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    Unit 6 - Creativity

    Uploaded by

    Esther Ponmalar Charles
    The document discusses creativity and creative problem solving. It defines creativity as involving originality, flexibility, and sensitivity to problems. Creative thinking involves both divergent thinking, which generates multiple answers, and convergent thinking, which leads to a single best answer. Teaching creativity requires encouraging students, identifying their strengths, and fostering curiosity. Creative problem solving follows a process defined by Osborne and Parnes that involves defining the problem, generating ideas, and selecting the best solution. Brainstorming techniques like SCAMPER and synectics can be used in the classroom to develop students' creative skills.

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    Unit 6 - Creativity

    Uploaded by

    Esther Ponmalar Charles
    186 views10 pages
    The document discusses creativity and creative problem solving. It defines creativity as involving originality, flexibility, and sensitivity to problems. Creative thinking involves both divergent thinking, which generates multiple answers, and convergent thinking, which leads to a single best answer. Teaching creativity requires encouraging students, identifying their strengths, and fostering curiosity. Creative problem solving follows a process defined by Osborne and Parnes that involves defining the problem, generating ideas, and selecting the best solution. Brainstorming techniques like SCAMPER and synectics can be used in the classroom to develop students' creative skills.

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    The document discusses creativity and creative problem solving. It defines creativity as involving originality, flexibility, and sensitivity to problems. Creative thinking involves both divergent thinking, which generates multiple answers, and convergent thinking, which leads to a single best answer. Teaching creativity requires encouraging students, identifying their strengths, and fostering curiosity. Creative problem solving follows a process defined by Osborne and Parnes that involves defining the problem, generating ideas, and selecting the best solution. Brainstorming techniques like SCAMPER and synectics can be used in the classroom to develop students' creative skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    186 views10 pages

    Unit 6 - Creativity

    Uploaded by

    Esther Ponmalar Charles
    The document discusses creativity and creative problem solving. It defines creativity as involving originality, flexibility, and sensitivity to problems. Creative thinking involves both divergent thinking, which generates multiple answers, and convergent thinking, which leads to a single best answer. Teaching creativity requires encouraging students, identifying their strengths, and fostering curiosity. Creative problem solving follows a process defined by Osborne and Parnes that involves defining the problem, generating ideas, and selecting the best solution. Brainstorming techniques like SCAMPER and synectics can be used in the classroom to develop students' creative skills.

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    Download as doc, pdf, or txt
    of 10

    UNIT 6 CREATIVITY

    1.

    WHAT IS CREATIVITY ?

    DeBono (1968) Lateral thinking generates the idea and vertical thinking develops it Torrance (1962) Process of becoming sensitive to problems, gaps in knowledge, searching for solutions Guilford (1991) Require originality, flexibility of different ideas, sensitivity to problems Parnes (1967) Function of imagination and facts, ability to find ideas and problems

    2. WHAT IS THE DIFFERENCE OF CONVERGENT AND DIVERGENT THINKING?

    I) CONVERGENT THINKING LEADS TO A SINGLE BEST ANSWER ANSWERS ARE EITHER RIGHT OR WRONG (NON -AMBIGIOUS) CONVENTIONAL

    II) DIVERGENT

    MULTIPLE ANSWERS RECOGNITION OF LINKS CREATIVITY

    3. WHAT ARE THE CHARACTERISTICS OF CREATIVITY ? A) USING IMAGINATION PROCESS OF GENERATING OF SOMETHING ORIGINAL PROCESS OF THINKING OR BEHAVING A FORM OF MENTAL PLAY

    B)

    PURSUING PURPOSES IT INVOLVES ACTION AND PURPOSE ENGAGED IN MAKING OR PRODUCING SOMETHING HIGHLY DYNAMIC PROCESS

    C)

    BEING ORIGINAL INDIVIDUAL (OWN WORK) RELATIVE (RELATED TO THE PEER GROUP)

    HISTORIC (ORIGINAL IN TERM OF ANYONES PREVIOUS OUTPUT)

    D)

    JUDGING VALUE

    ORIGINALITY IS ESSENTIAL IN CREATIVE WORK QUESTION WHETHER IDEAS ARE EFFECTIVE, USEFUL AND VALID?

