This document discusses ways to teach creativity and think creatively. It introduces the SCAMPER technique, which provides a mnemonic device to help with brainstorming. SCAMPER prompts thinking about substituting, combining, adapting, modifying, putting to other uses, eliminating, and rearranging ideas. The document also discusses Torrance's incubation model and metaphors for divergent thinking, such as "looking twice" and "digging deeper" to fully explore ideas, and "listening to a cat" to let information inform new insights. The overall aim is to provide tools and frameworks to help people learn and think in more creative ways.
1. Re-ignite Your Passion to teach about Creativity and to teach Creatively “Help me be morecreative.... I like to have my YoYo back, please?”
2. People prefer to learn creatively- by exploring, questioning, manipulating, rearranging things, testing and modifying, listening, looking, feeling - and then thinking about it –incubating. Torrance and Safter (1990)
9. Station 2 SCAMPER Mnemonic device created by Bob Eberle (1971) to supplement training in basic rules of Brainstorming
10. TASK: Design a Yo-Yo that will be very popular with kids in the year 2020 Work in groups of 4 - 5
11. Design a Yo-Yo that will be very popular with kids in the year 2020 Divergent Spark Plug SCAMPER Substitute Combine Adapt Modify Put to other uses Eliminate Re-arrange
12. SCAMPER : Substitute? Who else instead? What else instead? What other material? What other process? What other place? What other groups?
18. SCAMPER : Rearrange? Interchange components? Other patterns/ rearrangements? Other layout? Other sequence? Transpose cause and effect? Turn inside out?
25. Torrance Metaphors: Looking Twice Defer judgment Keep open to new information and insights Search for more information Evaluate and re-evaluate information
26. Torrance Metaphors: Digging Deeper Get beyond the surface to find out what was hidden Diagnose difficulties Integrate all available information Check information against hunches Synthesize diverse kinds of information Elaborate and diverge
27. Torrance Metaphors: Listening / Talking to a Cat Let presented information "talk to you" and then “talk back” to the information Read your own feelings in response Recognize that mistakes will be made Make guesses, check, correct, reexamine, discard unpromising solutions, refine, and make the best solutions better
Make It Swing! Make It Ring: using kinesthetic and auditory senses; responding to sound and movement. Stage 2) Listening/Talking to a Cat or Crossing Out Mistakes: let presented information "talk to you" and then “talk back” to the information-- read your own feelings in response to information and recognize that mistakes will be made in doing this--be able to cross out mistakes. Make guesses, check, correct, modify, reexamine, discard unpromising facts or solutions, refine, and make the best solutions better. Problem Solving questions:In what ways might teachers do to improve their own creativity?In what ways might teachers do to improve their students’ creativity?In what ways might everyday objects be used to teach about Values?How does the analogy of a yo-yo help us to understand the problems of disciplining children in a classroom?
As the name suggests, Visual Connections use visual images to help students distance themselves from an issue in order to develop fresh and novel perspectives.
Why must we shoot down the crocs?Affect the creative process of brainstormingInfluences the ‘mood’ or dynamics of the group
Learning station: SCAMPERLook twice in order to produce & consider many alternatives Having limited alternatives impact how students learn. On the contrary, skillful teaching with an opposite method with a struggling child yields higher success rather than repeat same method taught in class Because of individual differences among children, a punishment for a child may be a reward for another and thus encourage the misbehaviour that teacher intends to diminish