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Integrating Creativity into Core Content Jasper 2014
This document outlines an agenda for a workshop on integrating creativity into core content. The day includes sessions on storytelling, creating intellectual need through mysterious problems, brainstorming and freedom using techniques like analogical thinking and SCAMPER, and creative problem solving. Visual thinking strategies like storyboarding are discussed as ways to help students make sense of and illustrate concepts. The importance of understanding challenges is also covered to ensure ideas generated will be relevant.
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Integrating Creativity into Core Content Jasper 2014
- 1. INTEGRATING CREATIVITY INTOCORE CONTENT Lisa DaVia Rubenstein, Ph.D.
- 2. Outline for theDay 9:00-9:10 Introduction: Purpose Finding 9:10-10:20 Session 1: Visions of Storytellers 10:20-10:30 Break 10:30-11:45 Session 2: Mysterious Problems: Creating an Intellectual Need 11:45-12:15 Lunch 12:15-1:30 Session 3: Brainstorming and Freedom 1:30-1:40 Break 1:40-3:00 Session 4: Creative Problem Solving
- 3. Purpose Finding Picture from:http://www.psmag.com/navigation/health-and-behavior/sense-of-purpose-strengthens-immune-system-63586/
- 4.
- 5. Facets of Creativity Novelproduct that is useful Elaboration, flexibility, fluency, and originality Person, product, process, press (environment)
- 6.
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- 8. IF IT ISIMPORTANT... ARE WE DEVELOPING IT WITHIN OUR STUDENTS?
- 9. CREATIVITY IN THE CLASSROOM Westby & Dawson, 1995 Beghetto, 2007; Beghetto, 2009 Dobbins, 2009
- 10.
- 13. Teaching for Student Creativity TeachingCreatively
- 14. Visions of Storytellers Picturefrom: http://www.brandstories.net/2013/07/27/what-makes-for-an-exceptional-brand-storyteller/
- 15. Think about your favoritemovie. What makes a movie successful?
- 17. What about your leastfavorite Movie?
- 19. Can we applythis to our classrooms?
- 20. Importance of Visual Organization Manyremember visual images better than words. Study: 2,560 images 1 per 10 seconds, 280 pairs, 85-95% rate of identification Creative people illustrate their thoughts.
- 21. If I can’tpicture it, I can’t understand it. -Albert Einstein
- 22. “There is nomore powerful way to prove that we know something well than to draw a simple picture of it. And there is no more powerful way to see solutions than to pick up a pen and draw out the pieces of our problem.”
- 23.
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- 25. Visual Thinking Strategies Storyboarding Mind Mapping FlowCharts, Concept Maps, Graphic Organizers
- 27. From the filmindustry... Review of the Shots: http:// www.youtube.com/watch? feature=endscreen&NR=1&v=DVXMQM UDlTs From Pixar and Lord of the Rings: http://www.youtube.com/watch? v=t3mAHQuBqQI
- 28. Examining 2 Typesof Shots Stepping Forward The Tease
- 29. Stepping Forward How doesthis apply to education?
- 30. Stepping Forward Pattern Establishthe shot. Where are we? Move slowly inward. Each prop has a purpose. (large chair) Continue to move in as long as there is something worth moving into. (object, face...) Don’t jump too fast from shots. When there is new information, move back out. What is the most important thing to be looking at?
- 31. The Tease... Start onsomething really close. Educational application?
- 32. There are 5more if you are curious... See “The 7 Hidden Patterns of Successful Storyboards” video.
- 33. You have beenhired by Disney to design a storyboard for a movie about...
- 34.
- 35. “Whether you areretelling a fairy tale or telling a complex plot from a novel, simple often turns out better.”
- 40.
- 43.
- 44. Why should teachers thinkabout storyboards?
- 45. How can storyboards helpin education? Teachers: To organize a lesson by seeing the big picture. Teachers: To think about the purpose of each scene or lesson component. Students: To make sense of a story or problem. Students: To create a new story or project. (Engaging visually with the content.)
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- 52. TRY IT... • Wherecould students use storyboards to clarify the story? • Where could they design their own story? • Would any of the other visual thinking strategies work better? • How could you encourage them to use this strategy on their own?
