Download pdf - Torrance Incubation Model for Creative Teaching and · PDF fileA Teaching Model for Integrating Creativity into Content Keep in mind that: • Creative learning and teaching is best

A Teaching Model for Integrating Creativity into ContentKeep in mind that:•Creativelearningandteachingisbestenhancedbynonauthoritarianmethodsandapproaches

•Creativitycanbedeliberatelytaughtandlearned,notonlyasastandalonetopic,butalsobyintegratingitsskillsintoothercontentareas

•Incubationwasabasicmechanismofcreativethinkingthatcanbedeliberatelyfacilitatedbyteachersortrainersininstructionalsituations.

“Itisgenerallyacceptedthatyoucanteachforcreativity.Teachingcreativityasthecontentoflearningstartswiththeidentificationofthespecificdimensionsofcreativityforinstruction.Itmayinclude,forexample,creativityprocesses,dimensionsofthecreativepersonality,andaffectiveandcognitiveskillsforcreativity.Creativitymaybethefocusofalessonand/orweavedintoalessonthatfocusesonanothercontentarea.Ratherthanassumingcreativityisanaturalpartthelearningprocessthatwill‘justhappen,’teachingcreativityallowsforgreaterclarityaroundtheessentialconcepts,theformulationofassessmentstoexaminethedegreetowhichthecre-ativitygoalsandobjectivesaremetanddeliberateplanningforthelearner’screativegrowth.Deliberateapproachestoteachingcreativityvaryandrequireatheoreticalfoundationandframeworkforcreativelearningtobemoreeffective.Otherwisecreativelearningcanbehap-hazard,focusingtobroadlyornarrowlyover-emphasizingaparticularskillordimension.Inordertodeepenthelearningregardingcreativitymethodsandprocesses,connectionsneedtobemadetousesinvaryingcontextsandareasoflearning.” (Keller-Mathers,2009,p.198-99)

Delivery: Lessondesignissimple&deliberate.Whenusedtointegratecreativityintocontentusetwosetsofobjectives.Objective IContentTopicorskillsObjective IICreativitySkilltobetaughtUsingdualformatdesignactivitiesforWarmingUp,DeepeningExpectations,andExtendingtheLearning.DesignActivitiesthatwillworkBOTHContentandCreativityskillatthesametime.

Integrating Creativity into Content: What to Select?Thereareproductiveframeworksthatcanbeusedtodeterminethecreativitycontentyouwishtointegrateintoanothercontentarea.It’simportanttoclearlyarticulateandunderstandwhataspectofcreativityyouareintegrating.Threeproductiveframeworksarearticulatedbelow.Theyincludetheclassic“Creativ-itySkillSet”firstidentifiedbyTorranceforuseintheIncubationModel(Torrance,1979),theclassic“4P’s”ofcreativityoutlinedbyRhodes(1961)andthecurrentThinkingSkillsintheCreativeProblemSolvingThinkingSkillsModel(Puccio,Murdock&Mance,2007).

Torrance’s Creativity Skill SetThe Problem:recognitionorawarenessofasituation;definitionoftheproblemandcommitmenttodealwithit;recognizingtheessenceofthedifficultyandidentifyingsubproblemsthataremanageableorcanbesolved.Produce and Consider Many Alternatives:fluency;amount;generatingmanyandvariedideas.Be Flexible:creatingvarietyincontent;producingdifferentcategories;changingone’smentalsettodosomethingdifferently;perceivingaproblemfromdifferentperspectives.Be Original:movingawayfromtheobvious;breakingawayfromhabitboundthinking;statisticallyinfrequentresponses;theabilitytocreatenovel,differentorunusualperspectives.Highlight the Essence:identifyingwhatismostimportantandabsolutelyessential;discardingerroneousorrelevantinformation;refiningaredealers,abandoningunpromisinginformation;allowingasingleproblemorideatobecomedominantandsynthesizingallofthisatthesametime.Elaborate-But Not Excessively:addingdetailsorideas--developingthem;fillingindetailsforpossibleimplementation.Keep Open: resistingprematureclosure;resistingthetensiontocompletethingsintheeasiest,quickestway.Be Aware of Emotions:recognizingverbalandnonverbalcues;responding,trustingandusingfeelingstobetterunderstandpeopleandsituations.Put Your Ideas in Context:puttingpartsofexperienceintoabiggerframework;puttingexperiencestogetherinameaningfulway;makingconnectionbetweenthings;givingsituationsandideasahistory,andbackground,astory.Combine and Synthesize:makingnewconnectionswiththeelementswithinourperceptualset;combiningrelativelyunrelatedelements;hitchhiking;makingthefamiliarstrangeandthestrangefamiliar.Visualize It-Richly and Colorfully:usingvivid,excitingimagery;creatingcolorfulandexcitingimagesthatappealtoallfivesenses.Enjoy and Use Fantasy: imagine,playandconsiderthingsthatarenotconcreteordonotyetexist.Make It Swing! Make It Ring:usingkinestheticandauditorysenses;respondingtosoundandmovement.Look at It Another Way: beingabletoseethingsfromadifferentvisualperspective;beingabletoseethingsfromadifferentpsychologicalperspectiveormindset.Visualize the Inside:payingattentiontotheinternaldynamicwork-ingsofthings;picturingordescribingtheinsideofthings.Breakthrough-Expand the Boundaries: think-ingoutsideprescribedrequirements;changingtheparadigmorsystemwithinwhichaproblemresides.Let Humor Flow and Use It: perceivingincongruity;respondingtoasurprise;recognizingandrespondingtoperceptualandconceptualdiscrepancies.

