It It ISIS Possible to Teach Possible to Teach Creativity and Service-Creativity and Service-

Learning to Gifted Students Learning to Gifted Students and Still Address the and Still Address the Curriculum StandardsCurriculum Standards

NAGC 2007

Bonnie Cramond, Torrance Center, University of Georgia, Athens, GAMarianne Solomon, Future Problem Solving Program International, Melbourne, FL

Jann Bohnenberger, The ABLE Program, Knoxville, TNAlice W. Terry, Kennesaw State University, Kennesaw, GA

“The genius of the future will be the creative mind

adapting itself to the shape of things to come.”

E. Paul TorranceCreativity, (1991)

The Future Problem Solving The Future Problem Solving ProgramProgram

engages students in learning as it helps students enlarge, enrich, and make more accurate

their images of the future...

FPS equips today’s young people with the vision and skills needed to anticipate, understand, and solve the problems of tomorrow.

FPSP is interdisciplinary and its components meet the creative thinking, creative writing, leadership skills, and academic aptitude needs of gifted students.

Through Through FPS, students…FPS, students…

Develop creative thinking

Increase awareness of and interest in the future

Learn and employ problem-solving strategies

Develop, utilize and improve research techniques

Exercise critical and analytical thought

Improve oral and written communication

Develop teamwork skills

Engage in real-life problem solving

The FPS six-step model for The FPS six-step model for building dynamic, creative building dynamic, creative

thinkingthinking

1)1) Identify ChallengesIdentify Challenges

2)2) Select an Underlying ProblemSelect an Underlying Problem

3)3) Produce Solution IdeasProduce Solution Ideas

4)4) Generate and Select Criteria Generate and Select Criteria toto Evaluate Solution IdeasEvaluate Solution Ideas

5)5) Evaluate Solution IdeasEvaluate Solution Ideas

6)6) Develop an Action PlanDevelop an Action Plan

© 2003. Center for Creative Learning, Inc. and Creative Problem Solving Group, Inc.

UNDERSTANDINGTHE CHALLENGEUNDERSTANDINGTHE CHALLENGE

ConstructingOpportunitiesConstructingOpportunities

FramingProblemsFramingProblems

ExploringData

ExploringData

PREPARINGFOR ACTIONPREPARINGFOR ACTION

DevelopingSolutions

DevelopingSolutions

BuildingAcceptance

BuildingAcceptance

GENERATINGIDEAS

GENERATINGIDEASGenerating

IdeasGenerating

Ideas

DesigningProcess

DesigningProcess

PLANNINGYOUR APPROACH

PLANNINGYOUR APPROACH

Creative Problem Solving— Version 6.1™

AppraisingTasks

AppraisingTasks

Long before it was called

“service-learning”…“service-learning”…

E. Paul Torrance merged E. Paul Torrance merged creative creative problemproblem

solvingsolving with with social actionsocial action in 1983 - in 1983 -

His vision became known as His vision became known as the the Community Problem Community Problem Solving Program (CmPS)Solving Program (CmPS), , an academic competition an academic competition

where students were where students were encouraged to take encouraged to take

hands-on action to solve hands-on action to solve real problems in their real problems in their communitycommunity..

Community Problem Solving (CmPS)

Team and Individual CmPS - Three divisions:Junior – grades 4-6Middle – grades 7-9

Senior – grades 10-12

Students identify and solve real community problems

Participants select a focus area for CmPS projects from: environmental concerns, human services, education, civic/cultural issues, or health concerns

Projects receive guidance, evaluation, and feedback

Students become agents of change for the future by addressing current world issues

STANDARDSSTANDARDS

This course integrates the Sunshine State This course integrates the Sunshine State

Standards and Goal 3 Student Performance Standards and Goal 3 Student Performance

Standards of the Florida System of School Standards of the Florida System of School

Improvement and Accountability as appropriate Improvement and Accountability as appropriate

to the individual student and to the content and to the individual student and to the content and

processes of the subject matter.processes of the subject matter.

