fostering and assessing creativity and critical thinking in education by andy penaluna (university...
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Andy Penaluna
International Institute for Creative Entrepreneurial Development (IICED), UWTSD
Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA)
Fostering and Assessing Creativity and Critical thinking in Education International Meeting, 20-21 June 2016
OECD Headquarters Paris, France
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Creative Capacities encompass the capabilities and dispositions needed to
generate new ideas and turn them into action.
Spencer, Lucas and Claxton (2012) Progression in Creativity: Developing new forms of assessment.
Creative thinking skills
Motivation Expertise
Identifying Creative Capacities
An Education System fit for an Entrepreneur, 2014
Understanding fundamental aspects
Enterprising
mind
With personal motivation
there is energy, with energy
there is resilience, with
resilience, success is likely...
Creativity, innovation and
opportunity recognition are
key intrinsic motivational
drivers, they are central to
the enterprising mindset
Understanding fundamental aspects
Enterprising Angels © A Penaluna, 2010
Enterprising
mindset
Entrepreneur
The ‘business
developer and
enhancer’
Social entrepreneur
‘The society
developer and
enhancer’
Overall aim - learning to
learn; they use harvested
knowledge to societal and
economic advantage
Research suggests US lost 20%
creativity ability over 20 years.
U.S. educational system has implemented
standardized testing to pursue measurable
outcomes... achieved according to measures of IQ
and SAT, but they fail according to TTCT creative
thinking test scores... Standardization should be
resisted.
Kim, 2011
The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of
Creative Thinking
Role of the teacher
Nature of activities
Organisation of time
Organisation of space
Approach to tasks
Visibility of processes
Guided Contrived Bellbound Classroom Individual Hidden Static Ignored Some Directed
Challenging
Authentic
Flexible
Workshop
Group
High
Mobile
Central
All
Self managing
Location of activities
Self as learning resource
Inclusiveness
Role of learner
Spencer, Lucas and Claxton (2013)
Is new thinking on pedagogy already making progress?
Quality Assurance Agency for Higher Education (2012) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education
providers, p 25.
Is new thinking on pedagogy already making progress?
• from case studies to emerging situations • from abstract problems to innovation • from passive learning to active learning • from objective analysis to subjective experience • from text-heavy communication to multimedia
communication • from neutrality to personal perspectives • from formal activities to authentic activities • from fearing failure to learning from failure • from dependency to self-reliance and resilience.
Understanding adolescence
Time of transition, involving multi-dimensional changes: physical, psychological
(including cognitive) and socio-emotional.
Physical Changes
Psychological
Development
Social-Emotional
Development
Personal identity
Body image
Sexual identity
Biological
Hormonal
Neural
Strong peer
identification
Increasing autonomy
from parents
Moral Reasoning
Spiritual values
Political views
Cognitive &
meta-cognitive
development
Experimental
behaviours
Impulse control
Sense of Self
Changes occur simultaneously and at different paces within each gender and
are impacted by structural and environmental factors.
Late Adolescent
Development
Late puberty (Boys)
Complex moral reasoning
Strong sense of self
Social autonomy
Intimate relationships
Self-regulation
Early Adolescent
Development
Early puberty
Concrete thinking
Exploring identity
Strong peer influences
Emotional withdrawal
from parents
Mid Adolescent
Development
Mid-late puberty (Girls)
Abstract thinking
Growing personal identity
Strong peer identification
Experimental behaviours
Low impulse control
Infant & Child
Development
Physical/Biological
Psychological/Cogn.
Social-Emotional/
Behavioural
Source: Adapted from Christie, D. and Viner, R. (2005) ‘Adolescent development’, British Medical Journal, 330: 301.
(ages 0-9) (ages 10-13) (ages 14-16) (age 17-19) (age 20+)
Epigenetics helps us understand the lasting physiological effects of high-stress environments.
Evolutionary insights help explain the motivations & illuminate the adaptive functions of ‘risky’ behaviours.
Historical, sociological and comparative perspectives help clarify what is really distinctive (or not) about the experiences & challenges of current vs past generations.