Get Glimpses of the Future:predict,imagineandexplorethingsthatdonotyetexist;wonderanddreamaboutpossibilities;vieweventsasopen-ended.Source:Torrance&Safter(1999)

Overview of the Torrance Incubation Model of Creative Teaching and Learning

TheTorranceIncubationModelofCreativeTeachingandLearning(TIM)isoneofthefewmodelsinthedomainofcreativitywhosemajorpurposeisthedesignanddeliveryofcreativitycontent.ItwasdevelopedbyE.PaulTorrancetoprovideamodelforintegratingcreativitycontentintootherdisciplinesorcontentareas.Effectiveuseofthemodelpresupposesaskillbaseofpertinentconceptsthatarebasicandnecessarytoteachascreativitycontent.Thus,usingtheTIMrequiresaclearunderstandingofthedistinctionsbetweenthecreativeprocessofusingthemodelitselfandthecreativitycontentitseekstodeliver.Since1987,adeliberateinitiativeattheInternationalCenterforStudiesinCreativity(ICSC)providedfurtherdevelopmentofthemodel,curricularapplications,researchanddisseminationofTIM.

Stage 1:Heightening AnticipationPurpose: Motivate&engagelearnersinacreativewaybysettinguplearningsituationtoconnectdeliberatepsychologicalstateofreadinesstopertinentcontentStrategies: CreatethedesiretoknowHeightenanticipation&expectation,Getattention,Arousecuriosity,tickletheimagination,andgivepurpose&motiva-tion.Thislaststrategyisdesigned“topre-parelearnerstomakeconnectionsbe-tweenwhattheyareexpectedtolearnandsomethingmeaningfulintheirlives”(Torrance&Safter,1990,p.7)

Stage 2 : Deepening ExpectationsPurpose: SustainmotivationcreatedbystrategiesinStage1andusethatmotivationtoencouragedeeperexplorationofatopic.Thisisaccomplishedbyalternatingbetweenanticipatoryandparticipatorystrategies.Strategies: Choicesof8strategiesrepresentedasmetaphors.Digging Deeper -diagnosingdifficulties,integratinginformation.Looking Twice - keepingopen,searchfornewinformation.Listening to the Smells -makinguseofsenses.Crossing Out Mistakes - understandingyourfeelingsinresponsetonewinformation,modify&refine.Cutting Corners - summarizing,focusing,discarding.

Getting in Deep Water -searchingforunansweredquestions,confrontingtheunimaginable.Getting Out of Locked Doors -solvingtheunsolvable,openingupnewvistas,goingbeyondthesame.Combinationsofanyorallofthesestrategiesresultinbehaviorsandthinkingthatgobeyondthebasicsandrequirehigherlevelthinkingandprocessing.Discovery&explorationarecharacteristicsoftheparticipatorynatureofthisstage.Toleranceforambiguityisessentialfortheteacherandthelearner.(Murdock,&

Keller-Mathers,2002)

Stage 3 : Extending The LearningPurpose:Continueparticipationalter-natingwithanticipation.Atthispointtheanticipationisrelatedtoconnectionsanduses.Resultofcontinuedalternationisthatthemodelcyclesaroundtowardwarminguptothenewthingsthatwillbeconnectedwiththewarmupeffectmoreintense.(Murdock,&Keller-Mathers,2002)

