This document summarizes key points from a chapter on enhancing creativity. It discusses definitions of creativity, approaches that have been shown to enhance creativity in children, and recommendations from Nickerson on how to enhance creativity. Nickerson recommends establishing purpose, building skills, encouraging domain knowledge, stimulating curiosity, building motivation, focusing on mastery, encouraging risk-taking, promoting supportive beliefs, providing choice, developing self-management skills, using teaching techniques like incubation, and providing balance between creativity and structure.
This document discusses creativity and the creative process. It defines creativity as thinking of something new and defines three main types: combinational, exploratory, and transformational. The creative process involves both conscious and unconscious thinking and can be stimulated individually and in groups. Several theories of the creative process are described, including incubation, convergent/divergent thinking, the "geneplore" model, conceptual blending, and the explicit-implicit interaction theory. Creativity in organizations can play a role in innovation through generating new ideas for technologies, products, processes, marketing strategies, and more. Creative people tend to be misfits, loners, non-conformists, original, sensitive, and adventurous. Factors
Creativity isn't just for artists, musicians, writers, and designers. We all have the ability to be excellent creative thinkers. - https://www.milestechnologies.com
This document summarizes a workshop on creative and innovative thinking skills. It discusses what creativity and innovation are, types of innovation including product, process, business model, and service innovation. It covers conceptual blocks to creativity like constancy, compression, and complacency. The three components of creativity are discussed as expertise, motivation, and creative thinking skills. Tools for defining problems like the Kipling method and creating new ideas like brainstorming and attribute listing are presented. Finally, the document discusses creating a creative climate in the workplace with elements like risk-taking, access to knowledge, rewarding innovators, and openness to new ideas.
Presentation created for organizational behavior lecture; topics are theories of creativity, creativity in the individual, and creativity in the workplace.
This presentation is all about the importance of creativity in entrepreneurship. It will also discuss the nature, constituents, and types of creativity.
Creativity involves producing novel and original ideas or objects. It involves divergent thinking and progresses through stages of preparation, incubation, illumination, and verification. Creativity rests on divergent thinking and involves explaining, predicting, or inventing in a new way. It can be identified using standardized tests, interviews, and observing behaviors. Developing creativity requires providing freedom from criticism, encouraging originality and risk-taking, and exposing individuals to role models and techniques like brainstorming.
This document discusses tools and techniques for developing creative and innovative thinking skills. It defines creativity and innovation, and describes types of innovation including business model, process, product, and service innovation. It also discusses conceptual blocks to creativity such as constancy, compression, and complacency. The document outlines three components of creativity as expertise, motivation, and creative thinking skills. It provides tools for defining problems creatively, such as the Kipling method and problem statement, and tools for generating new ideas like attribute listing, brainstorming, and visioning. Finally, it discusses creating an organizational climate that supports creativity through factors like motivation, empowerment, and experimentation.
Most people are born creative. As children, we revel in imaginary play, ask outlandish questions, draw blobs and call them dinosaurs. But over time, because of socialization and formal education, a lot of us start to stifle those impulses. We learn to be warier of judgment, more cautious, more analytical. The world seems to divide into “creatives” and “noncreatives,” and too many people consciously or unconsciously resign themselves to the latter category.
And yet we know that creativity is essential to success in any discipline or industry. According to a recent IBM survey of chief executives around the world, it’s the most sought-after trait in leaders today. No one can deny that creative thinking has enabled the rise and continued success of countless companies, from start-ups like Facebook and Google to stalwarts like Procter & Gamble and General Electric.
In this presentation you will discover why you lost your creative confidence—the natural ability to come up with new ideas and the courage to try them out, and how to restore it back.
This document discusses creativity and the creative process. It defines creativity as thinking of something new and defines three main types: combinational, exploratory, and transformational. The creative process involves both conscious and unconscious thinking and can be stimulated individually and in groups. Several theories of the creative process are described, including incubation, convergent/divergent thinking, the "geneplore" model, conceptual blending, and the explicit-implicit interaction theory. Creativity in organizations can play a role in innovation through generating new ideas for technologies, products, processes, marketing strategies, and more. Creative people tend to be misfits, loners, non-conformists, original, sensitive, and adventurous. Factors
Creativity isn't just for artists, musicians, writers, and designers. We all have the ability to be excellent creative thinkers. - https://www.milestechnologies.com
This document summarizes a workshop on creative and innovative thinking skills. It discusses what creativity and innovation are, types of innovation including product, process, business model, and service innovation. It covers conceptual blocks to creativity like constancy, compression, and complacency. The three components of creativity are discussed as expertise, motivation, and creative thinking skills. Tools for defining problems like the Kipling method and creating new ideas like brainstorming and attribute listing are presented. Finally, the document discusses creating a creative climate in the workplace with elements like risk-taking, access to knowledge, rewarding innovators, and openness to new ideas.
Presentation created for organizational behavior lecture; topics are theories of creativity, creativity in the individual, and creativity in the workplace.
This presentation is all about the importance of creativity in entrepreneurship. It will also discuss the nature, constituents, and types of creativity.