(Flagler Palm Coast H.S.)(Flagler Palm Coast H.S.)

STANDARDSSTANDARDS

Learning Goal 5Learning Goal 5

Students shall develop their abilities Students shall develop their abilities to think and solve problems in to think and solve problems in

school situations and in a variety of school situations and in a variety of situations they will encounter in life.situations they will encounter in life.

STANDARDS STANDARDS - Sub-goals

5.15.1 Students use critical thinking skills Students use critical thinking skills such as analyzing, prioritizing, such as analyzing, prioritizing, categorizing, evaluating, and comparing to categorizing, evaluating, and comparing to solve a variety of problems in real-life solve a variety of problems in real-life situations.situations.

5.25.2 Students use creative thinking skills Students use creative thinking skills to develop or invent novel, constructive to develop or invent novel, constructive ideas or products.ideas or products.

5.35.3 Students organize information to Students organize information to develop or change their understanding of a develop or change their understanding of a conceptconcept

5.45.4 Students use a decision-making Students use a decision-making process to make informed decisions among process to make informed decisions among options.options.

5.55.5 Students use problem-solving Students use problem-solving processes to develop solutions to relatively processes to develop solutions to relatively complex problems. complex problems. 

““CmPS has opened a window CmPS has opened a window

to my imagination to my imagination

and closed the window of and closed the window of

limitations. limitations.

Community Problem Solving Community Problem Solving

has taught me has taught me

that that one voice one voice cancan make a make a

difference, and CmPS has difference, and CmPS has

given me the strength and given me the strength and

courage to courage to

understand that a community understand that a community

is always is always

in need of a helping hand.”in need of a helping hand.”

Monica Hill, former CmPS student:

““Service-Learning Service-Learning resurrects resurrects

idealism, compassion, andidealism, compassion, andaltruism…. altruism….

we cannot survive as a we cannot survive as a nationnation

unless we hold onto these unless we hold onto these qualities and teach them qualities and teach them

to our children.”to our children.”Madeline Kunin,Madeline Kunin, former deputy secretaryformer deputy secretary

U.S. Department of EducationU.S. Department of EducationThe Power of Service-Learning for American Schools, 2002The Power of Service-Learning for American Schools, 2002

According to Renzulli, According to Renzulli, gifted education should gifted education should

provide students with provide students with opportunities opportunities

for self-fulfillmentfor self-fulfillmentSchools should Schools should encourage our most encourage our most able students to:able students to:

increase their creative increase their creative productivity productivity use their gifts in use their gifts in socially constructive socially constructive wayswaysseek ways to improve seek ways to improve the lives of othersthe lives of others

What is Service-

Learning? …an innovative teaching

methodology which integrates community service with

academics to enrich learning, teach civic responsibility and

strengthen communities.

National Commission on Service-Learning, 2002

57% of 15-25 year olds are

completely disengagedcompletely disengaged from civic life.

Center for Information and Research on Civic Learning and Engagement (CIRCLE)

K-12 Developmental Service-Learning K-12 Developmental Service-Learning TypologyTypology

……address the differences in service-learning activities address the differences in service-learning activities based on the level of learning and servicebased on the level of learning and service

Interaction between school and community goes one way—from theschool to the community. Community Service involves a high degree ofservice to the community with a lesser degree of learning.

Interaction between the youth and the community goes one way—from the school to the community. Community-Service involves a high degree of service with a lesser degree of learning.

Int era cti o n be tw e en th e s c h o ol a n d c o m m u nit y c an g o in eit he rd ir ec tio n —t h e s tu d e n ts g o o u t int o the c o m m u n it y or e lem e n ts o fth e c o mm u n ity c o me int o t he sc h o ol . C o m m u ni ty E x p lo ra tio nd o e s n o t n ece ss ar ily in v o lv e di rec t s e rv ice to th e c o m m u nit ya lth o u g h it m a y in v ol ve a h ig h de g re e o f l ear ni n g .