Strategies:Fivestrategiesrepresentedasmetaphorsinthisstagearepowerfulintheircombinationanddescribeanintensefocusonactivitiesthatpromotecontinuedcreativelearningstronglyenoughtokeeplearnersengagedandactivelongaftertheformal“lesson”isover.Having a Ball–fun,humor,laughterSinging in One’s Own Key–personalizeinformationBuilding Sandcastles–imagine,fantasize,searchforidealPlugging in the Sun–workhard,find&useresourcesShaking Hands with Tomorrow–relatetofuturevision,thatwhichhasnotyetoccurred.(Murdock,&Keller-Mathers,2002)

Cognitive Thinking Skills Associated With CPS

Type of Thinking Definition

Diagnostic Making a careful examination of a situation, describing the nature of aproblem, and making decisions about appropriate process steps to betaken

Visionary Articulating a vivid image of what you desire to create

Strategic Identifying the critical issues that must be addressed and pathwaysneeded to move towards the desired future

Ideational Producing original mental images and thoughts that respond toimportant challenges

Evaluative Assessing the reasonableness and quality of ideas in order to developworkable solutions

Contextual Understanding the interrelated conditions and circumstances that willsupport or hinder success

Tactical Devising a plan that includes specific and measurable steps for attaininga desired end and methods for monitoring its effectiveness

Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007)

Some Key Affective Skills that Support CPS

Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007)

Affective Skill (CPS Step) Definition

Curiosity (Assessing Situation) A desire to learn or know; Inquisitive

Dreaming (Exploring the Vision) To imagine as possible your desires and hopes

Sensing Gaps (Formulating Challenges)

To become consciously aware of discrepancies between what currently exists and what is desired or required

Playfulness (Exploring Ideas) Freely toying with ideas

formul Resisting the urge to push for a decision

Sensitivity to Environment(Exploring Acceptance)

Awareness of your physical and psychological surroundings

Tolerance for Risk (Formulating a Plan)

Not being shaken or unnerved by the possibility of failure or setbacks

• Openness to Novelty• Tolerance for Ambiguity• Tolerance for Complexity

(Support all steps)

• Ability to entertain ideas that at first seem outlandish and risky• Deal with uncertainty and to avoid leaping to conclusions• Ability to stay open and persevere without being overwhelmed by large amounts of information, interrelated and complex issues, and competing perspectives

PersonCharacteristics

Of People

ProcessOperations

They Perform

ProductResults and Outcomes

PressEnvironment,

Context, Climate, Culture, Press

References:Accurso,M.(2005).The Torrance Incubation Model of

Teaching in the middle school social studies setting. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Cellitioci,J.M.(2005). Utilizing science enrichment programs as a vehicle for encouraging meaningful family conversation and creativity skill development.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Dore,D.(2007).Improvisation within the research and concepts of creative studies. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Carr,P.(2006).Designing and building an indoor water fountain using the Torrance Incubation Model.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Garas,T.(2002).Determining the impact of emphasizing humor/playfulness when teaching the CPS process.UnpublishedMaster’sproject.Bufalo,NY:BuffaloStateCollege.

Giordano,L.(inprogress).The significance of the TIM in higher education: Can it be effective across discipline and educational levels?Master’sproject.Buffalo,NY:BuffaloStateCollege.

Keller-Mathers,S.(2009).CreativeTeaching.InB.Kerr(Ed.)Encyclopedia of Giftedness, Creativity, and Talent(pp.197-200).ThousandOaks,CA:Sage.

Keller-Mathers,S&.Murdock,M.C.(2002,Fall).TeachingthecontentofcreativityusingtheTorrance Incubation Model:Eyeswideopentothepossibilitiesoflearning.National Association of Gifted Children’s Celebrate Creativity, 12(2),7-9.

Man,K.(2006).Exploring the use of the Torrance Incubation Model in the design of lessons in Art Explore.Unpublishedpaper.Buffalo,NY:BuffaloStateCollege.

Michaels,J.(2006).Making the TIM more accessible and useful in organizational training.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Murdock,M.C.&Keller-Mathers,S.(November10,2001).Time is on your side: Integrating creativity into content.InvitedMasterClasspresentationattheNationalAssociationforGiftedChildren’sAnnualConference,Cincinnati,OH.