Creativity involves producing novel and original ideas or objects. It involves divergent thinking and progresses through stages of preparation, incubation, illumination, and verification. Creativity rests on divergent thinking and involves explaining, predicting, or inventing in a new way. It can be identified using standardized tests, interviews, and observing behaviors. Developing creativity requires providing freedom from criticism, encouraging originality and risk-taking, and exposing individuals to role models and techniques like brainstorming.
This document discusses tools and techniques for developing creative and innovative thinking skills. It defines creativity and innovation, and describes types of innovation including business model, process, product, and service innovation. It also discusses conceptual blocks to creativity such as constancy, compression, and complacency. The document outlines three components of creativity as expertise, motivation, and creative thinking skills. It provides tools for defining problems creatively, such as the Kipling method and problem statement, and tools for generating new ideas like attribute listing, brainstorming, and visioning. Finally, it discusses creating an organizational climate that supports creativity through factors like motivation, empowerment, and experimentation.
Most people are born creative. As children, we revel in imaginary play, ask outlandish questions, draw blobs and call them dinosaurs. But over time, because of socialization and formal education, a lot of us start to stifle those impulses. We learn to be warier of judgment, more cautious, more analytical. The world seems to divide into “creatives” and “noncreatives,” and too many people consciously or unconsciously resign themselves to the latter category.
And yet we know that creativity is essential to success in any discipline or industry. According to a recent IBM survey of chief executives around the world, it’s the most sought-after trait in leaders today. No one can deny that creative thinking has enabled the rise and continued success of countless companies, from start-ups like Facebook and Google to stalwarts like Procter & Gamble and General Electric.
In this presentation you will discover why you lost your creative confidence—the natural ability to come up with new ideas and the courage to try them out, and how to restore it back.
Creativity is the ability to imagine or invent something new and to use imagination to transcend traditional ideas. The document discusses tools for creative thinking like the Six Thinking Hats method, paradigms, and mind mapping. It asserts that creativity is a skill that can be learned and emphasizes that creative thinking allows for easier problem solving and a more interesting world.
The document discusses creativity and creative thinking. It provides definitions of creativity as imagining or inventing something new. It also defines creative thinking as the process of coming up with new ideas, which can be accidental or deliberate. The document then provides tips and myths about creativity, as well as examples of creative advertisements.
This document discusses creative thinking and tools for developing creative thinking skills. It defines creative thinking as a learnable skill that empowers people by strengthening their natural abilities. Some techniques for creative thinking include brainstorming, generating questions, and using checklists. Edward de Bono developed the idea of the "Six Thinking Hats" as an aid for parallel thinking - each hat represents a role or mode of thinking such as being informative, intuitive, cautious, constructive, creative, or reflective. The overall message is that teaching thinking skills can increase self-esteem and confidence by helping people feel in control of their lives.
This presentation aims at boosting your creativity, whether you need it for your innovation processes, for your marketing and sales or for other purposes.
It will inform you about:
- what the creativity process is
- how creativity was perceived in history
- what are the main scientific discoveries about creativity
- what cutting edge creativity building techniques exist today
- practical information about these techniques, for instance :
- brainstorming and related approaches
- innovation games
- lateral thinking, 6 hats
- mindmaps
- improvisation derived approch
- who have been the main innovators in creativity techniques and what they have developped
By the way, I practice these techniques and teach them to companies and at the "Ecole Supérieure de Ventes" of Saint Germain en Laye.
Giovanni Corazza suggests ways to think more creatively like Elon Musk by going "out of the box". This involves taking risks, thinking differently than others by expanding one's mind beyond known information, combining ideas from different disciplines, and noticing opportunities through serendipity. Creative thinking also values long thinking to extract principles from ideas and evaluate new ideas for their potential value.
Creativity involves conceiving something original or unusual, whether an idea, product, or process. Innovation is the implementation of something new. Creativity does not necessarily lead to innovation, as a creative idea may not be implemented. Factors that influence individual creativity include expertise in a field, creative thinking skills, and intrinsic rather than extrinsic motivation. Barriers to creativity can exist at the mindset, personal, and organizational levels and include rigid thinking, fear of failure, and an emphasis on control. Developing one's creativity involves techniques such as brainstorming, becoming an expert, idea mapping, and challenging oneself to try new approaches.
This document summarizes key points from a presentation on creative thinking and problem solving. It defines creativity and discusses various aspects of creative thinking like divergent thinking, convergent thinking, and lateral thinking. It also covers the physiology and psychology of creative thinking, including traits of creative people. The presentation discusses models of creativity like the 4Cs model and the Medici Effect. It outlines the creative problem solving process and tools. The document then summarizes a study conducted among postgraduate students on their creative problem solving aptitude and factors influencing creativity. Finally, it reviews several studies on the relationship between creativity, intelligence, problem solving skills, and other variables.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
The document defines creativity as the ability to generate innovative ideas and manifest them. It discusses Wallis' four-stage model of the creative process: preparation, incubation, illumination, and verification. Characteristics of creative people are described, such as being both energetic and focused, as well as proud yet modest. The components of creativity include imagination, flexibility, decision making, communication, motivation, and collaboration. Various techniques for creative thinking are also outlined, like mind mapping, lateral thinking, and changing perspectives. Finally, potential blockages to creative ideas like tradition, negativism, and fear of failure are listed.
