Cultivating Creativity in the Classroom

Kang, Nam Joon

Effects of

Creative Thinking Enhancing

Activities (CTEA)

on Korean High School students’

writing skill

improvements and perceptions.

I. Introduction

and

Background5/14/2015 3

• English divide

• Low outcome

• Low participation in English lessons both

from low ranked (L high school) and high

ranked (H high school) high schools

students

• Low motivation on writing in English

Research Questions

1.How do the students perceive the CTEA?

2. How does the CTEA affect their writing skills?

3. What other factors are affected by the CTEA?

3. Do the students’ creativity improve?

II. Literature

Review

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Hypothesis

Creativity approach may

improve learners’ writing

skill.

Why?

2.1 Interactionism.

No thinking?

No communication

!

No communication

No learning!

And CTEA would increase Thinking

Yes learning?

2.1 Definition of Creativity

• What is

Creativity

?5/14/2015 12

Creativity means ?

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기존관념을깸

Something new?

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To whom these are new?

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Creativity needs

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Novelty Appropriateness

Reflection of my own experiencesInterpretation using my own

judgmentKnowledge

2.2 Theories of Creativity

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Division of theories

Division of theories

I.1 Conscious vs Subconscious(Rothenberg, 1990)

Psychoanalysis

• Childhood experiences and memories in

one’s subconscious affects strongly to

one’s creativity

• (Freud’s approach, Kris and Kubie, Jung’s

Theory, Contemporary Psychoanalysts)

Psychoanalysis

Behaviorist or Associationist( Mednick, 1962; Skinner, 1972)

• Through repetitive and appropriate

stimulus motivate one’s creativity

• Poem writing

Stimulus Reward, practice,

instruction

Vygotsky’s creativity

Interaction with people and social

context

Creativity, Intelligence, and

Cognition

Without a doubt, the more knowledge you

have the better creative person you can be.

IntelligenceIntelligence

So:

Creative Creative

means ,,means ,,

About Me.

My knowledge

My Experience and Memory!

“My experience and My knowledge can be shown in different ways ;”

Photo Source

Then they can come up with some pretty creative ideas.

Nate’s electric

car – a

classroom

project

Gain knowledge…

…solving and finding problems….

“Use your imagination.”–Ken Robinson

“Take time to incubate your thinking

Photo Source

Get rid of “right answer”.

Call on me! I

know this

one!

“It’s ve~~~~ry Dangereous.”-Roger von Oech

#2#2

So

ThreeThree

principlesprinciples

Three Principles

Principle 1: Openness and DiversityNew ideas are composed of old

elements

Principle 2: Meaningful Appropriateness Not all new ideas are on a par.

Principle 3: Metaphoric LinkingCreativity is enhanced by the ability todetect connections between ideas

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MacKinnon’s characteristics of

Creative People• High level of energy with a kind of cognitive flexibility.

• Are Original� not always, associated with fluency of thought.

• Are independent. �Not necessarily well rounded with a group.

• Were found to be intuitive. � often looked for hidden meanings, potential, metaphors, implications, or alternate uses in the things they saw, hear, and learned. They also had strong theoretical and aesthetic interests.

• Had a strong sense of destiny. Even in the depression period. It is not physical courage, but courage to experience the opposites of one’s nature and receptive to elements of the unconscious.

Creative characteristics

• Metaphorical Thinking

• Flexibility and Skill in Decision Making

• Independence in Judgment

• Coping Well with Novelty

• Logical Thinking Skills

• Visualization

• Escaping Entrenchment

• Finding Order in Chaos.

Three Principles and

Characteristics of

Creative People

III.Methodolog

y

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3.1 Participants

S school: 21 2nd grade high school.

G school: 25 2nd grade high school.

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L high school

• 21 2nd grade

• Low family backgrounds (low income, jobless, single or no parent family, no experience in learning English out of school, etc)

• Have no purpose nor motivation for learning English.

• Low in English language and knowledge.

• English skills and cognitive skills do not match.

H high school

• 25 2nd grand

• Wealthy family background (high income, good jobs, both parents family, early English studying experience, high motivation

• English lessons and English levels do not match

• Writing class topics are not interesting to them.

• Writing does not match with their purposes. (KSAT).