Murdock,M.C.&Keller-Mathers,S.(2002a,Fall).Teachingforcreativity:Wherethere’sawill,there’saway.National Association of Gifted Children’s Celebrate Creativity,12(2),3-4;10-12.

Murdock,M.C.&Keller-Mathers,S.(2002b,Fall).Foundationsofthe Torrance Incubation Model:Identifyingandusingacreativityskillset.National Association of Gifted Children’s Celebrate Creativity,12(2),5-6;13.

Nitkowski,K.(2004).Documenting the use of the teacher’s experience with the use of the Torrance Incubation Model of Learning and Teaching. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Olma,J.(inprogress).Identifying the impact of the Torrance Incubation Model on teaching pedagogy and outcomes of adjunct instruction trained in the Torrance incubation model on their return to their college classrooms.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Sabo,S.L.(2003). Warming up to leaping beyond.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Standish-Wallace,S.(2004).Using the Torrance Incubation Model in a mandated setting for adult learners.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.

Torrance,E.P.(1979).Aninstructionalmodelforenhancingincubation.Journal of Creative Behavior,13(1),pp.23-35.

Torrance,E.P.&Safter,H.T.(1999).Makingthecreativeleapbeyond.Buffalo,NY:CreativeEducationFoundation.

Torrance,E.P.&Sisk,D.(1997). Gifted children in the regular classroom.Buffalo,NY:CreativeEducationFoundation.

Zubrzycki,T.(2006).Increasing thinking at the Theatre of Youth through use of the Torrance Incubation Model.UnpublishedMaster’s

InternationalCenterforStudiesinCreativityatBuffaloState,BuffaloNewYork.

ByMaishaDrayton&CatherineSkoraincollaborationwithDr.SusanKeller-Mathers

Utilization of TIM Framework, Lesson Design and Creativity Skill

Integration

Author Audience Overall Framework Lessons/

Sessions Integrated Skills

Accurso 7th Grade Social Studies Constitution Unit

9 Look Another Way, Highlight Essence

Garas Human Service Employees

Creative Problem Solving Workshop Series

3 Humor & Playfulness

Gilliano Higher Education Students

English Classes 2 TIM lessons, 2 non-TIM

2 Look Another Way, Fantasy

Michaels Corporate Trainers

TIM Workshop for Trainers


Standish-Wallace

Health Care Employees

Rights Workshop Series 3 More than One Way, Put Ideas Context

Zubrzycki Teachers Series of lessons around a play

3 Visualize Inside, Fantasy, Humor

© 2008 Keller-Mathers and Murdock. Used by permission.

Variety of TIM Uses in ICSC Studies and Applications

Focus of TIM Topic Participants

Educational/Classroom Social Studies, Art, Science, English and Cross-curricular

elementary through university students

Personal Growth, Creativity Skill Development

Constructing a fountain, 18 Beyonder skills videos

Self, Adults

Training and Development Rights/Responsibilities, TIM, Creative Problem Solving

Corporate and not-for-profit employees

Performing Arts Improv games/performance, children’s literature/theater production

Adults, Teacher’s of young Children


Utilization of TIM Framework, Lesson Design and Creativity Skill

Integration

Author Audience Overall Framework Lessons/

Sessions Integrated Skills

Accurso 7th Grade Social Studies Constitution Unit


Garas Human Service Employees

Creative Problem Solving Workshop Series

3 Humor & Playfulness

Gilliano Higher Education Students

English Classes 2 TIM lessons, 2 non-TIM

2 Look Another Way, Fantasy

Michaels Corporate Trainers

TIM Workshop for Trainers


Standish-Wallace

Health Care Employees

Rights Workshop Series 3 More than One Way, Put Ideas Context

Zubrzycki Teachers Series of lessons around a play

3 Visualize Inside, Fantasy, Humor


Utilization of TIM as a Reflecting Process and Framework

Author Audience Overall Framework

Carr Self/Adults Building Fountain, “How To” Manual for others© 2008 Keller-Mathers and Murdock. Used by permission.