Creativity can be defined as the ability to produce novel and original ideas. There are several components and factors that contribute to creativity. Creativity involves both divergent and convergent thinking processes. Divergent thinking involves generating many novel ideas, while convergent thinking focuses on evaluating ideas and finding the best solution. Tests are used to measure creativity skills like flexibility, fluency, and originality. Factors like motivation, expertise, and an environment that encourages reflection can enhance creativity. Stress and fear of judgment can hamper creative abilities. Decision making models include rational, bounded rationality, and naturalistic approaches. Intuition also influences decision making.
This document discusses creativity and innovation. It argues that creativity involves combining existing ideas to create something new. True innovation requires challenging existing ways of thinking and taking customers' perspectives. Innovation is difficult because companies tend to benchmark each other, leading to similar approaches. The document advocates rethinking how companies are run to foster a culture where new ideas are welcomed, risks are embraced, and failure is accepted as part of the learning process. Speed and action are important for innovation to succeed.
Creative thinking involves seeing things in a new way and generating new knowledge beyond accepted ideas. It requires synthesizing, imagining, and elaborating - which include summarizing information, hypothesizing relationships, expressing ideas fluently, visualizing images, and adding personal meaning by relating ideas to experiences or different perspectives. Creative thinking helps students develop new combinations of ideas that lead to creative outputs.
Creativity refers to originating new things that have value. It involves thinking of new ideas and perspectives, as well as implementing ideas. Business leaders value creativity and seek people who can identify problems, see new patterns, and integrate different disciplines. Organizations benefit from the creativity of their workforce, which can improve performance. Creative skills like fluency, flexibility, elaboration, and originality can be acquired. Creative thinking allows people to achieve more, advance their careers, and solve problems more easily. Creative people tend to think visually, take risks, and think outside the box. However, organizational hurdles can prune creative ideas as they move through management levels.
The document discusses creativity, including what it is, why it is important, and how to embrace it. It defines creativity as the ability to imagine or invent something new. It says creativity is the most important human resource and allows for progress, new experiences, and problem solving. The document provides tips for embracing creativity, such as having passion, curiosity, and using techniques like mind mapping, sketching, and seeking inspiration. It concludes that anyone can become creative by having passion and using the right methods.
The document discusses creativity and the creative process. It defines creativity as the generation of new ideas or concepts through combining existing ideas in new ways. There are three levels of creativity - primary involves new fundamental ideas, secondary takes existing work further through collective effort, and integrated combines elements of the first two through disciplined thinking. The creative process generally involves analyzing a problem, imagining solutions through synthesis of ideas, and evaluating ideas. Creativity is a basic human capability that can be learned and improved through an openness to new experiences.
This presentation introduce you various methods for improving creative person inside you..
content:
1: intoduction to creativity
2: characteristics of a creative person
3: why do we need to be creative
4: methods for improving your creatiity
.
hope you all we like this presentation..
.
your feedbacks and suggestion are welcome...:)
The document discusses creative thinking and the elements needed to generate ideas. It defines creativity as imagining or inventing something new. Creative thinking is a skill that can be learned, not a talent, and it improves teamwork and productivity. Brainstorming is presented as a technique for generating ideas by gathering a list spontaneously from group members. The 5 Whys technique is also described as a method to determine the root cause of problems by asking why 5 times. Finally, the document states that creativity requires passion, knowledge, and experience.
Creativity, the meaning of creativity, Innovation, Can creativity be learned? 5 key behaviors to optimize our brain discovery
Bangalore University, BBA syllabus
This slide explains about Creativity- Meaning, nature Methods to foster creativity among children.Check the slides to know more..
Credits:-
Smruti Smita Mohanty
Ashutosh Jena
Anjana Yadav
The document provides information on integrating critical thinking into educational settings. It discusses key concepts related to critical thinking including fallacious thinking, cognitive biases, heuristics like availability heuristic and representativeness heuristic. It also discusses tips for teaching critical thinking, assessing critical thinking, and making explicit the objectives of critical thinking to students. The document emphasizes that critical thinking involves skills like analysis, evaluation and inference as well as dispositions toward reflective judgment. It stresses the importance of teaching critical thinking given the proliferation of information.
Creativity is the ability to imagine or invent something new and to use imagination to transcend traditional ideas. The document discusses tools for creative thinking like the Six Thinking Hats method, paradigms, and mind mapping. It asserts that creativity is a skill that can be learned and emphasizes that creative thinking allows for easier problem solving and a more interesting world.
The document discusses creativity and creative thinking. It provides definitions of creativity as imagining or inventing something new. It also defines creative thinking as the process of coming up with new ideas, which can be accidental or deliberate. The document then provides tips and myths about creativity, as well as examples of creative advertisements.
