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Giftedness Realising the Potential. Module 7 : Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06. Intended Outcomes. At the end of our presentation, fellow teachers will: know the definition of creative thinking; - PowerPoint PPT Presentation
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Module 7: Creative ThinkingRonnie Yeung & Richard Tong
30/Dec/06
Giftedness
Realising the
Potential
Intended Outcomes Intended Outcomes At the end of our presentation, At the end of our presentation,
fellow teachers will:fellow teachers will: know the definition of creative thinking;know the definition of creative thinking; understand why creative thinking is one of the understand why creative thinking is one of the
criteria or indicators for gifted students;criteria or indicators for gifted students; get to know SCAMPER in connection with get to know SCAMPER in connection with
creativity.creativity.
Gifted Education in Hong Gifted Education in Hong KongKongTo cater to the educational needs of gifted students, weTo cater to the educational needs of gifted students, weadvocate the following principles:advocate the following principles: Nurturing multiple intelligences is a fundamental goal of Nurturing multiple intelligences is a fundamental goal of
quality basic education and should be the mission of ALL quality basic education and should be the mission of ALL schools; schools;
Gifted education should be part of quality education. The Gifted education should be part of quality education. The needs of gifted students, like their less able counterparts, needs of gifted students, like their less able counterparts, should basically be met in their own school; should basically be met in their own school;
A broad definition using multiple intelligences should be A broad definition using multiple intelligences should be adopted; adopted;
Exploring students' Exploring students' thinking and creativity abilitiesthinking and creativity abilities and and social skills should be the foci of gifted education. Schools social skills should be the foci of gifted education. Schools should provide sequential and multiple educational should provide sequential and multiple educational activities to gifted students at different levels; activities to gifted students at different levels;
To compile resources collected from educational To compile resources collected from educational parties/bodies as support to schools.parties/bodies as support to schools.
Gifted Education Section, EMB
What is What is CreativityCreativity??
Creativity (or creativeness) is a Creativity (or creativeness) is a mental process involving the mental process involving the generation of new ideas or generation of new ideas or concepts, or new associations concepts, or new associations between existing ideas or between existing ideas or concepts. concepts.
What is What is CreativityCreativity??
From a scientific point of view, From a scientific point of view, the products of creative thought the products of creative thought (sometimes referred to as (sometimes referred to as divergent thought) are usually divergent thought) are usually considered to have both considered to have both originality and appropriateness.originality and appropriateness.
What is Creativity?What is Creativity?
Construct a brainstorming web or Construct a brainstorming web or a mind map regarding creativity a mind map regarding creativity or creative thinking.or creative thinking.
Creativity/Creative thinking
Definition of CreativityDefinition of Creativity
Creativity involves:Creativity involves: the breaking away from the breaking away from
traditional patterns of thoughttraditional patterns of thought using Bloom’s analysis, evaluation using Bloom’s analysis, evaluation
and synthesis to generate new and synthesis to generate new knowledge and different solutionsknowledge and different solutions
reflective thought, meditationreflective thought, meditation deferring judgementdeferring judgement
Piirto, J.---Piirto, J.---
““Creativity is the underpinning…Creativity is the underpinning…the foundation that permits talent the foundation that permits talent to be realized.to be realized.””
Views of Creativity by Views of Creativity by Different ScholarsDifferent Scholars
Views of Creativity by Views of Creativity by Different ScholarsDifferent Scholars
Reid---Reid---
“ “Students of today will be Students of today will be involved in careers and involved in careers and experiences in the future which experiences in the future which will require creative problem-will require creative problem-solving skills.”solving skills.”
Views of Creativity by Views of Creativity by Different ScholarsDifferent Scholars
Gagne’s---Gagne’s---
“ “Creativity is a separate gift Creativity is a separate gift domain and the catalysts of domain and the catalysts of motivation, personality and motivation, personality and environment influence the environment influence the development of that gift into a development of that gift into a talent.”talent.”
Views of Creativity by Views of Creativity by Different ScholarsDifferent Scholars
Adams, Scott---Adams, Scott---
“ “ Creativity is allowing yourself to Creativity is allowing yourself to make mistakes and art is knowing make mistakes and art is knowing which ones to keep.” which ones to keep.”