- 53. Mysterious Problems: Creating an IntellectualNeed Picture from: http://titusboy25.deviantart.com/art/Mysterious-Times-169273883
- 55. Why are spoilersso frustrating?
- 56.
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- 58.
- 60. Creating an IntellectualNeed • Find it. (Prequel: Look for it.) • Capture it. • Share it. Avoid spoilers!
- 61. 1.) Find it.(Look for it.) Where are the problems that promote creative thinking?
- 62. How was thisdiscovered... Can we replicate in the classroom?
- 63. Right angles are90 degrees. Right angles are important.
- 64. Are you madthat I just told you right angles are 90 degrees? Or that they are important?
- 65. What was itlike to be the person who discovered right angles?
- 66.
- 67.
- 68. How can teachersbe less helpful?
- 69.
- 70. What can bedebated?
- 71. Was this agood idea?
- 72. 2. Capture it. Takea picture. Take a video. Copy it. Print it. Steal it. Picture from: http://thriller10group43.blogspot.com/2010_02_01_archive.html
- 73. Tech Tools forCapturing Kay’s Sample Padlet My Sqworl
- 74.
- 75.
- 76. Mystery Boxes • ArtifactBox Exchange • Location, book/story, time period, experiment, movement, genre Pictures from: http://www.artifactbox.com/index.html
- 77. A few ideas... •Pictures, graphs, videos • Incremental revealing of information and data • Short term or longer term projects
- 78. TRY IT... • Wherecould the students be the discovers? • Where is there too much information that spoils their experience? • How could you reframe the topic to promote perplexity?
- 79. Brainstorming and Freedom Picturefrom: http://www.feeldesain.com/summer-umbrellas-in-agueda-portugal.html
- 80. Before students can brainstorm,teachers must ask “brainstorm-able” questions.
- 81. What is halfof 13?
- 82. Half of 13 6.5 1or 3 thirteen (letters)...4 Roman (XIII)...11 or 2 or 8 Multiple operations could be used as well.
- 83.
- 84.
- 85.
- 86. Why? To solve aproblem. To become informed. To make connections. To learn. To think. To improve.
- 87. To limit yourselfto your first idea is a disaster for your imagination. -Michael Michalko
- 88. Types of Brainstorming •Analogical Thinking • SCAMPER Framing “brainstorm-able” questions will make you a better question asker.
- 89. Analogical Thinking Comic from:http://xkcd.com/762/
- 91. Why do weuse analogies?
- 92. Amazing Analogies Helps makestrange...familiar (and familiar strange) Helps students to recognize patterns and create connections (think about students...new ideas are almost all abstract) Connects to passion areas (more interesting?) Encourages cognitive dissonance Could be used as a tool to solve problems
- 93. Analogies are comparisonsof the similar features of two things. They are mental telescopes through which you can spy ideas. -Michael Michalko What else is like this?
- 94. Types of Analogies DirectAnalogy Fantasy Analogy Symbolic Analogy Personal Analogy
- 95.
- 96. Cave Man MeetFish (Davis, 2004)
- 97. Improve this flashlight... Picturefrom: http://www.holidayinsights.com/moreholidays/December/flashlightday.htm
- 98. ...by attending medical school? Picturesfrom: http://www.holidayinsights.com/moreholidays/December/flashlightday.htm And: http://feministing.com/2011/09/07/new-study-lgbt-issues-barely-taught-in-medical- school/
- 99. Improving flashlight islike attending medical school Need textbook/ manuals Attend class/talk to professors Learn how to administer anesthesia Insulate myself from social demands Practice on cadavers Package first aid kits with lights Incorporate a radio transmitter Include mace for protection Insulate flashlights to protect batteries Include a miniature tool kit
- 100. Pick a problem. Can’tsell copiers Want to increase library usage Can’t get the car to start Can’t motivate students Can’t engage students Need to design a swimming pool Time to Experiment
- 101. Now pick ananalogy counterpart... Television evangelists Denny’s Your favorite sports team (hint: Steelers) Tape measure Pearl Harbor
- 102. Brainstorm the characteristics of yourcounterpart.