    4. WHAT IS THE DIFFERENCE OF TEACHING CREATIVELY AND TEACHING FOR CREATIVITY? a) TEACHING CREATIVELY Highly creative in using imaginative approaches To motivate the learners Make learning exciting and effective

    b)

    TEACHING FOR CREATIVITY

    Develop young ones own creative thinking or behaviour Do not suppress pupils own creativity

    5. A)

    WHAT ARE THE PRINCIPLES TO TEACH CREATIVITY ENCOURAGING Encourage and nourish Give them confidence to try

    B)

    IDENTIFYING Helping them to find their creative strengths

    C)

    FOSTERING Develop common capacities to foster creativity e.g. Stimulate curiousity and awareness

    D) E) F)

    BELIEF THAT EVERYONE IS BORN CREATIVE MAKE CREATIVITY A MISSION AND A PRIORITY TAKE A RISK, SLAY THE SACRED COWS Dare to change Challenge all assumptions

    G)

    TOLERATE MISFITS

    A second chance should be given weak pupil to improve themselves

    H)

    EMPOWER, SUPPORT AND SHED CONTROL Equality; equal share of the power Welcome all points of views

    I)

    VALUE BRAINSTORMING SESSIONS A regular session in class Ideas flow more freely

    J)

    CROSS FERTILISE IDEAS Listen and observe See and learn from different points of views

    K)

    REWARD CREATIVITY WHENEVER MERITED

    Acknowledge every students opinion L) DO NOT PUNISH FAILURES Learn from pupils mistakes

    6. HOW CAN PROBLEM SOLVING BE DONE THROUGH CREATIVITY? CPS (CREATIVE PROBLEM SOLVING) WAY OF THINKING AND BEHAVING A)CREATIVE ELEMENT OF NEWNESS OR UNIQUENESS B)PROBLEM SITUATION THAT PRESENTS A CHALLENGE OR A CONCERN C)SOLVING DEVISING WAYS TO RESOLVE THE PROBLEMS

    7. EXPLAIN THE PROCESS OF CREATIVE PROBLEM SOLVING BY OSBORNE PARNES A)MESS FINDING IDENTIFY THE SITUATION (FIND OUT WHAT THE MAIN PROBLEM)

    B)DATA FINDING

    IDENTIFY ALL KNOWN FACTS CONNECTIVELY

    C)PROBLEM FINDING IDENTIFY ALL THE POSSIBLE PROBLEMS AND ISOLATE ACCORDING TO PRIORITY

    D)

    IDEA FINDING

    IDENTIFY MANY SOLUTIONS TO THE PROBLEM

    E) SOLUTION FINDING CHOOSING THE BEST SOLUTION FROM THE LIST

    F) ACCEPTANCE FINDING MAKE EFFORT IN GAINING ACCEPTANCE FOR SOLUTIONS

    8. WHAT ARE THE RULES TO CARRY OUT CREATIVE PROBLEMS SOLVING (CPS) IN THE CLASSROOM USING BRAINSTORMING? QUANTITY IS NEEDED FREEWILLING IS WELCOME CRITISM IS RULED OUT COMBINATION AND IMPROVEMENT ARE SOUGHT

    STIMULATE IDEAS USING SCAMPER S C A M P E R SUBSTITUTE COMBINE ADAPT MODIFY, MAGNIFY AND MINIFY PUT TO OTHER USES ELIMINATE REVERSE

    9. SUGGEST SOME ACTIVITIES THAT CAN BE USED IN THE CPS CLASSROOM A) BRING IN OBJECT

    ASK PUPILS TO LIST DOWN MANY USES USING SCAMPER

    B)

    TEACHING LITERATURE

    CREATE NEW BEGINNING OR ENDING TO THE STORY

    C) COMBINE A LIST OF WORDS TO CREATE A NEW PRODUCT ASK THEM ILLUSTRATE THE NEW PRODUCT EXPLAIN WHY IS IT USEFUL

    E.G. COMPOUND WORDS SUN + FLOWER = SUNFLOWER

    10. BRIEFLY DESCRIBE SYNECTICS AND HOW CAN IT BE USED IN THE CLASSROOM ANOTHER TEACHING METHOD FOR DEVELOPING CREATIVITY USE OF ANALOGIES CAVE ANALOGY BY PLATO

    PHASE 1 DESCRIPTION OF THE PRESENT CONDITION SELECT A WORD OR TOPIC ASKS FOR DESCRIPTION PHASE 2 DIRECT ANALOGY GENERATE DIRECT ANALOGY FROM THE WORD OR TOPIC PHASE 3 - DESCRIBE PERSONAL ANALOGY GET STUDENTS TO CREATE A PERSONAL ANALOGY ASSUME THAT THEY ARE IN THE REAL SITUATION PHASE 4 IDENTIFY COMPRESSED CONFLICTS PAIR WORDS FROM LIST WHICH SEEM TO CONFLICT WITH EACH OTHER EXPLAIN WHY?

    CHOOSE ONE BY VOTING PHASE 5 RE EXAMINE THE ORIGINAL TOPIC RETURN TO ORIGINAL IDEA / PROBLEM

    UTILISE THE IDEAS GENERATED

    CONCENTRATE ON THE FINAL ANALOGY CREATED E.G. HOW CAN WE USE THIS INFORMATION TO TELL US SOMETHING ABOUT A BULLY

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