Both

• Low Motivation in Writing due to

• Mismatch between language and cognitive

levels

• S school: low English higher cognition

• G school: language focused & little to do

with the KSAT

3.2 Instruments

1. Experimental lessons using CTEA �S school: 14 lessons in 7 weeksG school: 12 lesson in 6 weeks.

2. Surveys – 1 post survey,

3. Tests- Pre/post Achievement test

4. Interview

5. Diary Studies - observation of classesinvestigation of students’ CTEA works

Survey and interview questions

Multiple choice answers with descriptive

1)How do you think of the CTEA? Why?

2)Do you like to do this more in the future? Why?

3)Which do you prefer CTEA or original activities? Why?

4)How do you think of CTEA on improving writing skills? Why?

5)How do you think of CTEA on improving thinking skills? ? Why?

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Pre and post test

• Same questions between pre/post.

• L school: vocabulary, sentence writing

• H school: different genre of writing

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3.3 Data Analysis1. Experimental lessons using CTEA �

2. Surveys – post survey,

3. Tests- Pre/post Achievement testS school: vocabulary testing, sentence writing� Counting errorsG school: Discourse level of writing� Counting errors

4. Interview : video taped, note taking

5. Diary Studies - observation of classesinvestigation of students’ CTEA works

3.4 Experimental lessons

• Have to follow national curriculum

• Have to learn objectives of a lesson

• Prepare for the tests

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21 students from L high school

Underachieversfor 14 classes in 7 weeks

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Lesson Flow for teaching one dialogue

Original class

Period Activities

1st

class

To learn words and

sentences

2nd

class

To review

through rote learning

Experimental class

Period Activities

1st

class

Same

2nd

class

To review

through CEA

Creative Thinking Enhancing Activitiesactivities which might develop

characteristics of creative people

Characteristics Example

1.Visualization To draw an associated image of a word

2. Metaphorical thinking To compare qualities of unrelated things

3. Openness to

experience

To write a poem by personifying objects

4. Flexibility in thinking To imagine what people are doing

5. Categorization To divides words according to my own criteria

1) Visualization +

2) Metaphorical Linking

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•Word Association

teacher

Television

Problem �

Wrong-

Also think of me. I do many wrong

things to the teacher.

(선생님들에게잘못을많이하니까)

•Sentence association

A Bill of

Expenditure

3) Openness to experience

•

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What is he doing ?

He is running.

He is dancing.

He is fighting.

He is flying.

3-1) Creative Comparison

Physical Power : Pen < Sword

To move people’s heart : Pen>Sword

The pen is stronger than the sword.

3-2) Direct Analogy using grammar

It smells like Popcorn.

It tastes like honey.

It sounds like a stream.

It feels like a soft pillow.

It looks like a flower garden.

Family is a sweet dream to me.

Family

My father

He smells like a Fabreeze.

He tastes like an apple champagne.

He sounds like a doorbell.

He feels like a hairy peach.

He looks like Poo.

My father is a time machine. ‘

Monday

It smells like paint.

It tastes like fire chicken foot.

It sounds like dentistry.

It feels like earth warm.

It looks like cockcroach.

Monday is nightmare to me.

Studying

It smells like tobacco.

It tastes like vegetable.

It sounds like scolding.

It feels like excrement.

It looks like a worm.

Studying is despair to me.

4) Flexibility

• Use of a clip in different purposes and

function

5) Categorization

Book , Lunch, Break, Voice, Hands, Eyes

Mind, Restaurant

돈으로돈으로돈으로돈으로살살살살수수수수있는있는있는있는것것것것 (Things can buy with money)

돈으로돈으로돈으로돈으로살살살살수수수수없는없는없는없는것것것것(Things cannot buy with money)

Book, Lunch, Restaurant, Eyes(?) Hands, Break, Voice, Mind

움직이는움직이는움직이는움직이는것것것것 (Moving things) 움직이지움직이지움직이지움직이지않는않는않는않는것것것것 (Not moving things)

Hands, Eyes Book, Lunch, Restaurant, Break, Voice,

Mind

생활에생활에생활에생활에필요한필요한필요한필요한것것것것 (Things we need for our lives)

생활에생활에생활에생활에필요하지필요하지필요하지필요하지않은않은않은않은것것것것

Lunch, Break, Voice, Hands, Eyes,

Mind, Restaurant

Book

우리우리우리우리엄마에게엄마에게엄마에게엄마에게필요한필요한필요한필요한것것것것 (Things my mom need )