This document discusses creative thinking and tools for developing creative thinking skills. It defines creative thinking as a learnable skill that empowers people by strengthening their natural abilities. Some techniques for creative thinking include brainstorming, generating questions, and using checklists. Edward de Bono developed the idea of the "Six Thinking Hats" as an aid for parallel thinking - each hat represents a role or mode of thinking such as being informative, intuitive, cautious, constructive, creative, or reflective. The overall message is that teaching thinking skills can increase self-esteem and confidence by helping people feel in control of their lives.
This presentation aims at boosting your creativity, whether you need it for your innovation processes, for your marketing and sales or for other purposes.
It will inform you about:
- what the creativity process is
- how creativity was perceived in history
- what are the main scientific discoveries about creativity
- what cutting edge creativity building techniques exist today
- practical information about these techniques, for instance :
- brainstorming and related approaches
- innovation games
- lateral thinking, 6 hats
- mindmaps
- improvisation derived approch
- who have been the main innovators in creativity techniques and what they have developped
By the way, I practice these techniques and teach them to companies and at the "Ecole Supérieure de Ventes" of Saint Germain en Laye.
Giovanni Corazza suggests ways to think more creatively like Elon Musk by going "out of the box". This involves taking risks, thinking differently than others by expanding one's mind beyond known information, combining ideas from different disciplines, and noticing opportunities through serendipity. Creative thinking also values long thinking to extract principles from ideas and evaluate new ideas for their potential value.
Creativity involves conceiving something original or unusual, whether an idea, product, or process. Innovation is the implementation of something new. Creativity does not necessarily lead to innovation, as a creative idea may not be implemented. Factors that influence individual creativity include expertise in a field, creative thinking skills, and intrinsic rather than extrinsic motivation. Barriers to creativity can exist at the mindset, personal, and organizational levels and include rigid thinking, fear of failure, and an emphasis on control. Developing one's creativity involves techniques such as brainstorming, becoming an expert, idea mapping, and challenging oneself to try new approaches.
This document summarizes key points from a presentation on creative thinking and problem solving. It defines creativity and discusses various aspects of creative thinking like divergent thinking, convergent thinking, and lateral thinking. It also covers the physiology and psychology of creative thinking, including traits of creative people. The presentation discusses models of creativity like the 4Cs model and the Medici Effect. It outlines the creative problem solving process and tools. The document then summarizes a study conducted among postgraduate students on their creative problem solving aptitude and factors influencing creativity. Finally, it reviews several studies on the relationship between creativity, intelligence, problem solving skills, and other variables.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
The document defines creativity as the ability to generate innovative ideas and manifest them. It discusses Wallis' four-stage model of the creative process: preparation, incubation, illumination, and verification. Characteristics of creative people are described, such as being both energetic and focused, as well as proud yet modest. The components of creativity include imagination, flexibility, decision making, communication, motivation, and collaboration. Various techniques for creative thinking are also outlined, like mind mapping, lateral thinking, and changing perspectives. Finally, potential blockages to creative ideas like tradition, negativism, and fear of failure are listed.
Creativity can be defined as the ability to produce novel and original ideas. There are several components and factors that contribute to creativity. Creativity involves both divergent and convergent thinking processes. Divergent thinking involves generating many novel ideas, while convergent thinking focuses on evaluating ideas and finding the best solution. Tests are used to measure creativity skills like flexibility, fluency, and originality. Factors like motivation, expertise, and an environment that encourages reflection can enhance creativity. Stress and fear of judgment can hamper creative abilities. Decision making models include rational, bounded rationality, and naturalistic approaches. Intuition also influences decision making.
This document discusses creativity and innovation. It argues that creativity involves combining existing ideas to create something new. True innovation requires challenging existing ways of thinking and taking customers' perspectives. Innovation is difficult because companies tend to benchmark each other, leading to similar approaches. The document advocates rethinking how companies are run to foster a culture where new ideas are welcomed, risks are embraced, and failure is accepted as part of the learning process. Speed and action are important for innovation to succeed.
Creative thinking involves seeing things in a new way and generating new knowledge beyond accepted ideas. It requires synthesizing, imagining, and elaborating - which include summarizing information, hypothesizing relationships, expressing ideas fluently, visualizing images, and adding personal meaning by relating ideas to experiences or different perspectives. Creative thinking helps students develop new combinations of ideas that lead to creative outputs.
Creativity refers to originating new things that have value. It involves thinking of new ideas and perspectives, as well as implementing ideas. Business leaders value creativity and seek people who can identify problems, see new patterns, and integrate different disciplines. Organizations benefit from the creativity of their workforce, which can improve performance. Creative skills like fluency, flexibility, elaboration, and originality can be acquired. Creative thinking allows people to achieve more, advance their careers, and solve problems more easily. Creative people tend to think visually, take risks, and think outside the box. However, organizational hurdles can prune creative ideas as they move through management levels.
The document discusses creativity, including what it is, why it is important, and how to embrace it. It defines creativity as the ability to imagine or invent something new. It says creativity is the most important human resource and allows for progress, new experiences, and problem solving. The document provides tips for embracing creativity, such as having passion, curiosity, and using techniques like mind mapping, sketching, and seeking inspiration. It concludes that anyone can become creative by having passion and using the right methods.
