Creativity
Becomes an
Academic
Discipline
It’s about time.
The 60
Second Salient
Points
Because creativity takes time
http://www.diigo.com/an
notated/98f4beaa266ca
5be0c8881a40fd3c6...
Evolution of Bloom’s
Taxonomy
Divergent Thinking
 https://www.youtube.com/watch?v=zDZFcD
GpL4U
 7:38 – 10:25
 How many uses….
Stop
 Write down as many uses as you can think
of for a paperclip
Grab your pen and paper
Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
Grab your pen and paper
Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
Grab your pen and pa...
Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
 Read answers
Grab ...
Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
 Read answers
 Con...
A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”
A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”
 By age 10 only 30% of the children...
A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”
 By age 10 only 30% of the children...
“Did You
Know”
The never-ending video
https://www.youtube.com/wa
tch?v=XrJjfDUzD7M
• Rip
• Remix
• Burn
• Share (Publish)
What skills to teach?
Process Skills
 Flexible
 Continually developing
 Can be applied in any context
 Highly valuable...
Creativity Can Be Taught
1. Clarifying
2. Ideating
3. Developing
4. Implementing
Tolerance for Failure: Are we teaching our
students to be resilient???
 It is not the critic who counts; not the man who ...
Be an adventurer
 https://www.youtube.com/watch?v=SADPuU
YF_4I
 Think “How will I teach my students to not all
come out ...
Assignment -
Reflect
Write one of your most deeply held beliefs.
Brainstorm – what evidence would you accept to
change you...
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Creativity becomes an academic discipline

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Teaching creativity.

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Creativity becomes an academic discipline

  1. 1. Creativity Becomes an Academic Discipline It’s about time.
  2. 2. The 60 Second Salient Points Because creativity takes time http://www.diigo.com/an notated/98f4beaa266ca 5be0c8881a40fd3c62b
  3. 3. Evolution of Bloom’s Taxonomy
  4. 4. Divergent Thinking  https://www.youtube.com/watch?v=zDZFcD GpL4U  7:38 – 10:25  How many uses….
  5. 5. Stop  Write down as many uses as you can think of for a paperclip Grab your pen and paper
  6. 6. Stop  Write down as many uses as you can think of for a paperclip  You have 1 minute Grab your pen and paper
  7. 7. Stop  Write down as many uses as you can think of for a paperclip  You have 1 minute  Trade papers Grab your pen and paper
  8. 8. Stop  Write down as many uses as you can think of for a paperclip  You have 1 minute  Trade papers  Read answers Grab your pen and paper
  9. 9. Stop  Write down as many uses as you can think of for a paperclip  You have 1 minute  Trade papers  Read answers  Continue video to 10:25 Grab your pen and paper
  10. 10. A Skill that Degrades  Originally, 98% of children are “divergent thinking geniuses”
  11. 11. A Skill that Degrades  Originally, 98% of children are “divergent thinking geniuses”  By age 10 only 30% of the children were still divergent thinking geniuses
  12. 12. A Skill that Degrades  Originally, 98% of children are “divergent thinking geniuses”  By age 10 only 30% of the children were still divergent thinking geniuses  By age 15, only 10%
  13. 13. “Did You Know” The never-ending video https://www.youtube.com/wa tch?v=XrJjfDUzD7M • Rip • Remix • Burn • Share (Publish)
  14. 14. What skills to teach? Process Skills  Flexible  Continually developing  Can be applied in any context  Highly valuable  Generally not being taught  Generally needed for innovation and knowledge-economy careers Content Knowledge  Easily accessible  Continually developing, quickly obsolete in some cases  Applies to specific subject matter  Still needed
  15. 15. Creativity Can Be Taught 1. Clarifying 2. Ideating 3. Developing 4. Implementing
  16. 16. Tolerance for Failure: Are we teaching our students to be resilient???  It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.  -Teddy Roosevelt
  17. 17. Be an adventurer  https://www.youtube.com/watch?v=SADPuU YF_4I  Think “How will I teach my students to not all come out just the same?”
  18. 18. Assignment - Reflect Write one of your most deeply held beliefs. Brainstorm – what evidence would you accept to change your belief? If the answer is “none”, think about that.

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