Creativity in the classroom by Shelley Shott
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This was a workshop given by Shelley Shott at the SchoolNet ICT in the classroom conference in Durban, South Africa, 2015
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Creativity in the classroom by Shelley Shott
- 1. Intel Confidential — Do Not Forward Creativity In the Digital Age Shelley Shott Global Education Specialist Intel Corporation July 2015
- 2. Understand creativity Identify skills that are necessary for creative thinking Explore how to use technology in ways that foster creative thinking Create or adapt a lesson to facilitate creativity in your classroom In This Workshop You Will…..
- 4. Go to: http://tinyurl.com/o9w3lpc Add your thoughts on defining creativity
- 5. Creativity: Originality in producing a work or product that has value Creativity is both a part of and dependent on critical thinking. Creative ideas are original and have value. Creativity is a process, not a single event of inspiration. Creativity requires a keen evaluative sense, an ability not only in determining whether an idea is worth working on, but also in analyzing how to improve upon it. Sir Ken Robinson
- 6. What are other uses for a……paperclip Creativity Challenge
- 8. Creativity Fact and Fiction It is not uncommon to have misconceptions about what creativity is and how it can be taught and nurtured. In this activity, you will have the opportunity to learn more about creativity while exploring facts and misconceptions.
- 21. Critical Thinking: Critical thinking is essential for creativity. In order to be creative, students must be able to ask questions, evaluate and use information, think open-mindedly, and communicate effectively. Imagination: The ability to imagine is a necessary component of creativity. Imagination allows students to think of unique and unusual ideas. Idea Generation: To begin a creative process, people must be fluent at generating ideas. Most ideas come from other ideas, some that are not worth much on their own but that generate further thinking. Reflective Judgment: Students who produce original, creative products have a refined sense of self-reflection and judgment. They have the skills to determine if an idea is worth pursuing, and if it has merit, they can organize and plan ways to make their ideas come to life. Creativity Skills
- 22. Creative Classroom Self-Assessment How well does your classroom support creativity? For each statement on the self-assessment…… Look at the “Classrooms that Support Creativity” to help you answer your self-assessment Think about modifications you might need to make to make your classroom more supportive for encouraging creativity
- 24. Divergent Thinking – breaking up of old ideas, making new connections and expanding the limits of knowledge. Encouraging students to keep on generating new ideas
- 25. Think back to the paperclip ideas: Fluency - how many uses you can come up with Originality – how uncommon those uses are Flexibility – how many areas your answers cover Elaboration – level of detail in responses; Divergent Thinking Categories
- 26. My coffee cools too quickly in this cup. Be Creative: Brainstorm a list of things that might slow down the cooling process Brainstorm– Brainstorming on any topic is a creative activity – teachers can give feedback on the originality of ideas
- 27. Typical: There are 12 biscuits in a packet. Jane buys 4 packets for her party. How many biscuits does she have…… Be Creative: Design your own multiplication problem and share with a partner Produce New Ideas – assignments that require students to produce new ideas or reorganize existing ideas in a new way foster creativity
- 29. Digital learning supports students in the development of their creative thinking skills. Digital Learning and Creativity
- 31. Student voice and choice
- 34. Digital Creativity Tools With digital tools often at students’ fingertips, the creative thinking process can become more innovative, imaginative, and generative. Digital tools can be especially effective at engaging students in new practices and at energizing an old lesson.
- 38. 1. Navigate to one or more of the Web sites from each tool category to see how the tool can be used with students. 2. As you look through the sites, consider the following: • Purpose: What is the purpose of the work? • Audience: For whom is the work intended? • Features: What features of the tool did the students/teacher use? • Application: What application was used? • Why you may or may not consider using the tool with your students Try It
- 39. You have had the opportunity to explore different tools to encourage creative thinking and think about how they could be used with your students. Now you will select one tool and begin to apply it to your classroom. Complete one of the following activities to help you develop tools for student creativity. Option 1: Creative Writing Tools Option 2: Infographics Option 3: Multimedia Creation Tools Exploring Digital Creativity Tools
- 40. You have learned about many different types of digital tools that are used to foster creative thinking. Review any notes you took about the various tools you explored. In a small group, share your digital creativity tool you developed from the Apply section, and use the following questions to guide your feedback to each other: In what ways will the tool support creativity in your classroom? How could the tools you explored fit into classroom lessons you already teach? Share a lesson idea using one of these tools. SHARE & REFLECT
Editor's Notes
- Sir Ken Robinson Assam, A. M. (2009). Why creativity: A conversation with Sir Ken Robinson. Educational Leadership, 67(1), 22–26
- Developed by J.P. Guilford in 1967, the Alternative Uses Test stretches your creativity by giving you two minutes to think of as many uses as possible for an everyday object like a chair, coffee mug, or brick. Here’s a sample brainstorm for “paper clip” uses: Hold papers together Cufflinks Earrings Imitation mini-trombone Thing you use to push that emergency restart button on your router Keeping headphones from getting tangled up Bookmark
- The purpose of this activity is not for you to get the right answer every time, so do not worry if you are not sure how to respond to each statement. The purpose is for you to start exploring ideas about creativity through common misconceptions and long-held beliefs.