The document discusses creativity and the creative process. It defines creativity as the generation of new ideas or concepts through combining existing ideas in new ways. There are three levels of creativity - primary involves new fundamental ideas, secondary takes existing work further through collective effort, and integrated combines elements of the first two through disciplined thinking. The creative process generally involves analyzing a problem, imagining solutions through synthesis of ideas, and evaluating ideas. Creativity is a basic human capability that can be learned and improved through an openness to new experiences.
This presentation introduce you various methods for improving creative person inside you..
content:
1: intoduction to creativity
2: characteristics of a creative person
3: why do we need to be creative
4: methods for improving your creatiity
.
hope you all we like this presentation..
.
your feedbacks and suggestion are welcome...:)
The document discusses creative thinking and the elements needed to generate ideas. It defines creativity as imagining or inventing something new. Creative thinking is a skill that can be learned, not a talent, and it improves teamwork and productivity. Brainstorming is presented as a technique for generating ideas by gathering a list spontaneously from group members. The 5 Whys technique is also described as a method to determine the root cause of problems by asking why 5 times. Finally, the document states that creativity requires passion, knowledge, and experience.
Creativity, the meaning of creativity, Innovation, Can creativity be learned? 5 key behaviors to optimize our brain discovery
Bangalore University, BBA syllabus
This slide explains about Creativity- Meaning, nature Methods to foster creativity among children.Check the slides to know more..
Credits:-
Smruti Smita Mohanty
Ashutosh Jena
Anjana Yadav
The document provides information on integrating critical thinking into educational settings. It discusses key concepts related to critical thinking including fallacious thinking, cognitive biases, heuristics like availability heuristic and representativeness heuristic. It also discusses tips for teaching critical thinking, assessing critical thinking, and making explicit the objectives of critical thinking to students. The document emphasizes that critical thinking involves skills like analysis, evaluation and inference as well as dispositions toward reflective judgment. It stresses the importance of teaching critical thinking given the proliferation of information.
Critical thinking university success internationalSteven Rogers
Critical thinking has its roots in Socrates' method of questioning beliefs and exposing contradictions. It involves actively analyzing and evaluating information rather than passive acceptance. Critical thinking abilities include skills like observation, analysis, problem solving and decision making. These abilities can be developed through lessons aimed at distinguishing fact from opinion, identifying bias and assumptions, and recognizing weak arguments. Regularly questioning one's own thinking and seeking alternative perspectives can help improve critical thinking over time.
The document discusses key concepts from Day 1 of a creativity and design training, including that creativity needs diversity of perspectives, it can come from anyone, and it requires iteration and feedback. It also lists possible actions participants could take, such as seeking ideas from different departments, creating a fun work environment, and reframing problems and questions. Questions from participants are also included, such as how to evaluate ideas, free oneself from constraints, and sell creative ideas.
Open Space Session notes: Mapping the Systems of Science and TechnologyKennan Salinero
'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and Technology's Science 'UnSummit' working conferences. The first were held during the USA Science and Engineering Festival - in 2010 looking at the topic of 'Shifting the Effort/Reward Ratio in Science' and in 2012 'Innovation - a Global Conversation.' We explore current data, successful initiatives and emergent trends from various science and technology oriented domains, in a cross-functional/cross-sector setting. We utilize Open Space sessions, where participants convene discussions around topic areas of greatest interest and urgency to them.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
This document discusses coaching approaches that can be applied both in the classroom and on the athletic field. It emphasizes creating a growth mindset in students and athletes by praising effort over outcomes, viewing skills as learnable, and providing feedback to promote learning and future success. The G.R.O.W. model of coaching is described, which involves goal setting, reality checking, exploring options, and committing to action. Effective coaching is presented as a way to empower students and athletes to take responsibility for their own learning and improvement through asking questions rather than just providing answers.
Critical Thinking University Success1.pptxSteven Rogers
Critical thinking has its roots in Socrates' method of questioning beliefs and exposing contradictions. It involves actively and skillfully analyzing, evaluating, and synthesizing information to form judgments. Developing critical thinking abilities like distinguishing fact from opinion, identifying biases, and recognizing assumptions can improve decision making. Specific strategies to enhance critical thinking include being aware of one's own thinking processes, asking questions, identifying missing information, using evidence-based reasoning, and avoiding logical fallacies. Regular practice of these skills can help one become a stronger critical thinker.
The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
Project Zero is a research group at Harvard Graduate School of Education that has investigated learning and thinking since 1967. Their mission is to understand and enhance learning, thinking, and creativity at both individual and institutional levels. The document discusses why establishing a culture of thinking in classrooms is important for learning, retention, and understanding. It introduces thinking routines as strategies to direct student thinking and structure discussions. Examples of thinking routines are provided, like Think-Puzzle-Explore, to engage students and develop questions for inquiry on a topic. In summary, the document advocates for creating a thinking culture in classrooms to support challenging and successful student learning.