Interaction between the school and the community can go in either direction—the youth go out into the community or elements of the community can come to the school. Community-Exploration does not necessarily involve direct service to the community although it may involve a high degree of learning.

Int era cti o n be tw een sc h o ol a n d co m m u n it y f low s in b o th d ir ec ti o nsp ro d u c in g g rea ter imp ac t in the co m m u n it y an d e m p o wer m en t inth e s tu d e n ts . C o m m u n i ty Ac tio n in v ol v es th e hi g h e st d egr e e o fser vi ce, w h ic h ca n h ave far - rea ch in g o u tc o m es in th e c o m m u n i tya n d th e hi g h e st de g re e o f l ea rn in g.

Interaction between the school and the community flows in both directions producing greater impact in the community and a higher level of empowerment in the youth. Community-Action involves the highest degree of service, which can have far-reaching outcomes in the community and the highest degree of learning.

Beginning restoration Beginning restoration

work on a dilapidated work on a dilapidated building in their building in their

declining downtowndeclining downtown

The same building The same building as a thriving store.as a thriving store.

The RIPPLES Gang

Students take positive Students take positive hands-onhands-on action action that improves the lives of others that improves the lives of others

Students engage in advocacy designed Students engage in advocacy designed to impact decision-making concerning to impact decision-making concerning

public issuespublic issues

Students support an existing, Students support an existing, established effort (i.e.,Cancer Society, established effort (i.e.,Cancer Society,

Meals-on-Wheels, etc.)Meals-on-Wheels, etc.)

Cognitive Apprenticeship Model (Brown, Collins, & Duguid, 1989)

Four elements that lead to Four elements that lead to learning:learning:

1.1. ScaffoldingScaffolding2.2. ModelingModeling3.3. CoachingCoaching4.4. FadingFading

Teacher’s role: Teacher’s role: facilitatorfacilitator

Cooperative Learning Cooperative Learning StrategiesStrategies

Cooperative Groups and Cooperative Groups and JobsJobs

Project Facilitators - Project Facilitators - electedelected Press SecretariesPress Secretaries Digital CoordinatorsDigital Coordinators Photographers Photographers File ClerksFile Clerks JournalistsJournalists Scrapbook CoordinatorsScrapbook Coordinators

Creative Problem Solving Process (Osborn,

1963; Parnes, 1967)

Identify problems & challengesIdentify problems & challenges Stating the most important Stating the most important

problem/challenge problem/challenge Produce alternative solutionsProduce alternative solutions Evaluate alternative solutionsEvaluate alternative solutions Plan to put solutions into use Plan to put solutions into use

(Torrance, 1995)(Torrance, 1995)

Brainstorm and Determine the Primary Concerns in the Community

Generate Ideas and Evaluate the Action Ideas

Create &ImplementAction Plan

Brainstorm Challenges and Select an Underlying Challenge

Conduct Research on the Possibilities and Identify The Area of Concern

Things that grow…Things that grow…

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Guidelines for Brainstorming

Using a Jot Board…Using a Jot Board…

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Social Studies Civics (9-12)

The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution.

a.  Examine the legislative, executive, and judicial branches.

b.  Examine the structure of local governments with emphasis on county, city, and town.

c.  Identify current state and local officials. d.  Analyze the relationship among state and local

governments. e.  Evaluate democracy by the initiative, referendum, and processes.

Identify the Challenges

1. Brainstorm possible problems/ challenges on your Jot Board

2. Next, narrow the brainstormed challenge ideas to two or three by circling them on the Jot Board

Transparency #3: Problem Bubbles

Problem Area 1 Problem Area 2

Problem Area 3

State the Underlying Challenge

In what ways might we…(state what you want to accomplish)…so that…(state the purpose of solving the problem)?

