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

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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  1. GiftednessRealising the Potential Module 7: Creative Thinking Ronnie Yeung & Richard Tong 30/Dec/06

  2. 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.

  3. 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

  4. 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.

  5. 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.

  6. What is Creativity? Task 1 • Construct a brainstorming web or a mind map regarding creativity or creative thinking. Creativity/ Creative thinking

  7. 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

  8. Views of Creativity by Different Scholars Piirto, J.--- “Creativity is the underpinning…the foundation that permits talent to be realized.”

  9. 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.”

  10. 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.”

  11. Views of Creativity by Different Scholars Adams, Scott--- “ Creativity is allowing yourself to make mistakes and art is knowing which ones to keep.”

  12. 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---

  13. 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.

  14. memory for facts & detail independent intuitive reflective energetic imaginative sensitive to beauty complexity of thought

  15. curious flexible original persistent Many ideas, fluency of thought open to ideas emotionally sensitive sense of humour

  16. Recall(Module 5)Critical thinking includes: ? • Analysing • Evaluating • Comparing • Reflecting • Predicting ? Critical Thinking

  17. Recall(Module 5)What is involved in critical thinking? • Inductive thinking • Deductive thinking • Evaluative thinking

  18. Comparison of Critical and Creative Thinking Task 2

  19. Comparison of Critical and Creative Thinking Critical Creative Analysing and evaluating ideas, processes and products Creating, inventing original ideas, processes and products

  20. 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

  21. Comparison of Critical and Creative Thinking Creative Critical Analysing for bias, inconsistencies, relevance and reliability Generating ideas and deferring judgement

  22. Comparison of Critical and Creative Thinking Critical Creative Reflecting on possibilities, “day-dreaming” Critically reflecting - metacognition

  23. Comparison of Critical and Creative Thinking Critical Creative Using insight – predicting consequences Using intuition

  24. 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?

  25. 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

  26. Barriers to Development of Creativity Regarding Different Curriculum • 4 Types: • Cultural Barriers; • Emotional Barriers; • Perceptual Barriers; • Environmental Barriers.

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

  28. EMOTIONAL BARRIERS Fears of making a mistake or being ridiculed

  29. 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.

  30. 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

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

  32. Ssubstitute Ccombine Aadapt Mmodify / magnify / minify Pput to other uses Eeliminate Rreverse / rearrange

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

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

  35. 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?

  36. Applying SCAMPER Task 4 • Take a look on your mobile phone. • Design your own dream mobile phone.

  37. Mobile Phone Design • Pay attention to the order of the buttons. • Why are they put in such order?

  38. Order of Phone Number Buttons  

  39. Order of Phone Number Buttons            • Not practical! • Should fit for the using habit • Statistical research • Knowledge backup • User-friendly

  40. 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.

  41. 7 Elements of SCAMPER Ssubstitute Ccombine Aadapt Mmodify / magnify / minify Pput to other uses Eeliminate Rreverse / rearrange

  42. A Sundial Classic Sport Shoes Old-fashioned Spectacles A Traditional Clock

  43. 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

  44. Creativity in MathEstimation • How many Chupa Chups are there in the box? • Elaborate your ways of doing the estimation. Chupa Chups Photos: 123

  45. School-based GE Implementation in Math Teaching Creativity in Math (3D Figures)

  46. Pre-requisite Knowledge

  47. 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

  48. 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.

  49. 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 :

  50. 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 = ___________________________________________________________________________________________________________________________________________________

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