This document outlines a framework for facilitating friction-free transformation in organizations. It is presented over three stages: 1) Build buy-in by engaging others, eliminating resistance, and mapping the landscape. 2) Remove roadblocks by overcoming inertia, generating confidence, and removing "sludge". 3) Embrace experimentation by scaling, sharing, and sustaining changes through a culture of experimentation, subtraction of unnecessary processes, and sharing of successes. Each stage contains modules to break challenges into tasks and tools to dissolve resistance. The goal is to establish an environment where transformation can occur through distributed, community-driven efforts rather than traditional bureaucratic change programs.
Creativity refers to the act of making something new and involves imagination and intuition. True creativity involves thinking differently and taking risks. Creative people question assumptions, take risks, and generate multiple solutions to problems. Employers value creativity as creative employees can solve problems innovatively and contribute to growth. Developing creativity enables performing tasks mindfully and opening possibilities for innovation. Creativity relies on domain expertise, creative thinking skills, motivation, and supportive workplace practices and conditions.
Chapter 6.thinking.learning http://www.cheapassignmenthelp.co.uk/Assignment Help
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This document discusses inquiry-based learning, which is a student-centered approach where students develop questions to guide their research. The teacher acts as a facilitator. Inquiry-based learning utilizes higher-order thinking and problem solving. It is important because students learn better when they generate their own questions. Inquiry-based learning starts with student questioning and allows them to create new knowledge. Effective inquiry involves developing a research question, planning research, and using findings to answer the question.
How to think about the future: a guide for non-profit leadersjvcsun
A guide to integrating future purpose thinking into non-profit strategy development. Including process, tools and concepts to get started and see immediate benefits for you and your team.
Go to www.futurepurpose.org for video version of this presentation and more tips, tools and guidance.
Formative Assessment - Bear Creek Elementary August 28th, 2013Jonathan Vervaet
The document discusses formative assessment and its importance in education. It provides 3 key strategies for formative assessment: 1) using learning intentions and success criteria to define expectations for students; 2) designing activities to elicit evidence of student learning; and 3) providing feedback to move learning forward. The document emphasizes that formative assessment should be ongoing, ungraded, and focused on giving descriptive feedback to help students improve rather than evaluative feedback or grades. When implemented effectively with feedback, formative assessment can substantially improve student achievement.
The document discusses the importance of developing independent thought. It notes that many current students lack problem solving skills and the ability to think independently. It then provides several strategies for fostering independent thought, such as disconnecting from conventional sources, seeking out new experiences, watching issues from different perspectives, randomizing sensory inputs, and practicing disbelief of accepted truths. The overall message is that independent thought is a valuable skill that benefits both individuals and society.
Glenn Griffin and Deborah Morrison propose a panel to discuss the "pivot moment" in creativity. They define this as a transformational change in direction that allows for new opportunities. Their agenda is to collect case studies from creative professionals about times when they pivoted in their work. These case studies will be used as teaching tools to help students better understand how to develop their own creativity. The panel aims to analyze insights from these stories and share initial findings at SXSW EDU 2014.
The document proposes a panel for SXSW Interactive 2014 about "transformational moments" or "pivots" that change the creative process and idea making. The panelists, Glenn Griffin and Deborah Morrison, believe these moments are ripe for study. They plan to collect stories from creative professionals about pivotal moments when their ideas changed course, taking risks and adapting. The goals are to discover insights about how the creative process works and can be optimized. Questions will focus on understanding the catalysts for change and how new directions survive challenges.
The document provides information about the size and scope of the global advertising industry. It notes that global advertising spending in 2010 was $474 billion, with $131.1 billion spent in the US. It outlines the six major holding companies that control most of the advertising world, including their headquarters locations and some of their agency brands. It also lists notable names in the industry and awards that advertising work can win.
Definition and Measurement of CreativityGlenn Griffin
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Arin Forstenzer and Trudy Thomason at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Jingya Huang, Danielle Latta and Katie McCarney at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kelly Smith and Leigh Smith at SMU's Temerlin Advertising Institute.
The document discusses various views on organizational creativity and how it can be increased in the workplace. It presents classic and modern views of organizations, as well as systems and componential models of creativity. Some factors that can increase creativity include giving employees time for creative thinking, encouraging open communication, allocating sufficient resources, and establishing an atmosphere of cooperation. Training employees and establishing self-directed work teams or "Z organizations" are also discussed as strategies to boost creativity. Case studies of creative work environments at companies like Google, Pixar and Mindlab are provided.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kellyn Dunn and Samantha Roppolo at SMU's Temerlin Advertising Institute.
Csikszentmihalyi and the Systems Perspective for the Study of CreativityGlenn Griffin
This document outlines Mihaly Csikszentmihalyi's systems model of creativity. The model views creativity as occurring at the intersection of individuals, domains, and fields. It argues that external variables like culture, society, and the reactions of others must be considered to fully understand creativity. The model describes how culture influences creativity through domains, how society judges new ideas, and how individuals develop talents within a specific personal background. Overall, the systems model presents creativity as a social process that depends on interactions within and between the different systems involved.
How can we better understand the creative process in advertising? Griffin and Morrison offer an overview of their latest research project in a presentation from the 2010 American Academy of Advertising Conference (AAA) in Minneapolis, MN.
2. Presentation Outline
• Overview of Defining Creativity
• Can Creativity Be Enhanced?