- 103.
- 104. What are some potentialsolutions?
- 105. Make the familiar strange. Stateyour challenge. Choose a key word or phrase. Choose a parallel or distant field/idea. List the images you you associate with your chosen field. Look for similarities and connections between the two. The Steps
- 106. Tips for Parallels Chosea field you know well. The more detailed the better. (Instead of restaurants, think Taco Bell.) Finding parallels...use wikipedia.... Or even... nature, accounting, birds, football, China, comics, dance, mafia, mining, reality television, ballet, WWI, sailing, jungles, insects, bowling...
- 107. Imagine this inthe classroom... How could you scaffold students? Part of the inherent purpose is to make the strange familiar. That is the first problem to address.
- 108. Questions to Scaffold Howis teaching like football? How is the water cycle like Taco Bell? How is Charlie (chocolate factory) like Manny (Modern Family)? How are sine graphs like lighthouses? Scaffold creativity. Step 1 Force it.
- 109. Give students theconcept. (Discuss/ lecture...) Create a list of potential analogies. Have them create the attributes and the connections. Describe the similarities and dissimilarities. Scaffold creativity. Step 2Choose it.
- 110. Design your ownanalogy. Scaffold creativity. Step 3 Create it.
- 111. Other Analogies Fantasy Analogy:Fantastic, farfetched, craziest situation possible. Symbolic Analogy: Oxymorons Personal Analogy: Empathy, become the challenge/concept.
- 112. Fantasy Analogy How dowe in our wildest dreams imagine this to operate? Apply to our original problem... How could this problem solve itself? Examples: How can clothes iron themselves? How can a refrigerator defrost itself? How can we get the School Board to want to give us more supplies?
- 113. Symbolic Analogies Compressed conflict Brainstormoxymorons. Do they suggest new ideas? Gentle toughness for new tires, careful haste for school evacuation...
- 114. Personal Analogy What ifyou were in the analogy? What if you were a rain drop in the water cycle? What if...
- 115. TRY IT... • Whencould students assume the role of what they are studying? • What direct analogies could you force? • When could you let them create their own? • How could they demonstrate these analogies?
- 116.
- 117.
- 118. SCAMPER • Substitute • Combine •Adapt • Minimize/Maximize • Put to another use • Eliminate • Rearrange/Reverse Grand Opening of JASPER BAGEL SHOP
- 119. Substitute What can besubstituted? Who else? What else? Can the rules be changed? Are there other ingredients? Other materials? Other processes? procedures? Other power? places? approaches? What else instead?
- 120. Combine What ideas canbe combined? Can we combine purposes? How about an assortment? How about a blend? an alloy? an ensemble? Combine units? What other article could be merged with this? How could we package a combination?
- 121. Adapt What else islike this? outside my field? What other idea does this suggest? Does the past offer a parallel? What could I copy? in different contexts? Whom could I emulate? What idea could I incorporate? What other process could be adapted?
- 122. Magnify What can bemade larger? Exaggerated? What can be added? More time? Stronger? Extra features? Greater frequency? What can be duplicated? How could I carry it to a dramatic extreme?
- 123.
- 124. Modify How could thisbe altered for the better? What can be modified? Is there a new twist? Change meaning, color, motion, sound, odor, form, shape? Change name? plans? process? marketing? package?
- 125. Put to otheruses... What else can this be used for? Are there new ways to use it as is? Other uses to modify? What else can be made from this? Other extensions? Markets?
- 126. Eliminate What if thiswere smaller? What should I eliminate? omit? Should I divide it? split it up? separate it? Understate? streamline? make miniature? condense? compact? Subtract? Delete?
- 127. Rearrange What other arrangementsmight be better? Interchange components? Other patterns? layouts? sequences? orders? Transpose cause and effect? Change pace? schedule?
- 128. Try it... In whatways might I improve my teaching? How will I encourage students to use SCAMPER? How can I play with this concept?