Transition Demands
1. Formal Education
2. Paid employment
3. Independent living
4. Life Partner
5. Parenthood
Neuroscience informs us that far from being ‘set’ in early childhood, the brain does not fully mature until the 20s - and retains plasticity and lifelong capacity for learning.
Understanding adolescence Emerging Research
Not knowing the ‘correct’ answer is important… because learners have to think… and harvest new
knowledge
Seek out
freshly
identified
problems /
solutions
Deadline =
solution
proposal
Reflect and
analyze –
use time
thoughtfully
Look for
inspiration,
contextual
materials
and links
Discard
irrelevant or
non
beneficial
information
Divergent - Convergent thinking Penaluna & Penaluna 2006
Bridging the thinking styles (how?)
DISRUPT
KILLS BUGS FAST
I asked my nephew if he liked fast food
Hindsight, Insight or Foresight?
“Talent hits a target no-one else can hit
genius hits a target no-one else can see.”
Arthur Schopenhauer 1788 - 1860
Gestalt - what do you really ‘know’?
Limens, Soma, Dendrites and connections
Understanding Cognitive Styles
Penaluna & Penaluna 2009
The innovative thinking brain structure
Key point – Developing synapse potential through learning
Left Cortex
dominance
Right Cortex
dominance
Micro molecular structure images
courtesy of Mark Jung Beeman and
John Kounios, Mid Western and Drexel
Universities
Detail of Pyramid neuron from the amygdala / hippocampus
Divergent - Convergent thinking
Penaluna & Penaluna 2006
Understanding creative thinking
Thoughtful
and
conscious
‘step by step’
thinking
Often
Subconscious
thinking with
‘Aha’ moments
of
enlightenment
Understanding creative thinking
Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’
DOG
Understanding creative thinking
Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’
Understanding creative thinking
Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’
Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’
Understanding creative thinking – errors of omission or areas of commission
Penaluna, Penaluna & Diego, 2015
Understanding creative thinking – errors of omission or areas of commission - in practice
Penaluna, Penaluna, 2013
Understanding creative thinking – errors of omission or areas of commission - in practice
‘Two I’ Lenses of Assessment (OECD / Macedonian Schooling
Making distinction between the two I’s
Implementation Doing things that are determined by others and matching against their expectations
Innovation Producing multiple and varied solutions that respond to change and often surprise
Making distinction between the two I’s
Implementation Can the student come up with a good idea?
Innovation Can the student come up with multiple ideas that respond to changing circumstances?
Making distinction between the two I’s
Implementation Can the solution be easily compared and contrasted to previous work and understandings?
Innovation Does the solution offer new insights and potentially challenge accepted understandings?
A New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness
Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social .
CREATIVE EDUCATORS
“The creativity of an education system
cannot surpass the creativity of its
teachers… We need a disciplined creativity,
informed by and generating the best
possible evidence.”
https://www.thersa.org/action-and-research/creative-learning-and-
development/creative-educators/
THE BIGGER PICTURE IICED / RSA
http://www.uwtsd.ac.uk/iiced https://www.thersa.org
Creative Mindsets. Entrepreneurial Futures – EXTRA EXTRA READ IT ALL ABOUT IT…
Penaluna, A. and Penaluna, K. 2015. Entrepreneurial Education in Practice, Part, 2 – Building Motivations and Competencies, Entrepreneurship 360 Thematic Paper, Organisation for Economic Co-operation and Development (OECD) and the European Commission (DG Education and Culture). Penaluna, A., Penaluna, K and Diago, I., 2014. The Role of Creativity in Entrepreneurship Education. Chapter 13, “Handbook of Research on Entrepreneurship and Creativity” Sternberg, R & Krauss, G. (Eds) Cheltenham / Northampton MA: Edward Elgar Publishing Limited Penaluna, K. Penaluna, A., Usei, C. and Griffiths, D. 2015. Enterprise Education Needs Enterprising Educators: A Case Study on Teacher Training Provision, Education +Training, Emerald, Vol 57, 8/9, 948-963 Penaluna K., Penaluna A., Jones C. and Matlay H., 2014. When did you last predict a good idea? Exploring the case of assessing creativity through learning outcomes. Industry & Higher Education, Vol. 28, No 6, December 2014, pp. 399-410.
How education can build creative and entrepreneurial mindsets