• Approaches and Studies Supporting
Arguments.
• How Can Creativity Be Enhanced?
• Nickerson’s recommendations and
potential applications.
3. Types and Degrees of
Creativity
• Csikszentmihalyi distinguishes 3
types of people who are creatives:
• Those who express unusual
thoughts.
• Those who experience the world
in novel and original ways.
• Those who effect significant
changes in their culture.
• Idea of “Big C” and “little c.”
• Psychological (P) vs. Historical (H)
creatives.
4. Can Creativity be Enhanced?
• Amabile argues, “That
anyone with normal
cognitive abilities can
reasonably aspire to
produce work that is
creative to some degree
in some domain.”
• Creative thinking CAN
be taught.
5. Connection: Sandra
Moriarty
• In the 1970’s she was the first in
the advertising industry to say
that creativity can be taught.
• Prior to Moriarty, creativity in
the advertising industry was
perceived as something you either
have or do not have.
6. Different Approaches to
Creativity
• Brainstorming and Problem Solving
• The process has 3 major components:
• Understanding
• 1. Mess finding
2. Data finding
3. Problem finding
• Generating Ideas
• 1. Idea finding
• Planning for action
• 1. Solution finding
2. Acceptance finding
7. Different Approaches to
Creativity
• Different studies all on children in schools:
1) Productive Thinking Program
• Looked at 5th and 6th graders.
• Aim: To improve creative thinking.
• Result: Combination of small classes and
enthusiastic teachers appears to produce
the greatest gains.
8. Different Approaches to
Creativity
• 2) CoRT Program
• 6 unit program in Venezuela with students ages 10-11.
• Step 1: What’s Going On? Step 2: What’s Success?
Step 3: What’s the Question? Step 4: Generate
Answers Step 5: Forge the Solution Step 6: Align
Resources
• Aim: How creativity can help in problem solving.
• Result: CoRT training students did better after 1 year
with problem solving than the students who had no
training whatsoever.
9. Different Approaches to
Creativity
• 3) Project Intelligence
• One year course focused on 7th graders.
• Aim: engage discussion and thought
provoking activities.
• Results: creativity unit of students overall
did better when engaged in the program.
10. Results of these 3 Studies
• That tests don’t have hard or solid
conclusions.
• All lead to idea that creativity CAN be
enhanced.
• We all are not destined to be Mozart, but it
can be that most of us fail to realize the full
potential we have.
11. Results (Continued)
• 2 Evils Idea:
• Which is worse?
• Try to enhance creativity if success is impossible
OR
• Fail to try to enhance creativity if it really can be
enhanced.
12. How Can Creativity Be
Enhanced?
• Unfortunately, there is no “clear cut” answer and no
infallible technique to foster creative behavior.
• This is because multitude of variables must be
accounted for:
• Personal traits and characteristics
• Social, cultural and environmental factors
• Nickerson concludes the final part of the chapter by
offering personal recommendations for enhancing
creativity that take into account the following factors:
13. 1) Establishing Purpose and Intention
• Purpose can be defined as the deep and abiding intentions
to develop one’s creative potential.
• Example: No one carves a statue without intent to do so.
• In simpler terms, this can be called “commitment”
2) Building Basic Skills
• A solid grounding in skills that are generally
considered fundamental to a basic education.
• Foster creativity and what a person is predisposed
to be good at doing.
14. 3) Encouraging Acquisition of Domain-
Specific Knowledge
• While knowledge of a domain is essential for
creativity, it does not always yield creativity.
• “As a rule, great artists have mastered prevailing
techniques of their art form before they have begun
to innovate and to influence its further
development.”-Hayes 1985
Picasso 1897 Picasso 1937
15. Very Similar To...
• Counter Argument: Some argue that high levels
of domain specific knowledge may limit
creativity because it provides parameters and
“standards” which contain creativity.
Text
16. 4) Stimulating and Rewarding Curiosity
and Exploration
• The type of curiosity that evokes creative expression
of creativity is seen in the persistent reluctance to
take things for granted, a deep desire for
explanations, and skepticism of “obvious answers.”
• Nickerson establishes 3 main points about
curiosity:
• Curiosity can be stimulated by training
individuals to be more observant.
• Curiosity is contagious.
• Educators should understand that they should
be promoting a “Sense of Wonder” about the
world.
17. Individual Ways to Enhance
Creativity
1. A penny for your thoughts.
2. It “ain’t’ (or isn’t) over ‘till the fat lady
sings.
3. Drunk as a skunk
4. The buck stops here.
5. On a wing and a prayer (or, “coming in
on a wing and a prayer”).
6. It’s not whether you win or lose, it’s
how you play the game.
7. Like shootin’ fish in a barrel.
8. Never look a gift horse in the mouth.
9. Put your money where your mouth is.
10. An apple a day keeps the doctor
away.
11. A tempest in a teapot.
12. A flash in the pan.
13. The devil is in the details.
14. Don’t pee on my leg and tell me it’s
raining.
15. Signed, sealed and delivered.
16. Fish or cut bait.
• Also think of the “pizza toppings” exercise from earlier this semester.
