMeta-cognitive Processing & Diagnosing Creative Learning Needs:• As a framework to examine where you are in the creative process• As a framework and common language to examine where learners are in the creativeprocess. November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State

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