Integrating Creativity into Core Content Jasper 2014
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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.
Integrating Creativity into Core Content Jasper 2014
- 1. INTEGRATING CREATIVITY INTO CORE CONTENT Lisa DaVia Rubenstein, Ph.D.
- 2. Outline for the Day 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/
- 5. Facets of Creativity Novel product that is useful Elaboration, flexibility, fluency, and originality Person, product, process, press (environment)
- 8. IF IT IS IMPORTANT... ARE WE DEVELOPING IT WITHIN OUR STUDENTS?
- 9. CREATIVITY IN THE CLASSROOM Westby & Dawson, 1995 Beghetto, 2007; Beghetto, 2009 Dobbins, 2009
- 10. Sir Ken Robinson
- 13. Teaching for Student Creativity Teaching Creatively
- 14. Visions of Storytellers Picture from: http://www.brandstories.net/2013/07/27/what-makes-for-an-exceptional-brand-storyteller/
- 15. Think about your favorite movie. What makes a movie successful?
- 17. What about your least favorite Movie?
- 19. Can we apply this to our classrooms?
- 20. Importance of Visual Organization Many remember 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’t picture it, I can’t understand it. -Albert Einstein
- 22. “There is no more 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.”
- 25. Visual Thinking Strategies Storyboarding Mind Mapping Flow Charts, Concept Maps, Graphic Organizers
- 27. From the film industry... 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 Types of Shots Stepping Forward The Tease
- 29. Stepping Forward How does this apply to education?
- 30. Stepping Forward Pattern Establish the 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 on something really close. Educational application?
- 32. There are 5 more if you are curious... See “The 7 Hidden Patterns of Successful Storyboards” video.
- 33. You have been hired by Disney to design a storyboard for a movie about...
- 35. “Whether you are retelling a fairy tale or telling a complex plot from a novel, simple often turns out better.”
- 40. Using storyboards for standardized tests...
- 44. Why should teachers think about storyboards?
- 45. How can storyboards help in 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.)
- 47. Mind Map
- 49. Flow Charts
- 52. TRY IT... • Where could 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 Intellectual Need Picture from: http://titusboy25.deviantart.com/art/Mysterious-Times-169273883
- 55. Why are spoilers so frustrating?
- 56. Spoiler Alert
- 58. ? ?
- 60. Creating an Intellectual Need • 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 this discovered... Can we replicate in the classroom?
- 63. Right angles are 90 degrees. Right angles are important.
- 64. Are you mad that I just told you right angles are 90 degrees? Or that they are important?
- 65. What was it like to be the person who discovered right angles?
- 68. How can teachers be less helpful?
- 70. What can be debated?
- 71. Was this a good idea?
- 72. 2. Capture it. Take a picture. Take a video. Copy it. Print it. Steal it. Picture from: http://thriller10group43.blogspot.com/2010_02_01_archive.html
- 73. Tech Tools for Capturing Kay’s Sample Padlet My Sqworl
- 74. Low Tech
- 75. 3. Share it.
- 76. Mystery Boxes • Artifact Box 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... • Where could 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 Picture from: http://www.feeldesain.com/summer-umbrellas-in-agueda-portugal.html
- 80. Before students can brainstorm, teachers must ask “brainstorm-able” questions.
- 81. What is half of 13?
- 82. Half of 13 6.5 1 or 3 thirteen (letters)...4 Roman (XIII)...11 or 2 or 8 Multiple operations could be used as well.
- 83. 6+6 = ?
- 84. 12
- 86. Why? To solve a problem. To become informed. To make connections. To learn. To think. To improve.
- 87. To limit yourself to 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 we use analogies?
- 92. Amazing Analogies Helps make strange...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 comparisons of 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 Direct Analogy Fantasy Analogy Symbolic Analogy Personal Analogy
- 95. Direct Analogies
- 96. Cave Man Meet Fish (Davis, 2004)
- 97. Improve this flashlight... Picture from: http://www.holidayinsights.com/moreholidays/December/flashlightday.htm
- 98. ...by attending medical school? Pictures from: 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 is like 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’t sell 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 an analogy counterpart... Television evangelists Denny’s Your favorite sports team (hint: Steelers) Tape measure Pearl Harbor
- 102. Brainstorm the characteristics of your counterpart.
- 103. Apply those characteristics to your problem.
- 104. What are some potential solutions?
- 105. Make the familiar strange. State your 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 Chose a 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 in the 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 How is 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 the concept. (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 own analogy. 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 do we 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 Brainstorm oxymorons. Do they suggest new ideas? Gentle toughness for new tires, careful haste for school evacuation...
- 114. Personal Analogy What if you were in the analogy? What if you were a rain drop in the water cycle? What if...
- 115. TRY IT... • When could 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?
- 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 be substituted? 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 can be 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 is like 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 be made 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?
- 124. Modify How could this be 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 other uses... 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 this were 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 arrangements might be better? Interchange components? Other patterns? layouts? sequences? orders? Transpose cause and effect? Change pace? schedule?
- 128. Try it... In what ways 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 Theory Development Question Development Teaching Improvement Problem Refinement
- 130. Resources Check out http:// byrdseed.com/respondo/ for a 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 Picture from: 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. Divergent Convergent
- 135. Planning your approach. Appraising tasks. 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 the challenge important?
- 138. Stage 1: Understand the 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: Understand the 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 you describe a problem influences the possible solutions.
- 141. Generating: Word Dance Start with 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 Shoulders Test 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 and Hot Spots
- 145. Stage 2: Generate Ideas Generate potential solutions. Narrow them down. Divergent Convergent
- 146. Generation Tools Brainstorming SCAMPER Force-fitting (Think about 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. Seek quantity. Encourage all possibilities. Look for combinations or to elaborate.
- 148. Attribute Listing Imagine you want to create a new light bulb...
- 149. Morphological Matrix Imagine you want to create a new light bulb...
- 150. You will probably find 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 and Hot 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: Preparing for 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 Plans Needed 24 Hour Steps Short-Term Steps Long-Term Steps
- 155. After CPS Evaluate. Did it work? What could you change?
- 156. Seeing it action... Edutopia’s video: 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 you learn from this film?
- 158. Try it... What are some problems that would allow you to work through the CPS process in your classroom?