Utilization of TIM Framework and/or Lesson Design

Author Audience Overall Framework Lessons/Sessions

Nitkowski 3rd Grade Students, Teacher Unit on Dessert Regions 13

Olma Adjunct Higher Education Faculty Engaged Learning, TIM 2


Utilization of Creativity Skills as the Focus

Author Creativity Skills Integrated

Man Extend Boundary, Make it Swing Ring, Combine & SynthesizeCillitioci Visualize inside, keep open, combine & synthesize, Fantasy, Dore Inprov skits using most Beyonder skills and other creativity conceptsSabo Videos of 18 Beyonder skills

© 2008 Keller-Mathers and Murdock. Used by permission.Promoting Creative Teaching & Learning: The 2010 ICSC TIM Dissemination Initiative

E. Paul Torranceinspireddecadesofthoughtandactionrelatedtocreativity,creativelearningandtheIncubationModelofTeaching.Ashisstudent,MaryMurdockspent23yearsatICSCapplyingandfurtherdevelopingTorrance’sclassicmodel.ShesparkedtheriseofanentirecommunityofpassionateTIMuserswhosethoughtsandactionrelatedtocreativelearningandteachingisframedwiththisclassicmodel.

Thecurrentinitiative,leadbylongtimeTIMcollaboratorsandICSCfacultySusanKeller-MathersandCyndiBurnett,articulatesthenextlevelofdevelopment.ItwasDr.M’sintenttoinspireandgrowcolleaguesandtothatend,shewasquitesuccessful.Herwordsringloudandcleartoallofus“TIMers”whoknowthatourfineworkregardingcreativeteachingandlearning,nomatterhowgooditis,isunderutilizedifwedon’t“Getoutthereandmaketheworldabetterplace.”InthespiritofDr.M’scalltoaction,theinitiativefocusingontakingtheICSCworktothenextlevelofdisseminationofbestpractices.ThecurrentinitiativesbuildsfromthefoundationalworkofDr.E.PaulTorranceandhiscolleaguesattheUniversityofGeorgia,theinfluentialworkofDr.MaryMurdockinutilizingandfurtherdevelopingDr.T’soriginalmodelandthecurrentthinkingofDr.M,herlongtimecollaboratorsDr.Keller-MathersandCyndiBurnettandallthe“TIMers”.Thedisseminationinitiativegrewoutofthreeneeds:1)developamoredeliberatecollaborativeenvironment,including

strengtheningthecurrentinformalnetworkforsharingcurrentthinkingandinitiativesrelatedtocreativelearningandteachingingeneralandTIMspecifically;

2)disseminatetothelargercreativitycommunitybestpracticesfromICSCscholar/practitionersthroughouttheworldwhoareusingTIM;

3)providesupportforthefuturedevelopmentanddisseminationoftheICSC’scommunitiesworkrelatedtocreativelearningandteachingingeneralandTIMspecifically.

Theinitiativefocusesonfivemainareasincluding:writing,research,practices,productsandnetwork.Manyoftheactivitiesdescribedarebeingdevelopedinoneormoreareascurrently.CurrentworkincludesanupdatedbookonTIM(Keller-Mathers)andaneditedcollectionofTIMpractitioner’sexperiences(Keller-Mathers&Burnett).

Utilization of Creativity Skills as the Focus

Author Creativity Skills Integrated

Man Extend Boundary, Make it Swing Ring, Combine & SynthesizeCillitioci Visualize inside, keep open, combine & synthesize, Fantasy, Dore Inprov skits using most Beyonder skills and other creativity conceptsSabo Videos of 18 Beyonder skills


TIMisadeliberateframeworktointegratecreativityandpromoteincubationfordeep-er,richercreativelearning.Itcanbeutilizedtoplananddeliverdiscretelearningepi-sodessuchasalessonandalsoforlargerframeworkssuchasunits,blocksoflearningandlongtermcours-esandprograms.Itcanalsobeusedtome-ta-cognitivelyprocesslearningexperiences(whathappened,why,whereamIinthecreativelearningprocess?).Studiesde-scribedincludeaspectsofallofthefunctionsofTIM.

GARAS (2002)•ExaminedtheuseofTIMandtheintegra-tionofhumorandplayintoCPStrainingforhumanservicesemployees.

•Conductedtwo-hourworkshopswith10employees.

•AdministeredPreandpostsurveysexam-iningthoughtsabouthumor,creativityandproblemsolving.

•Participantsreportedanincreasedcom-fortlevelwithhumor,positiveresponsetohumor,andthatitstimulatedcreativityandhelpedpromoteideas.

Giordano (in progress)•DesignedanddeliveredcollegelevelfreshmanEnglishlessonsusingtheTIMandcomparedtheinteractiontonon-TIMlessons.

•DevelopedTIMandnon-TIMlessonsinte-gratingskillsintothelessons.

