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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;

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Module 7 : Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06

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Module 7 creative thinking ronnie yeung richard tong 30 dec 06

GiftednessRealising the Potential

Module 7: Creative Thinking

Ronnie Yeung & Richard Tong

30/Dec/06


Intended outcomes

Intended Outcomes

At the end of our presentation,

fellow teachers will:

  • know the definition of creative thinking;

  • understand why creative thinking is one of the criteria or indicators for gifted students;

  • get to know SCAMPER in connection with creativity.


Gifted education in hong kong

Gifted Education in Hong Kong

To cater to the educational needs of gifted students, we

advocate the following principles:

  • Nurturing multiple intelligences is a fundamental goal of quality basic education and should be the mission of ALL schools;

  • Gifted education should be part of quality education. The needs of gifted students, like their less able counterparts, should basically be met in their own school;

  • A broad definition using multiple intelligences should be adopted;

  • Exploring students' thinking and creativity abilities and social skills should be the foci of gifted education. Schools should provide sequential and multiple educational activities to gifted students at different levels;

  • To compile resources collected from educational parties/bodies as support to schools.

Gifted Education Section, EMB


What is creativity

What is Creativity?

  • Creativity (or creativeness) is a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts.


What is creativity1

What is Creativity?

  • From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness.


What is creativity2

What is Creativity?

Task 1

  • Construct a brainstorming web or a mind map regarding creativity or creative thinking.

Creativity/

Creative thinking


Definition of creativity

Definition of Creativity

Creativity involves:

  • the breaking away from traditional patterns of thought

  • using Bloom’s analysis, evaluation and synthesis to generate new knowledge and different solutions

  • reflective thought, meditation

  • deferring judgement


Views of creativity by different scholars

Views of Creativity by Different Scholars

Piirto, J.---

“Creativity is the underpinning…the foundation that permits talent to be realized.”


Views of creativity by different scholars1

Views of Creativity by Different Scholars

Reid---

“Students of today will be involved in careers and experiences in the future which will require creative problem-solving skills.”


Views of creativity by different scholars2

Views of Creativity by Different Scholars

Gagne’s---

“Creativity is a separate gift domain and the catalysts of motivation, personality and environment influence the development of that gift into a talent.”


Views of creativity by different scholars3

Views of Creativity by Different Scholars

Adams, Scott---

“ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.”


Bloom s taxonomy for gifted students

Synthesis(Create)

Evaluation(Evaluate)

Analysis(Analyse)

Application(Apply)

Comprehension(Understand)

Knowledge(remember)

Views of Creativity by Different Scholars

Bloom’s Taxonomy for gifted students

Anderson---


Characteristics of gifted children in area of creativity

Characteristics of Gifted Children in Area of Creativity

Students gifted in creativity:

  • have an acute sense of beauty;

  • enjoy risk-taking;

  • are able to generate many alternative means to solve complicated problems;

  • have a delicate sense of humor;

  • are flexible.


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

memory for facts & detail

independent

intuitive

reflective

energetic

imaginative

sensitive to beauty

complexity of thought


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

curious

flexible

original

persistent

Many ideas, fluency of thought

open to ideas

emotionally sensitive

sense of humour


Recall module 5 critical thinking includes

Recall(Module 5)Critical thinking includes:

?

  • Analysing

  • Evaluating

  • Comparing

  • Reflecting

  • Predicting

?

Critical

Thinking


Recall module 5 what is involved in critical thinking

Recall(Module 5)What is involved in critical thinking?

  • Inductive thinking

  • Deductive thinking

  • Evaluative thinking


Comparison of critical and creative thinking

Comparison of Critical and Creative Thinking

Task 2


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Comparison of Critical and Creative Thinking

Critical

Creative

Analysing and evaluating ideas, processes and products

Creating, inventing original ideas, processes and products


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Comparison of Critical and Creative Thinking

Critical

Creative

Combining previously unrelated components to form new ideas, processes and products

Breaking down ideas into component parts, comparing similarities and differences, recognising relationships


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Comparison of Critical and Creative Thinking

Creative

Critical

Analysing for bias, inconsistencies, relevance and reliability

Generating ideas and deferring judgement


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Comparison of Critical and Creative Thinking

Critical

Creative

Reflecting on possibilities, “day-dreaming”

Critically reflecting - metacognition


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Comparison of Critical and Creative Thinking

Critical

Creative

Using insight – predicting consequences

Using intuition


Barriers to development of creativity regarding different curriculum

Barriers to Development of Creativity Regarding Different Curriculum

Task 3

1. Consider the subject(s) you are now teaching or you taught previously.

2. How does the curriculum affect the development of creativity?


Barriers to development of creativity regarding different curriculum examples

Mathematics

Close-end Questions

Factual

“Justify your answer” type questions are always banned

Liberal Studies

Open-end Questions

Critical

No model or standard answers

Barriers to Development of Creativity Regarding Different CurriculumExamples:

Subject-based

Exam-oriented


Barriers to development of creativity regarding different curriculum1

Barriers to Development of Creativity Regarding Different Curriculum

  • 4 Types:

    • Cultural Barriers;

    • Emotional Barriers;

    • Perceptual Barriers;

    • Environmental Barriers.


Cultural barriers

CULTURAL BARRIERS

Different societies have rules and expectations of what is and what is not acceptable as creative expression.


Emotional barriers

EMOTIONAL BARRIERS

Fears of making a mistake or being ridiculed


Perceptual barriers

PERCEPTUAL BARRIERS

  • the inability to break away from traditional patterns;

  • lacking a unified perception of the wholeness of the universe;

  • polarising things into opposites, instead of integrating the best of both sides;

  • over-valuing objectivity;

  • being so oversaturated with visual patterns that one cannot see the finer details.