Generate Action Ideas

1. Brainstorm possible ideas for action (solution ideas) on your Jot Board

2. Next, narrow the brainstormed action ideas to five or six by circling them on the Jot Board

Assess the Action Ideas

1. Weigh your top 5-6 ideas by evaluating them using a Criteria Grid.

2. Determine the most promising ideas by general consensus of the team.

3. Use the Bean Method (give each student 15-20 lima beans to spend on the various ideas—the action ideas with the highest total number of beans after everyone has voted, should be considered for the Plan of Action).

Create and Implement the Plan of Action

(The Plan of Action is the method developed by the team that

they feel will best overcome the Underlying Challenge.)

1. Look at the Action Ideas that were the highest scoring on the Criteria Grid—think about which ones will fit well together to create an effective Plan of Action.

2. If you did not use a formal grid, combine together those circled ideas that the team selected as the most promising and would work well together.

3. Determine Who, What, How, Where, and When and implement the plan.

Give the students choice & voice

Let students: Select the service-learning ideaConduct research around their interestsGet in groups based on different intelligences and interests, i.e,

MediaFacilitatorsPublic RelationsArtTechnology

Communications

Choice & Voice

Job Selection Form:Job Selection Form:

____ Facilitator Action Group ____ Media Action Group

(includes job of Press Secretary)

____ Public Relations Action Group____ Documentation Action Group

(includes jobs of Digital Coordinator, Journalist, File Clerk, and Scrapbook Coordinator)

____ Correspondence Action Group

Use Choice & Voice to foster Cooperative Learning

Use Choice & Voice to foster Cooperative Learning

A group identityA group identity and team unity is often and team unity is often established by giving the service-learning established by giving the service-learning students the opportunity to choose an students the opportunity to choose an acronym,acronym, a name, for the group and/or a name, for the group and/or the project.the project.

Examples: RIPPLES Gang, SWaMP Examples: RIPPLES Gang, SWaMP Kids, STAAR TREK CrewKids, STAAR TREK Crew

Science Standard:

Students will understand important features

of the process of scientific inquiry. Students will apply the following to

inquiry learning practices:

a.   Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

b.   Clear and active communication is an essential part of doing science.

c.   Scientists use technology to increase their power to observe things and to measure and compare

things accurately. d.   Science involves many different kinds of work and

engages men and women of all ages and backgrounds.

Reflection gives students the Reflection gives students the opportunity to organize, compare, opportunity to organize, compare, classify, evaluate, summarize, analyze classify, evaluate, summarize, analyze and experience.and experience.

It can help deepen their It can help deepen their understanding of events and give understanding of events and give meaning to and make sense of meaning to and make sense of experiences.experiences.

Reflection on service-learning Reflection on service-learning experiences can help teach students experiences can help teach students the skill of gaining and applying the skill of gaining and applying lessons from experience.lessons from experience.

This ability will help them This ability will help them throughoutthroughoutthe rest of their lives.the rest of their lives.

Reflections fairly are comprehensive with some awareness of the subtle shades of meaning without necessarily considering the broader situation

Students display a capacity to understand and interpret evidence..

Level 2Level 2

Analysis Level corresponds to

Community-ExplorationCommunity-Exploration:

Students look at things from a variety of viewpoints and are able to put into context perceived differences within the situation

Students understand that actions vary by the situation and are capable of recognizing the many issues that affect their decision-making

Level 3Level 3

Synthesis Level corresponds to

Community-ActionCommunity-Action:

Giving students a voicevoice in how they relate their reflections can lead to higher levels of reflection. Offer opportunities such as:JournalingWriting poetrySinging a song they wroteRole-playingCreating a slide show

Using ChoiceChoice and and VoiceVoice in Reflection

Celebration Celebration and and DemonstratioDemonstration...n...

Multiple methods designed to Multiple methods designed to acknowledge, recognize and acknowledge, recognize and

validate student’s service validate student’s service work.work.

(Toole, Conrad & Nelson, 1998)

3 R’s of Celebration: 3 R’s of Celebration: Recognition, Respect, and Recognition, Respect, and

RewardReward(Bohnenberger & Terry, 2002)

http://books.heinemann.com/products/E00986.aspx