•Deliberatelychoseliteraturestudentsof-tenconsider“dry”.

•SurveyscompletedshowedTIMbehav-iorswerepresent.

•Studentswereabletoidentifystrategiesinwarmingupactivities,andreportedbeingmoreengagedandinvolvedinTIMlessons.

•StudentsratedtheirinstructorshigherwhendeliveringlessonsusingTIM.

Michaels (2006)•Examinedcorporatetrainers’responsetoanduseofTIMandtrainingdesignmeth-odology.

•Trained17customerservicetrainingpro-fessionalsintheconceptsandstructuresofTIM.

•Trainerdesignedandimplementedtrain-ingmodulesusingTIMasaframework.

•Michaelsdesignedafour-hourintroduc-toryTIMworkshop,integratedwithskills.

•Workshopparticipantsindicatedatacticunderstanding,andcurrentusesofTIMstagesandstrategies.

•ParticipantsalsoindicatedTIMwouldbenefittheirprogramdesignandfacilita-tionoflearners.

Nitkowski (2004)•ObservedanddocumentedtheuseofTIMforcreativelearningandteaching,documentedtheteacher’sexperiencewiththemodelatelementarylevel.

•Afive-weekcross-curricularunitofstudyfocusedonscienceandsocialstudies.

•Observationsweredocumentedbyteachersasparticipantsandobserversandstudentfeedback.

•ResultsindicatedthepresenceofTor-rancestrategiesandbehaviorsandasawholetherewasengagementandmoti-vationofthelearnersandthefacilitator/teacher.

Olma (In progress)•ExaminedtheeffectofTIMonadjunctcollegelevelfacultyteachingpedagogytoenhancedeliveryofmoreengagedlearning.

•Examined17facultymembersthrougha16hour,twodayEngagedLearningProj-ectPilotprogramteachingthecontextofhighereducationandinstructionintheTIM.

•Debriefwithparticipants,asessionques-tionnaire,andparticipantreflectionsindi-catedTIMassistedwithchangesinclass-roomdeliveryofcontentfromalectureorienteddesign,tomoreengagedlearn-ingopportunitiesforstudents.

•Participantsalsoindicatedtheyweremoremindfuloftheirmethodologyandteachingdeliverymodes.

Standish-Wallace (2004)•IntegratedtheTIMframeworkandskillsintoamandatedtrainingfornot-for-profitemployeestostrengthenlearningofcon-tentandteachcreativityconcepts.

•Observedmandatedtrainingfor27em-ployeesusingtheTIMandintegratedtwocreativityskills.

•Participantsalsocompletedsurveytoevaluateteaching,retention,anduseoftheinformationthreeweeksafterthetrain-ing.

•ResultsindicatedapositiveresponsetothecontentandprocessofTIM.

•Allbutfourofthe52behaviorsontheob-servationaltooltoheightenanticipation,deepenexpectations,andextendthelearningwereobserved.

•Therewereindicationsthatcontentlearningcontinuedbeyondclassesathome,work,anddecisionmaking.

Overview of the TIM Observational/Descriptive Studies

Having

a Ball

Singing

in O

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Own Key

Create the Desire to Know

Heighten Anticipation & Expectation

Get Attention

Arouse Curiosity

Tickle the Imagination

Give Purpose and Motivation

Creativity Goal

Content Goal

He

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An

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Buildin

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Exten

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Torrance Incubation Model of Teaching and Learning© 2008 Keller-Mathers, S. & Murdock, M.

Incubation

TOPIC

Having

a Ball

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Own Key



Get Attention

Arouse Curiosity



Creativity Goal

Content Goal

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Exten

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Incubation

TOPIC

Having

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Get Attention

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Creativity Goal

Content Goal

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An

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Incubation

TOPIC

What is it? Amodelforcreativeteaching&learningOriginal Purpose:DesignanddeliveryofcreativitycontentIntegrationofcreativitycontentintootherdomainareasMulti Purpose ApplicationCanbeusedtodeliveranycontentarea!Dynamicsbetweencontent&processformtheuniquemetacognitiveframeworkthatmakesthemodelsoeffectiveinintegratingcreativityintoothercontentareasIncludes…3StagesCognitiveStrategiesDeliverySystem

International Center for Studies in Creativity at Buffalo State, Buffalo, NYMaishaDraytonandCatherineSkoraincollaborationwithDr.SusanKeller-Mathers