Bloom’s Bloom’s Taxonomy Taxonomy for gifted for gifted studentsstudents
Synthesis(Create)
Evaluation(Evaluate)
Analysis(Analyse)
Application(Apply)
Comprehension(Understand)
Knowledge(remember)
Views of Creativity by Different ScholarsViews of Creativity by Different Scholars
Anderson---
Characteristics of Gifted Characteristics of Gifted Children in Area of Children in Area of CreativityCreativity
Students gifted in creativity: Students gifted in creativity: have an acute sense of beauty; have an acute sense of beauty; enjoy risk-taking; enjoy risk-taking; are able to generate many are able to generate many
alternative means to solve alternative means to solve complicated problems; complicated problems;
have a delicate sense of humor; have a delicate sense of humor; are flexible. are flexible.
memory for facts &
detail
imaginative
complexity of
thought
reflective
independent
intuitive
energetic
sensitive to beauty
curious
persistent
open to ideas
sense of humour
flexible
original
Many ideas,
fluency of thought
emotionally sensitive
RecallRecall (Module 5)(Module 5) Critical thinking includes:Critical thinking includes:
Critical
Thinking
?
Analysing Analysing Evaluating Evaluating ComparingComparing Reflecting Reflecting PredictingPredicting
RecallRecall (Module 5)(Module 5) What is involved in critical What is involved in critical
thinking?thinking?
Inductive thinkingInductive thinking Deductive thinkingDeductive thinking Evaluative thinkingEvaluative thinking
Comparison of Critical and Creative Thinking
Critical Thinking Creative Thinking
Analysing and
evaluating ideas,
processes and
products
Critical Creative
Creating, inventing original ideas,
processes and products
Comparison of Critical and Creative Thinking
Critical Creative
Breaking down ideas into
component parts,
comparing similarities and
differences, recognising
relationships
Combining previously unrelated
components to form new
ideas, processes and
products
Comparison of Critical and Creative Thinking
Critical Creative
Analysing for bias,
inconsistencies,
relevance and
reliability
Generating ideas and deferring
judgement
Comparison of Critical and Creative Thinking
Critical Creative
Critically reflecting -
metacognition
Reflecting on possibilities,
“day-dreaming”
Comparison of Critical and Creative Thinking
Critical Creative
Using insight –
predicting consequenc
es
Using intuition
Comparison of Critical and Creative Thinking
1. Consider the subject(s) you are now 1. Consider the subject(s) you are now teaching or you taught previously.teaching or you taught previously.
2. How does the curriculum affect the 2. How does the curriculum affect the development of creativity?development of creativity?
Barriers to Development of Barriers to Development of Creativity Regarding Different Creativity Regarding Different CurriculumCurriculum
Barriers to Development of Barriers to Development of Creativity Regarding Different Creativity Regarding Different CurriculumCurriculum
Examples:Examples:
MathematicsMathematics Close-end QuestionsClose-end Questions FactualFactual ““Justify your Justify your
answer” type answer” type questions are questions are always banned always banned
Liberal StudiesLiberal Studies Open-end QuestionsOpen-end Questions CriticalCritical No model or No model or
standard answersstandard answers
Barriers to Development of Barriers to Development of Creativity Regarding Different Creativity Regarding Different CurriculumCurriculum
4 Types:4 Types:
– Cultural Barriers;Cultural Barriers;– Emotional Barriers;Emotional Barriers;– Perceptual Barriers;Perceptual Barriers;– Environmental Barriers. Environmental Barriers.
CULTURAL BARRIERSCULTURAL BARRIERS
Different societies have Different societies have rules and expectations of rules and expectations of what is and what is not what is and what is not acceptable as creative acceptable as creative expression.expression.
EMOTIONAL BARRIERSEMOTIONAL BARRIERS
Fears of making a Fears of making a mistake or being ridiculedmistake or being ridiculed
PERCEPTUAL BARRIERSPERCEPTUAL BARRIERS
the inability to break away from the inability to break away from traditional patterns; traditional patterns;
lacking a unified perception of the lacking a unified perception of the wholeness of the universe;wholeness of the universe;
polarising things into opposites, polarising things into opposites, instead of integrating the best of both instead of integrating the best of both sides;sides;
over-valuing objectivity; over-valuing objectivity; being so oversaturated with visual being so oversaturated with visual
patterns that one cannot see the finer patterns that one cannot see the finer details.details.