- 129. Implementation Ideas Business Class Writing TheoryDevelopment Question Development Teaching Improvement Problem Refinement
- 130. Resources Check out http:// byrdseed.com/respondo/ fora fun tool for literature! Check out http:// www.byrdseed.com/ creativity-fridays-part-iii/ for a description of SCAMPER in problem development, specifically in science. Redefining questions... Thinkertoys book and Thinkpac cards For a written overview: http://litemind.com/ scamper/. SCAMPER the holidays. (http:// engagetheirminds.wordpre ss.com/tag/s-c-a-m-p-e-r/)
- 131. Creative Problem Solving Picturefrom: http://softwarecreation.org/2010/how-to-become-an-expert-creative-problem-solving/
- 132. What is it? PBL:Project or Problem Based Learning Inquiry Based Learning CPS: Creative Problem Solving
- 133.
- 135. Planning your approach. Appraisingtasks. Designing processes. People Content Method Context CPS is best used for novel, complex, ambiguous problems. There are many tools within this model to choose from also.
- 137. Why is understanding thechallenge important?
- 138. Stage 1: Understandthe Challenge... Benefits Risks of Not Understanding Setting a focus/direction. Getting lots of ideas that don’t matter. Identifying key concerns for which you want and need ideas. Using failed ideas because not enough info was collected. Spurring imagination, innovation, and creativity. Being unable to generate many ideas because of poorly worded ? Capturing the curiosity, energy, motivation of the group. Getting the same ideas because it is worded in the same way.
- 139. Stage 1: Understandthe Challenge... Construct opportunities. Generate possible opportunities, focus on most important. Explore data. Examine many sources of data from many points of view. Frame problem. Generate many, varied, and unusual ways to state problem. Select of form the specific problem statement. Are you working on the right problem? Divergent Convergent
- 140. The way youdescribe a problem influences the possible solutions.
- 141. Generating: Word Dance Startwith statement: In what ways might I... Then circle verb. List other verbs: attract, locate, find, entice, ensure... Then circle objective. Enrollment: participation, commitment, taking the class... Mix and match
- 142. Focusing: Head and ShouldersTest Is one so far above the rest in its ability to accurately and concisely describe the problem? Is it open ended? Is it free from limiting constraints or criteria? Does it get to the heart of the issue?
- 143. Focusing: Hits andHot Spots
- 145. Stage 2: GenerateIdeas Generate potential solutions. Narrow them down. Divergent Convergent
- 146. Generation Tools Brainstorming SCAMPER Force-fitting (Thinkabout analogies. Use unrelated products or ideas and force them with your idea.) Attribute Listing Morphological Matrix Fluency Flexibility Originality Elaboration Aim for at least 25-30. Some have more than 100.
- 147. Brainstorming Rules Defer judgement. Seekquantity. Encourage all possibilities. Look for combinations or to elaborate.
- 148. Attribute Listing Imagine youwant to create a new light bulb...
- 149. Morphological Matrix Imagine youwant to create a new light bulb...
- 150. You will probablyfind it helpful to allow time for both active idea-generation and for reflection and individual thought. (Treffinger, Isaksen, Stead-Dorval, 2006)
- 151. Narrowing Tools Hits andHot Spots ALoU: Advantages, Limitations, Ways to Overcome, Unique Features PCA: Paired Comparison Analysis Sequencing: Short, medium, long term actions Evaluation Matrix: Using specific criteria, evaluate each option.
- 153. Stage 3: Preparingfor Action Developing Solutions: Organizing possibilities, choosing between/among options, analyzing/ developing or refining (Consider CARTS: cost, acceptance, resources, time, and space) Building Acceptance: Identify possible assisters, resisters (5Ws), Which ones are most likely to arise? What action steps to do you need to take? How will you gain support?
- 154. Types of PlansNeeded 24 Hour Steps Short-Term Steps Long-Term Steps
- 155. After CPS Evaluate. Did itwork? What could you change?
- 156. Seeing it action... Edutopia’svideo: http:// www.edutopia.org/project-based- learning-introduction-video It actually changed my life: http:// www.youtube.com/watch? v=uZxYSe26O9I High Tech High: http:// www.youtube.com/watch? v=xfP53Alnbhk
- 157. What can youlearn from this film?
- 158. Try it... What aresome problems that would allow you to work through the CPS process in your classroom?
- 159.