module 7: creative thinking ronnie yeung & richard tong 30/dec/06 giftedness realising the...

Module 7: Creative ThinkingRonnie Yeung & Richard Tong

30/Dec/06

Giftedness

Realising the

Potential

Intended Outcomes Intended Outcomes At the end of our presentation, At the end of our presentation,

fellow teachers will:fellow teachers will: know the definition of creative thinking;know the definition of creative thinking; understand why creative thinking is one of the understand why creative thinking is one of the

criteria or indicators for gifted students;criteria or indicators for gifted students; get to know SCAMPER in connection with get to know SCAMPER in connection with

creativity.creativity.

Gifted Education in Hong Gifted Education in Hong KongKongTo cater to the educational needs of gifted students, weTo cater to the educational needs of gifted students, weadvocate the following principles:advocate the following principles: Nurturing multiple intelligences is a fundamental goal of Nurturing multiple intelligences is a fundamental goal of

quality basic education and should be the mission of ALL quality basic education and should be the mission of ALL schools; schools;

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

A broad definition using multiple intelligences should be A broad definition using multiple intelligences should be adopted; adopted;

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

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

Gifted Education Section, EMB

What is What is CreativityCreativity??

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

What is What is CreativityCreativity??

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

What is Creativity?What is Creativity?

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

Creativity/Creative thinking

Definition of CreativityDefinition of Creativity

Creativity involves:Creativity involves: the breaking away from the breaking away from

traditional patterns of thoughttraditional patterns of thought using Bloom’s analysis, evaluation using Bloom’s analysis, evaluation

and synthesis to generate new and synthesis to generate new knowledge and different solutionsknowledge and different solutions

reflective thought, meditationreflective thought, meditation deferring judgementdeferring judgement

Piirto, J.---Piirto, J.---

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

Views of Creativity by Views of Creativity by Different ScholarsDifferent Scholars


Reid---Reid---

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


Gagne’s---Gagne’s---

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


Adams, Scott---Adams, Scott---

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

Bloom’s Bloom’s Taxonomy Taxonomy for gifted for gifted studentsstudents

Synthesis(Create)

Evaluation(Evaluate)

Analysis(Analyse)

Application(Apply)

Comprehension(Understand)

Knowledge(remember)

Views of Creativity by Different ScholarsViews of Creativity by Different Scholars

Anderson---

Characteristics of Gifted Characteristics of Gifted Children in Area of Children in Area of CreativityCreativity

Students gifted in creativity: Students gifted in creativity: have an acute sense of beauty; have an acute sense of beauty; enjoy risk-taking; enjoy risk-taking; are able to generate many are able to generate many

alternative means to solve alternative means to solve complicated problems; complicated problems;

have a delicate sense of humor; have a delicate sense of humor; are flexible. are flexible.

memory for facts &

detail

imaginative

complexity of

thought

reflective

independent

intuitive

energetic

sensitive to beauty

curious

persistent

open to ideas

sense of humour

flexible

original

Many ideas,

fluency of thought

emotionally sensitive

RecallRecall (Module 5)(Module 5) Critical thinking includes:Critical thinking includes:

Critical

Thinking

?

Analysing Analysing Evaluating Evaluating ComparingComparing Reflecting Reflecting PredictingPredicting

RecallRecall (Module 5)(Module 5) What is involved in critical What is involved in critical

thinking?thinking?

Inductive thinkingInductive thinking Deductive thinkingDeductive thinking Evaluative thinkingEvaluative thinking

Comparison of Critical and Creative Thinking

Critical Thinking Creative Thinking

Analysing and

evaluating ideas,

processes and

products

Critical Creative

Creating, inventing original ideas,

processes and products


Critical Creative

Breaking down ideas into

component parts,

comparing similarities and

differences, recognising

relationships

Combining previously unrelated

components to form new

ideas, processes and

products


Critical Creative

Analysing for bias,

inconsistencies,

relevance and

reliability

Generating ideas and deferring

judgement


Critical Creative

Critically reflecting -

metacognition

Reflecting on possibilities,

“day-dreaming”