ENVIRONMENTAL ENVIRONMENTAL BARRIERSBARRIERS
Workplace (including school or at home)Workplace (including school or at home) Lack of challenges, stimulationLack of challenges, stimulation Restricted access to resources, Restricted access to resources,
experiencesexperiences Stereotyping, rigid programStereotyping, rigid program Limited view of creativity and its Limited view of creativity and its
powerpower No time to “dream”, imagineNo time to “dream”, imagine
What is SCAMPER?What is SCAMPER?
SCAMPER is a tool to generate SCAMPER is a tool to generate new ideas or products.new ideas or products.
S substitute C combineA adaptM modify / magnify /
minifyP put to other usesE eliminateR reverse / rearrange
Applications of Applications of SCAMPERSCAMPER
How could SCAMPER be used in daily lives or various areas of study?
Chan Yik Hei’s Invention: Chan Yik Hei’s Invention: Cup Specially Designed for the Cup Specially Designed for the BlindBlind
Chan Yik Hei’s Invention: Chan Yik Hei’s Invention: Cup Specially Designed for the Cup Specially Designed for the BlindBlind
How is SCAMPER related to Bloom’s Taxonomy in Chan Yik Hei’s invention?
How is SCAMPER related to Bloom’s Taxonomy in Chan Yik Hei’s invention?
Applying SCAMPERApplying SCAMPER
1.Take a look on your mobile phone.
2. Design your own dream mobile phone.
Mobile Phone DesignMobile Phone Design
Pay attention to the order of the Pay attention to the order of the buttons.buttons.
Why are they put in such order?Why are they put in such order?
Order of Phone Number Order of Phone Number ButtonsButtons
11 22 33
44 55 66
77 88 99
** 00 ##
11 55 99
22 66 00
33 77 **
44 88 ##
Order of Phone Number Order of Phone Number ButtonsButtons
• Not practical!• Should fit for the using habit• Statistical research• Knowledge backup• User-friendly
To each group, you will be given To each group, you will be given an object (old-fashioned), use an object (old-fashioned), use your creativity to have them your creativity to have them changed/modified in terms of its changed/modified in terms of its function, appearance, etc.function, appearance, etc.
State what elements you have State what elements you have applied in SCAMPER.applied in SCAMPER.
S substitute C combineA adaptM modify / magnify / minifyP put to other usesE eliminateR reverse / rearrange
7 Elements of SCAMPER
Old-fashioned Old-fashioned SpectaclesSpectaclesA Traditional ClockA Traditional Clock
Classic Sport ShoesClassic Sport Shoes
A SundialA Sundial
School-based GE School-based GE Implementation in Math Implementation in Math
TeachingTeaching
Creativity in MathCreativity in Math
(Estimation)(Estimation)
Related links:Related links:http://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2418472680097632885vchCyv2418472680097632885vchCyvhttp://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2665315510097632885HvUrZP2665315510097632885HvUrZPhttp://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2384929280097632885YyRKxK2384929280097632885YyRKxK
Creativity in MathCreativity in MathEstimationEstimation
1.1. How many Chupa Chups are How many Chupa Chups are there in the box?there in the box?
2.2. Elaborate your ways of doing the Elaborate your ways of doing the estimation.estimation.
Chupa Chups Photos: Chupa Chups Photos: 1 2 3
School-based GE School-based GE Implementation in Math Implementation in Math
TeachingTeaching
Creativity in MathCreativity in Math
(3D Figures)(3D Figures)
Pre-requisite KnowledgePre-requisite Knowledge
Educating Gifted Students on Leadership, Educating Gifted Students on Leadership, Creativity and Creativity and Critical Critical ThinkingThinking
Group Group No.No.Creativity in Mathematics Creativity in Mathematics
Christian Alliance S C Chan Memorial CollegeChristian Alliance S C Chan Memorial CollegeClass : 4E Class : 4E Group Members : Group Members : ____________________________________________________________________________________________________A Brief Description of your MasterpieceA Brief Description of your Masterpiece____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A Picture of your MasterpieceA Picture of your Masterpiece
Peer CommentsPeer Comments
4-Rank Questions (4 : Highest, 1 : Lowest)4-Rank Questions (4 : Highest, 1 : Lowest)1. Is the above Masterpiece interesting? _____1. Is the above Masterpiece interesting? _____2. Is it creative? _____2. Is it creative? _____3. Is it applicable to our daily life? _____3. Is it applicable to our daily life? _____4. Can it be modified so as to be further applied in any aspect? _____4. Can it be modified so as to be further applied in any aspect? _____ Higher Order Thinking QuestionsHigher Order Thinking Questions1. Why a paper cup is always designed in the shape of cone but not other shapes 1. Why a paper cup is always designed in the shape of cone but not other shapes
like pyramid? like pyramid? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Why a spiral ladder is often designed alongside a huge object (e.g. a mountain, 2. Why a spiral ladder is often designed alongside a huge object (e.g. a mountain, a tower, or a cylindrical object) in order to let people climb up from the lowest a tower, or a cylindrical object) in order to let people climb up from the lowest spot? spot? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Design your own ladder or cup.3. Design your own ladder or cup.