- Knowing that creativity lies within everyone, it is important for educators to understand the skills and dispositions that produce creative results.
- 21 is the answer. What might the question be?
- Fluency - how many uses you can come up with Originality – how uncommon those uses are (e.g. “router restarter” is more uncommon than “holding papers together”) Flexibility – how many areas your answers cover (e.g. cufflinks and earrings are both accessories, aka one area) Elaboration – level of detail in responses; “keeping headphones from getting tangled up” would be worth more than “bookmark”
- Real-World Connections Creativity flourishes when students can relate what they are learning to their personal experiences. Digital tools provide readily available access to information across the globe, allowing students to connect their learning to real-world applications. Unlike narrow, strictly defined learning tasks, complex real-world problems offer limitless opportunities for students to be creative, to take risks, to try out ideas, and to test the usefulness of those ideas.
- Student Voice and Choice The features and capabilities of digital tools encourage deeper exploration of the content with many choices and pathways, giving students an active role in choosing how they will learn and demonstrate success. Capitalizing on student interest contributes to intrinsic motivation and allows them to use subject-area knowledge they have developed through their interests to be creative and generate new ideas.
- Anytime, Anywhere Learning A common adage says that creativity is a combination of inspiration and perspiration. The traditional classroom environment of four walls and a specific time period does not easily support either of these factors. With online tools and mobile devices, such as smartphones and tablets, students can work on a project whenever an idea hits them. They can access creativity tools in any environment that inspires them.
- Multimedia Creation With digital multimedia tools, students showcase their learning in creative, personalized ways. The advanced editing and presentation features found in many digital tools encourage student experimentation and innovation. Digital tools give students the ability to incorporate audio, video, text, and photos in a way that insp
- Digital Creativity Tools With digital tools often at students’ fingertips, the creative thinking process can become more innovative, imaginative, and generative. Digital tools can be especially effective at engaging students in new practices and at energizing an old lesson
- Comic Strips Comic strip tools give students a chance to develop their creativity and imagination as they visually conceptualize a topic or story. Some comic strip creators have built-in photo and drawing tools that encourage students to experiment with their creations. Classroom Example: Students create comic strips to illustrate a specific time period, using historical facts combined with characters that they imagine. They use built-in drawing tools to design their characters with historical details. Digital Storytelling Digital storytelling tools foster student creativity and encourage imaginative thought. The built-in capabilities for adding photos, video, audio, animations, and text give students a creative playground to bring their stories to life. Classroom Example: A student uses a digital storytelling tool to create her own modern-day fairy tale. She selects and modifies backgrounds, uses drawing tools, and inserts creative fonts to bring her story to life. Blogs and Wikis Blogs and wikis offer a valuable forum for the development of creative thinking and writing. The collaborative and relatively informal nature of blogs and wikis promotes imaginative thought. Students can also use blogs for self-reflection on their creativity skills. Classroom Example: For a final project on animal habitats, students make up an imaginative creature from another planet that is part mammal, part bird, and part reptile. On the classroom blog, each student writes a description of the creature and describes a habitat where it could live that would have everything it needed. Students read and comment on their classmates’ creations.
- Mind Maps Mind mapping and brainstorming tools boost creativity by helping students connect ideas and visually illustrate abstract concepts. The online capabilities of digital mind maps can also help students collaborate and come up with additional ideas. Classroom Example: A student uses a mind-mapping tool to create a diagram that compares three characters in a book he just read. He decides to use a different kind of plant to represent each character, thinking of what the plants are like and how they could be like the characters. One of the book’s characters is really strong and brave, so he chooses a redwood tree for him. The built-in design tools help him create a visually appealing diagram that con Infographics Infographic tools develop a student’s creative ability to represent data in a visual and eye-catching display. The process of organizing, refining, and illustrating ideas helps build a student’s creative thinking skills. Classroom Example: A teacher challenges his students to design a new product for students that solves a common problem. Each student creates an infographic to organize and display data that illustrates the problem, the new product, and how it will be used.
- Video and Audio Creation Video and audio creation tools give students a platform to showcase personalized projects that develop important creative design skills. The built-in multimedia tools encourage student experimentation and innovation. Classroom Example: A student uses a video creation tool to combine family photos, scanned copies of cherished handwritten letters and documents, video clips of family interviews, music, and built-in video styles to create a multimedia family history report.