Critical Creative

Using insight –

predicting consequenc

es

Using intuition


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

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

Barriers to Development of Barriers to Development of Creativity Regarding Different Creativity Regarding Different CurriculumCurriculum


Examples:Examples:

MathematicsMathematics Close-end QuestionsClose-end Questions FactualFactual ““Justify your Justify your

answer” type answer” type questions are questions are always banned always banned

Liberal StudiesLiberal Studies Open-end QuestionsOpen-end Questions CriticalCritical No model or No model or

standard answersstandard answers


4 Types:4 Types:

– Cultural Barriers;Cultural Barriers;– Emotional Barriers;Emotional Barriers;– Perceptual Barriers;Perceptual Barriers;– Environmental Barriers. Environmental Barriers.

CULTURAL BARRIERSCULTURAL BARRIERS

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

EMOTIONAL BARRIERSEMOTIONAL BARRIERS

Fears of making a Fears of making a mistake or being ridiculedmistake or being ridiculed

PERCEPTUAL BARRIERSPERCEPTUAL BARRIERS

the inability to break away from the inability to break away from traditional patterns; traditional patterns;

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

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

over-valuing objectivity; over-valuing objectivity; being so oversaturated with visual being so oversaturated with visual

patterns that one cannot see the finer patterns that one cannot see the finer details.details.

ENVIRONMENTAL ENVIRONMENTAL BARRIERSBARRIERS

Workplace (including school or at home)Workplace (including school or at home) Lack of challenges, stimulationLack of challenges, stimulation Restricted access to resources, Restricted access to resources,

experiencesexperiences Stereotyping, rigid programStereotyping, rigid program Limited view of creativity and its Limited view of creativity and its

powerpower No time to “dream”, imagineNo time to “dream”, imagine

What is SCAMPER?What is SCAMPER?

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

S substitute C combineA adaptM modify / magnify /

minifyP put to other usesE eliminateR reverse / rearrange

Applications of Applications of SCAMPERSCAMPER

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

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

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

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

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

Applying SCAMPERApplying SCAMPER

1.Take a look on your mobile phone.

2. Design your own dream mobile phone.

Mobile Phone DesignMobile Phone Design

Pay attention to the order of the Pay attention to the order of the buttons.buttons.

Why are they put in such order?Why are they put in such order?

Order of Phone Number Order of Phone Number ButtonsButtons

11 22 33

44 55 66

77 88 99

** 00 ##

11 55 99

22 66 00

33 77 **

44 88 ##

Order of Phone Number Order of Phone Number ButtonsButtons

• Not practical!• Should fit for the using habit• Statistical research• Knowledge backup• User-friendly

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

State what elements you have State what elements you have applied in SCAMPER.applied in SCAMPER.

S substitute C combineA adaptM modify / magnify / minifyP put to other usesE eliminateR reverse / rearrange

7 Elements of SCAMPER

Old-fashioned Old-fashioned SpectaclesSpectaclesA Traditional ClockA Traditional Clock

Classic Sport ShoesClassic Sport Shoes

A SundialA Sundial

School-based GE School-based GE Implementation in Math Implementation in Math

TeachingTeaching

Creativity in MathCreativity in Math

(Estimation)(Estimation)

Related links:Related links:http://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2418472680097632885vchCyv2418472680097632885vchCyvhttp://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2665315510097632885HvUrZP2665315510097632885HvUrZPhttp://good-times.webshots.com/photo/http://good-times.webshots.com/photo/2384929280097632885YyRKxK2384929280097632885YyRKxK

Creativity in MathCreativity in MathEstimationEstimation

1.1. How many Chupa Chups are How many Chupa Chups are there in the box?there in the box?

2.2. Elaborate your ways of doing the Elaborate your ways of doing the estimation.estimation.

Chupa Chups Photos: Chupa Chups Photos: 1 2 3

School-based GE School-based GE Implementation in Math Implementation in Math

TeachingTeaching

Creativity in MathCreativity in Math

(3D Figures)(3D Figures)

Pre-requisite KnowledgePre-requisite Knowledge

Educating Gifted Students on Leadership, Educating Gifted Students on Leadership, Creativity and Creativity and Critical Critical ThinkingThinking