18. 5) Building Motivation
• Often simply phrased as “passion,” it is the drive that allows
individuals to work diligently, without tire, to produce an outcome.
• There seems to be an understanding among scholars that internal
or intrinsic motivation is more effective than external or extrinsic
motivation.
6) Focusing on Mastery and Self-Competition
• Linked with long-term intrinsic motivation: people with the goal
to improve their current performance and set future benchmarks
are more likely to persevere through tough challenges and
setbacks.
• Much like athletes establish personal best times and records.
19. 7) Encourage Confidence and
Willingness to Take Risks
• Timidity and fear are not conducive to
creativity.
• If individuals feel pressured to conform, they
tend to suppress their creativity (and curiosity)
to adhere to social norms and expectancies.
• However, self-confidence should not cross over
to arrogance or it will once again damage the
creative process.
20. Risks in the Real World:
Physical Risks
• The ability to overcome timidity and fear happens
in critical child developmental years.
• Play: a child’s ability to take risks while playing
can set the stage for future cognitive decisions.
• Teachers and parents should be aware of this.
• Taking the playground further
• Example: The St. Louis City Museum
22. Risks in the Real World:
Psychological Risks
• Children must overcome shyness to expose
creativity and personality.
• Workshops and Retreats
• Orientations
• Participations points
23. 8) Promoting Supportable Beliefs About
Creativity
• An individual's beliefs about themselves and their
capabilities can have a large effect on motivational outcomes.
• Self-fulfilling prophecy
• Individual’s beliefs can also be shaped by other people’s
positive or negative opinions of them.
9) Providing Opportunities for Choice
and Discovery
• People are more internally motivated to engage in activities
that truly interest them than activities that have been
selected for them by someone in an authority position.
24. Opportunity and Choice
Applied
• This is often applied, even from a young age, in
educational and business tactics.
• Schools: Summer reading lists allows
students to choose from several books,
choose topics to write about, choose degree,
etc.
• Ad Agencies: Develop niches which
personify the agency’s image.
25. 10) Developing Self-Management
(Metacognitive) Skills
• Through metacognition, a person can manage
one’s cognitive resources and develop how to
accurately control and monitor in order to
access and utilize his or her “meta level” most
efficiently.
• Self-evaluative skills link back to 6): Mastery
and Self-Competition.
26. 11) Additional Teaching Techniques
• Nickerson lists a variety of techniques: “creating
subgoals, working backwards, hill climbing,
means-end analysis, forward chaining,
considering extreme cases, etc...”
• One technique touched on is called “laying
aside.”
• A period of rest or engagement in unrelated
activities yields breakthroughs.
• Wallas’ Four-Stage Model: Incubation
27. 12) Providing Balance
• Nickerson concludes by citing Aristotle’s
Golden Mean of Moderation.
• There must be a balance between the
creative (freedom, spontaneity,
innovativeness) and the structured world
(discipline, self-restraint, respect for
tradition and convention).
28. Discussion Questions
1.
Providing balance was one of the ways Nickerson outlined for how to enhance
creativity. He discussed how the challenge is to teach children to recognize rules
and limits without stifling their creativity. How does this idea of balance relate
to the advertising industry? Why is it important to understand this balance?
2.
Thinking of the 2 evils idea: trying to enhance creativity if success is impossible
OR failing to try to enhance creativity if it can be enhanced; which do you think
is worse? Someone never fully reaching his or her creative potential or trying
and failing?
3.
The chapter discusses that some athletes, specifically marathon runners, have
no hope of ever winning a race in which they run in. They instead run in hopes
of bettering their personal best. Explain how and why this concept is important
for enhancing creativity.
4.
A strategy for facilitating creative performance can sometimes be a period of
rest, which can lead to a break through in an advance towards an objective. Do
you have a personal example where this has happened? If yes, how can this
further help you in the future?
5.
The chapter discusses how the desire for recognition, if too strong, can work
against creative productivity and is unlikely to be effective. Keeping the idea of
extrinsic motivation and intrinsic motivation in mind, explain an example of
when this can happen.
29. 6.
When discussing encouraging confidence and taking risks, the chapter talks
about how there is a line between confidence and arrogance. How do we draw
that line and what do you think that line is?
7.
Nickerson talks about three ways to stimulate curiosity:
a. Increase one’s own curiosity about the world simply by training oneself to be
more observant
b. Curiosity is contagious
c. A teacher’s most important responsibility to their students is to foster a deep
sense of wonder about the world.
Which do you think is the most important for stimulating curiosity and why?
8.
When working in a group on solving a problem, what is a practical tool that the
chapter discusses for enhancing the creative thought that goes into problem
solving?
9.
Each of us is born with two contradictory sets; a conservative tendency, which is
made up of self-preserving techniques, and an expansive tendency made up of
instincts for exploring novelty and risk. Csikszentmihalyi says that you cannot
have many obstacles placed in the way of the expansive tendency or you will lose
motivation. What are practical ways to enhance the expansive tendency to not
lose motivation?
10. Do you have a personal example of how creativity has been fostered in your
life? Was it successful?
Discussion Questions
Continued