Further ExplorationFurther Exploration
Some students claim that some of the reasons Some students claim that some of the reasons that a paper cup is commonly designed in the that a paper cup is commonly designed in the shape of a cone rather than it is in the shape of a shape of a cone rather than it is in the shape of a pyramid may be due to :pyramid may be due to :The more the water (volume) that the cone may The more the water (volume) that the cone may contain.contain.The less the paper is dissipated to make a paper The less the paper is dissipated to make a paper cup a cone than a pyramid.cup a cone than a pyramid.
Are the above guesses true? Let’s figure them out!Are the above guesses true? Let’s figure them out!We are therefore going to explore whether making We are therefore going to explore whether making a paper cup a cone will contain more water (larger a paper cup a cone will contain more water (larger volume) and in a more economical way ( less total volume) and in a more economical way ( less total surface area) than that of a right pyramid. So a surface area) than that of a right pyramid. So a comparison between a cone and a right square comparison between a cone and a right square pyramid is made as follows in terms of their pyramid is made as follows in terms of their volume and total surface :volume and total surface :
Suppose height = 10cm, radius = 5cmSuppose height = 10cm, radius = 5cm
(An Inscribed Circle) (A Circumscribed (An Inscribed Circle) (A Circumscribed Circle)Circle)
(A Cone) (A Right Sq.-base (A Cone) (A Right Sq.-base Pyramid)Pyramid)
Given volume of cone or pyramid = 1/3 x base area x Given volume of cone or pyramid = 1/3 x base area x heightheightGiven surface area of pyramid = sum of all lateral faces Given surface area of pyramid = sum of all lateral faces of the pyramidof the pyramidGiven curved surface area of cone = ∏rlGiven curved surface area of cone = ∏rlTherefore volume of your cone = Therefore volume of your cone = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
volume of your pyramid = volume of your pyramid = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
surface area of cone = surface area of cone = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
surface area of pyramid = surface area of pyramid = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Finally, what conclusion will you give ?Finally, what conclusion will you give ?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ConclusionConclusion
1. Importance of creativity1. Importance of creativity “ “Students of today will be involved in Students of today will be involved in
careers and experiences in the future careers and experiences in the future which will require creative problem-which will require creative problem-solving skills.” (Reid, 1990)solving skills.” (Reid, 1990)
To be well-prepared for the future, To be well-prepared for the future, individuals need to be able to explore individuals need to be able to explore ideas and solve problems creatively, ideas and solve problems creatively, rather than simply reproduce existing rather than simply reproduce existing knowledge.knowledge.
ConclusionConclusion
2. Creativity should not be 2. Creativity should not be boundlessboundless
Anything which is made to be a piece Anything which is made to be a piece of art or masterpiece should at least of art or masterpiece should at least be confined in some reasonable areas.be confined in some reasonable areas.
It is always worthy to enable the It is always worthy to enable the creation following some well-defined creation following some well-defined rules or regulationsrules or regulations, , otherwise the otherwise the creativity would be easily deviated, creativity would be easily deviated, and effort would be in vainand effort would be in vain..
ConclusionConclusion
3. Innovations VS Conformity3. Innovations VS Conformity Quotation from Scott Adams: “ Creativity is Quotation from Scott Adams: “ Creativity is
allowing yourself to make mistakes and art allowing yourself to make mistakes and art is knowing which ones to keep.” is knowing which ones to keep.”
We can’t agree more to the above saying, We can’t agree more to the above saying, since we believe gifted students should be since we believe gifted students should be capable of attaining the equilibrium capable of attaining the equilibrium between innovations and conformity.between innovations and conformity.
ConclusionConclusion
4. Create your own plan for a 4. Create your own plan for a Happy New Year. Enjoy!Happy New Year. Enjoy!
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