Environmental barriers

ENVIRONMENTAL BARRIERS

Workplace (including school or at home)

  • Lack of challenges, stimulation

  • Restricted access to resources, experiences

  • Stereotyping, rigid program

  • Limited view of creativity and its power

  • No time to “dream”, imagine


What is scamper

What is SCAMPER?

  • SCAMPER is a tool to generate new ideas or products.


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Ssubstitute

Ccombine

Aadapt

Mmodify / magnify / minify

Pput to other uses

Eeliminate

Rreverse / rearrange


Applications of scamper

Applications of SCAMPER

How could SCAMPER be used in daily lives or various areas of study?


Chan yik hei s invention cup specially designed for the blind

Chan Yik Hei’s Invention: Cup Specially Designed for the Blind


Chan yik hei s invention cup specially designed for the blind1

Chan Yik Hei’s Invention: Cup Specially Designed for the Blind

How is SCAMPER related to Bloom’s Taxonomy in Chan Yik Hei’s invention?


Applying scamper

Applying SCAMPER

Task 4

  • Take a look on your mobile phone.

  • Design your own dream mobile phone.


Mobile phone design

Mobile Phone Design

  • Pay attention to the order of the buttons.

  • Why are they put in such order?


Order of phone number buttons

Order of Phone Number Buttons


Order of phone number buttons1

Order of Phone Number Buttons

  • Not practical!

  • Should fit for the using habit

  • Statistical research

  • Knowledge backup

  • User-friendly


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Task 5

  • To each group, you will be given an object (old-fashioned), use your creativity to have them changed/modified in terms of its function, appearance, etc.

  • State what elements you have applied in SCAMPER.


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

7 Elements of SCAMPER

Ssubstitute

Ccombine

Aadapt

Mmodify / magnify / minify

Pput to other uses

Eeliminate

Rreverse / rearrange


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

A Sundial

Classic Sport Shoes

Old-fashioned Spectacles

A Traditional Clock


School based ge implementation in math teaching

School-based GE Implementation in Math Teaching

Creativity in Math

(Estimation)

Related links:

http://good-times.webshots.com/photo/2418472680097632885vchCyv

http://good-times.webshots.com/photo/2665315510097632885HvUrZP

http://good-times.webshots.com/photo/2384929280097632885YyRKxK


Creativity in math estimation

Creativity in MathEstimation

  • How many Chupa Chups are there in the box?

  • Elaborate your ways of doing the estimation.

Chupa Chups Photos: 123


School based ge implementation in math teaching1

School-based GE Implementation in Math Teaching

Creativity in Math

(3D Figures)


Pre requisite knowledge

Pre-requisite Knowledge


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Educating Gifted Students on Leadership, Creativity and Critical ThinkingGroup No.Creativity in Mathematics Christian Alliance S C Chan Memorial CollegeClass : 4E Group Members : __________________________________________________A Brief Description of your Masterpiece______________________________________________________________________________________________________________________________________________________A Picture of your Masterpiece


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Peer Comments

  • 4-Rank Questions (4 : Highest, 1 : Lowest)

    1. Is the above Masterpiece interesting? _____

    2. Is it creative? _____

    3. Is it applicable to our daily life? _____

    4. Can it be modified so as to be further applied in any aspect? _____

  • Higher Order Thinking Questions

    1. Why a paper cup is always designed in the shape of cone but not other shapes like pyramid? _______________________________________________________________________________________________________________________________________________________________

    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 spot? _______________________________________________________________________________________________________________________________________________________________

    3. Design your own ladder or cup.


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Further ExplorationSome students claim that some of the reasons that a paper cup is commonly designed in the shape of a cone rather than it is in the shape of a pyramid may be due to :The more the water (volume) that the cone may contain.The less the paper is dissipated to make a paper cup a cone than a pyramid.Are the above guesses true? Let’s figure them out!We are therefore going to explore whether making a paper cup a cone will contain more water (larger volume) and in a more economical way ( less total surface area) than that of a right pyramid. So a comparison between a cone and a right square pyramid is made as follows in terms of their volume and total surface :


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

Suppose height = 10cm, radius = 5cm (An Inscribed Circle) (A Circumscribed Circle) (A Cone) (A Right Sq.-base Pyramid)Given volume of cone or pyramid = 1/3 x base area x heightGiven surface area of pyramid = sum of all lateral faces of the pyramidGiven curved surface area of cone = ∏rlTherefore volume of your cone = ___________________________________________________________________________________________________________________________________________________


Module 7 creative thinking ronnie yeung richard tong 30 dec 06

volume of your pyramid = _______________________________________________________________________________________________________________________________________surface area of cone = _______________________________________________________________________________________________________________________________________surface area of pyramid = _______________________________________________________________________________________________________________________________________Finally, what conclusion will you give ?_______________________________________________________________________________________________________________________________________


Conclusion

Conclusion

1. Importance of creativity

  • “Students of today will be involved in careers and experiences in the future which will require creative problem-solving skills.” (Reid, 1990)

  • To be well-prepared for the future, individuals need to be able to explore ideas and solve problems creatively, rather than simply reproduce existing knowledge.


Conclusion1

Conclusion

2. Creativity should not be boundless

  • Anything which is made to be a piece of art or masterpiece should at least be confined in some reasonable areas.

  • It is always worthy to enable the creation following some well-defined rules or regulations, otherwise the creativity would be easily deviated, and effort would be in vain.


Conclusion2

Conclusion

3. Innovations VS Conformity

  • Quotation from Scott Adams: “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.”

  • We can’t agree more to the above saying, since we believe gifted students should be capable of attaining the equilibrium between innovations and conformity.


Conclusion3

Conclusion

4. Create your own plan for a Happy New Year. Enjoy!

Thank You!

Ronnie & Richard


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