우리우리우리우리엄마에게엄마에게엄마에게엄마에게필요하지필요하지필요하지필요하지않은않은않은않은것것것것

Break Book, Lunch, Voice, Hands, Eyes,

Mind, Restaurant

25 students from H high school

Overachieversfor 12 classes in 6 weeks

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Lesson Flow for teaching one writing task for

NEAT

Original Lesson

1st Description of a person

3rd Tell a story in a

sequence

5th Describe a given

picture using adjectives

7th

9th

11th

Experimental Lesson

2nd Description of a person

using metaphorical

linking

4th Describe with

openness to

experience and

independent judgment

6th Flexibility in thinking

using one’s own

imagination

8th

10th

12th

Metaphorical Linking

• Find parallels between

unlike ideas.

• Create a new synthesis,

transformation, or

perspective.

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1. Visualization & 2. Metaphorical

LinkingLink an image and a teacher

What is the name of your favorite teacher?His/ Her name is Kim Jun-Ho.

What is he or she look like? (Draw the image related with your teacher.)He is like a tree.

Why do you think of that image related with him or her?As a tree gives everything that it has, my teacher gives everything that he has.

Describe the personality or appearance of your teacher.He was very generous and energetic in teaching. As a tree gives everything that it has, he was dedicated to

teaching and caring students. He was also kind enough to guide the studies and visions of each student after school.

Why do you respect him or her most?I respect him most because he is ready to help his students at every moment. He is like a tree for me in my

life.

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Jeans are for showing when you look slim. Dogs are for hugging after a bad day.

STEP I

Poem writing using metaphorical linking

Jeans are too difficult to wear at first.

Puppies are too difficult to tame at first.

If your jean is so tight, it is too painful to take off.

If you love your dog so much, it is too painful when you apart.

STEP II

Metaphorical Thinking

For example…

When I first so you, you are so tough to be tame.

You are so lovely but you won’t fit to me.

As time goes by, you are so precious for me.

When the day is cold you keep me warm,

When the day is sunny you help me to go outside,

My favorite friend wherever I am…

STEP III – example poem

Metaphorical Thinking

<Jeans and Puppies>

STEP III

VS VS

VS

Extended Metaphorical Linking

• Familiar strange with bear.

�How bear is like underground heating

system?

�How food chain is like people in my

classroom?

How many steps of analogies ?

Plants’ photosynthesis is like

• Teach photosynthesis. � absorb light

energy � change that into energy

�change that energy into chlrophil and

make CO2 into O2

• Teacher explains how it is like a car.

• What would you feel if you are solar

energy that transform into co2 and O2?

2. Openness to experience and self

judgment

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Each person in a group think about a title of each picture and explain reasons for having the title.

<example of the first painting in introduction

S1] Seeing the red circular shape in the painting, I think its title is "Heart." Its color and the shape looks like a man's heart.

Analytic and narrative writing

• Heart• Seeing the red circular shape in the painting, I think its

title is "Heart." Its color and the shape looks like a man's heart. First, the red part is surrounded with the black line. It looks like blood vessels that flow throughout our body. Second, I think the black line on the right top looks like a torch to brighten up our life. The fire from the black line is burning bright, which means the strong life. Third, the tree means vitality, which gives life to other living things on the earth. Though it has no leaves, it stands high to support other life. So I think each part of this painting shows the heart, which is the center of our life.

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3. Flexibility in Thinking:

personification

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Look at this picture from a festival.

Can you tell me about these people?

1) Where are they now?

2) How many people are there?

3) What are they wearing?

4) What are the people doing in the picture?

5) Guess what they may be saying to each other.

-We are going to write a paragraph to describe a scene from a festival.

There are several people on the dancing floor. The women are wearingflowers on their head and colorful striped blouses and skirts. The men are wearing red jacket, tight pants and hats on their head. The men in the behind part of the stage are playing music and people are dancing to their music. They might say, "It's too dizzy to turn around all day." to each other.

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IV. Results

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Research Questions

1.How do the students perceive the CTEA?

2. How does the CTEA affect their writing skills?

3. What other factors are affected by the CTEA?

3. Do the students’ creativity improve?

Survey and interview questions

1) How do you think of the CTEA? Why?

2) Do you like to do this more in the future? Why?

3) Which do you prefer CTEA or original activities? Why?

4) How do you think of CTEA on improving writing skills? Why?

5) How do you think of CTEA on improving thinking skills? ? Why?

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Results of RQ1 How do you think of the CTEA? Why?