Group Group No.No.Creativity in Mathematics Creativity in Mathematics

Christian Alliance S C Chan Memorial CollegeChristian Alliance S C Chan Memorial CollegeClass : 4E Class : 4E Group Members : Group Members : ____________________________________________________________________________________________________A Brief Description of your MasterpieceA Brief Description of your Masterpiece____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A Picture of your MasterpieceA Picture of your Masterpiece

Peer CommentsPeer Comments

4-Rank Questions (4 : Highest, 1 : Lowest)4-Rank Questions (4 : Highest, 1 : Lowest)1. Is the above Masterpiece interesting? _____1. Is the above Masterpiece interesting? _____2. Is it creative? _____2. Is it creative? _____3. Is it applicable to our daily life? _____3. Is it applicable to our daily life? _____4. Can it be modified so as to be further applied in any aspect? _____4. Can it be modified so as to be further applied in any aspect? _____ Higher Order Thinking QuestionsHigher Order Thinking Questions1. Why a paper cup is always designed in the shape of cone but not other shapes 1. Why a paper cup is always designed in the shape of cone but not other shapes

like pyramid? like pyramid? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why a spiral ladder is often designed alongside a huge object (e.g. a mountain, 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 a tower, or a cylindrical object) in order to let people climb up from the lowest spot? spot? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Design your own ladder or cup.3. Design your own ladder or cup.

Further ExplorationFurther Exploration

Some students claim that some of the reasons Some students claim that some of the reasons that a paper cup is commonly designed in the that a paper cup is commonly designed in the shape of a cone rather than it is in the shape of a shape of a cone rather than it is in the shape of a pyramid may be due to :pyramid may be due to :The more the water (volume) that the cone may The more the water (volume) that the cone may contain.contain.The less the paper is dissipated to make a paper The less the paper is dissipated to make a paper cup a cone than a pyramid.cup a cone than a pyramid.

Are the above guesses true? Let’s figure them out!Are the above guesses true? Let’s figure them out!We are therefore going to explore whether making We are therefore going to explore whether making a paper cup a cone will contain more water (larger a paper cup a cone will contain more water (larger volume) and in a more economical way ( less total volume) and in a more economical way ( less total surface area) than that of a right pyramid. So a surface area) than that of a right pyramid. So a comparison between a cone and a right square comparison between a cone and a right square pyramid is made as follows in terms of their pyramid is made as follows in terms of their volume and total surface :volume and total surface :

Suppose height = 10cm, radius = 5cmSuppose height = 10cm, radius = 5cm

(An Inscribed Circle) (A Circumscribed (An Inscribed Circle) (A Circumscribed Circle)Circle)

(A Cone) (A Right Sq.-base (A Cone) (A Right Sq.-base Pyramid)Pyramid)

Given volume of cone or pyramid = 1/3 x base area x Given volume of cone or pyramid = 1/3 x base area x heightheightGiven surface area of pyramid = sum of all lateral faces Given surface area of pyramid = sum of all lateral faces of the pyramidof the pyramidGiven curved surface area of cone = ∏rlGiven curved surface area of cone = ∏rlTherefore volume of your cone = Therefore volume of your cone = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

volume of your pyramid = volume of your pyramid = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

surface area of cone = surface area of cone = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

surface area of pyramid = surface area of pyramid = ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Finally, what conclusion will you give ?Finally, what conclusion will you give ?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ConclusionConclusion

1. Importance of creativity1. Importance of creativity “ “Students of today will be involved in Students of today will be involved in

careers and experiences in the future careers and experiences in the future which will require creative problem-which will require creative problem-solving skills.” (Reid, 1990)solving skills.” (Reid, 1990)

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


2. Creativity should not be 2. Creativity should not be boundlessboundless

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

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


3. Innovations VS Conformity3. Innovations VS Conformity Quotation from Scott Adams: “ Creativity is Quotation from Scott Adams: “ Creativity is

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

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


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

module 7: creative thinking ronnie yeung & richard tong 30/dec/06 giftedness realising the...

Documents

views of creativity

creativity abilities

area of creativity students

gifted students synthesis

schools gifted education

foci of gifted education

school gifted education

gifted education section