Do you like to do this more in the future? Why?

•Too difficult

•Too much

time

•Not relevant

with test

•Fun

•Not boring

•Can

remember

well

•Too difficult•Challengnng

Results of RQ1: Which one do you prefer?

Results of RQ1 How do you think of CTEA on improving writing skills? Why?

How do you think of CTEA on improving thinking skills? ? Why?

Results of RQ1: perception toward CTEA

InterviewPositiveS School & G school� I got less bored and less sleepy

� S school: I could memorize words and sentences

� G school: Interesting but time consuming want to have more challenging ones

Results of RQ2: effect on other factors

The lower group students improved test scores more.

Before the experiment After

Test 1 Test 2 Test 3 Test 4 Test 5 Test 6

High group 93.3 86.8 90.6 89.5 92.3 85.7

Low group 52.3 44.9 55.7 57.4 47.9 55.4

Gap 41 41.9 34.9 32.1 44.4 30.3

Results of RQ2How does the CTEA affect their writing

skills?

S school improved around 33 %

G school does not make significant improvement.

Results of RQ3: effect on learning attitudes

In terms of participation from the observation

-S & G school:

they slept much lessthey asked questions they looked up words in the cell-phone dictionarythey walked around to see others’ works

Results of RQ3: effect on learning attitudes

S & G schools : Speaking in class

� Explained their works in group

� Explained their works to the whole class

Results of RQ3: effect on other factors

1. Enhancement of creative thinking skills

� The percentage of the works which meetthe requirement of tasks : S school’s case

� The time spent on doing their CEA works• S school students reduce time of completing

the task due to doing similar types of tasks repetitively

• G school students could not have chance • of doing similar types of tasks

Results of RQ3: effect on other factors

2. Stimulating students’ self recalling of

their past and livesCategory Topic Number of

students

School Studying, math class, vacation, school lunch 6(28.6%)

What I dislike Monday, diet, private institute teacher 6(28.6%)

What I like Soccer, Taekwondo, drum, puppy, handsome men 5(23.8%)

Friend Best friend 2(9.5%)

Family Father 1(4.8%)

Other Ghost 1(4.8%)

Results of RQ3: effect on learning attitudes

Speaking in class

� Explained their works in group

� Explained their works to the whole class

CTEA could be a good alternative for teaching underachievers in technical high school

� Improvement in learning attitudes, test scores, and creative thinking skills

�More appeal to the students with lower proficiency

5. V. Conclusion

Main focus is

• To understand the scope of cognitive vision,

• Artificial cognitive vision systems: Surveyed different approaches to use cognitive vision:

1) cognitivist symbolic representational paradigm,

2) connectionist systems

3) self-organizing dynamical systems,

4 )enactive cognition paradigm.

Various arguments for embodiment,

• paradigm-specific cases,

• a paradigm-independent argument for embodied perception and cognition.

• Different forms of embodiment (a tangible or visible form of an idea, quality, or feeling.) and their relevance to the foregoing viewpoints.

• key problems associated with embodied cognitive vision,

• phylogeny/ontogeny (individual development (ontogeny) and the evolution of species and lineages (phylogeny) trade-off in artificial systems and

• the developmental limitations imposed by real-time environmental coupling.

• Finally, conclude by considering some aspects of natural cognitive systems to see how they can provide insights to help in addressing these problems.

The scope of cognitive vision,

• to achieve more robust, resilient, and adaptable computer vision systems by endowing them with cognitive capabilities.

• A cognitive vision system should be able to• engage in purposive goal-directed behaviour,• adapt robustly to unforeseen changes of the visual

environment,

• anticipate the occurrence of objects or events [1–3].

•

• The characteristic of anticipation and prospective behavior in a cognitive vision system is very important as it requires the system

• to operate across a variety of timescales,

• extending into the future,

• so that it is capable of more than reactive behaviour

Various cognitive aspects of systems

• Should be able to

• view a problem in more than one way

• use knowledge about itself and the environment so that

• it is able to plan and modify its actions on the basis of that knowledge [4].

•

• Others suggest that a cognitive computer system should—as well as

• being able to reason,

• to learn from experience,

• to improve its performance with time, and

• to respond intelligently to things it’s never encountered before—

• be able to explain what it was doing and why it was doing it [5].

being able to reason

to respond intelligently to things it’s

never encountered before

•view a problem in more than one

way

use knowledge about itself and the

environment

to plan and modify its actions on

the basis of that knowledge

identify potential problems in

following a current approach to know when it needed new

information in order to complete it

Problem � using previously existing knowledge to solve it �

to improve its performance

being able

to reason

2. A survey of cognition paradigms

• 1) cognitivist symbolic representational paradigm,

• 2) connectionist systems

• 3) self-organizing dynamical systems,

• )enactive cognition paradigm.

2-1 cognitivist symbolic representational paradigm,

• Cognition involves computations defined over

• symbolic representations, in a process whereby information about the world is abstracted by perception, represented using some appropriate symbol set, reasoned about, and then used to plan and act in the world.

•

2-1 cognitivist symbolic representational paradigm,

• For cognitivist systems, cognition is representational in a strong and particular sense: it entails the manipulation of explicit symbolic representations of the state and behavior of an objective external world [15] to facilitate appropriate, adaptive, anticipatory, and effective interaction, and

• the storage of the knowledge gained from this experience to reason even more effectively in the future. Vision in particularand perception in general are concerned with the abstraction of faithful spatio-temporal representations of the external world from sensory data.

• Reasoning itself is

• symbolic: a procedural process whereby explicit representations of an external world are manipulated and possibly translated into language.

2-1 cognitivist symbolic representational paradigm,

A girl

Vision: Picture of White snow, clean

water

Previous experience &Knowledge

LanguagePure and innocent

Explicit Symbolic representation

Limitation

2.2.1. Connectionist models

One of the original motivations for work on emergent systems was disaffection with the sequential, a temporal, andlocalized character of symbol-manipulation based cognitivism [8].

Emergent systems, on the other hand, depend on parallel, real-time, and distributed architectures. One of the key features of emergent systems, in general, and connectionism, in particular, is that ‘the system’s connectivitybecomes inseparable from its history of transformations, and related to the kind of task defined for the system’ [8].

Whereas in the cognitivist approach the symbols are distinct from what they stand for, in the connectionist approach, ‘meaning relates to the global state of the system’ [8].

• hand-eye coordination

• feature-analyzing capabilities

• the mammalian visual system (e.g. centre-surround cells and

orientation-selective cells)

• biologically motivated connectionist system that learns goal-directed reaching using colour-segmented images derived from a retina-like log-polar sensor camera

• face detection (Active vision techniques for visually

• mediated interaction)

• Face detection is a computer technology that identifies human faces in digital images. It detects human faces which might then be used for recognizing a particular face. This technology is being used in a variety of applications nowadays.

2.2.2. Dynamical models

• Dynamical systems theory : biology, astronomy, ecology, economonics, physics, and many more.

To model natural and artificial cognitive systems [13,14,44].

• Motoric and perceptual systems are both dynamical systems, each of which self-organizes into meta-stable patterns of behaviour.

• Perception-action coordination can also be characterized as a dynamical system.

• A dynamical system defines a particular pattern of behaviour.

In general, a dynamical system is

• non-equilibrium

unable to maintain structure or function without external sources of energy, material, information (and, hence, open).

• non-linearity is crucial:

providing for complex behaviour, it means that the dissipation is not uniform and that only a small number of the system’s degrees of freedom contribute to its behaviour.

• These are termed order parameters (or collective variables).

• Each order parameter defines the evolution of the system, leading

to meta-stable states in a multi-stable state space (or phase space).

• multi-stability, adaptability, pattern formation and recognition, intentionality, and learning.

• These are achieved purely as a function of dynamical laws and consequent self-organization.

• They require no recourse to symbolic representations,

• especially those that are the result of human design

2.2.3. Enactive systems models

Enaction [8,15,37,49–52] adopts a fundamentally different stance to cognition

cognition is a process whereby the issues that are important for the continued existence of the cognitive entity are brought out or enacted: co-determined by the entity as it interacts with the environment in which it is embedded.

Thus, nothing is ‘pre-given’, and hence there is no need for representations.

Instead, there is an enactive interpretation: a context-based choosing of relevance.

Homework

• Read cognitive vision again verbally

summarize two concepts of the

approaches you can understand.

• Visualize these concepts using diagram or

pictures with verbal explanation

• From once of these concepts choose one,

and combine this concept to explain one of

creative activities.

but ~~~

But one day we’ll make

it!

Shall

we

try?

----------!!!!!!!546362@#

@$%^&^*

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