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The Bold but not so
BeautifulCristina Chabert
Saturday, November 21, 2009
The Portuguese Jacques Delors Center of European Information
Know
ledge
InnovationTechnology
Identity
Creativity
Mob
ility
Saturday, November 21, 2009
Can creativity be measured?
✦ Can you compare it across countries / regions / different fields of human activity?
Saturday, November 21, 2009
“Not everything that counts can be measured, and not everything that can be measured, counts.”
Albert Einstein
Saturday, November 21, 2009
Basic conceptsCreativity Innovation
• ability to produce work that is both:
• novel (i.e., original, unexpected)
• and appropriate (i.e., useful, adaptive)
• the process of bringing any new problem solving idea into use• the generation, acceptance, and implementation of new ideas, processes...
Sternberg and Lubart, 1999 Van de Ven & Angle, 1989
Saturday, November 21, 2009
Creativity Innovation
Individual Systemic
TransformationSaturday, November 21, 2009
Innovation and School Culture
Positive Culture• widely shared sense of purpose;• group norms of continuous
learning and school improvement;
• a sense of responsibility for a student’s learning;
• collaborative and collegial relationships;
• focus on professional development, staff reflection, and sharing of professional practice.
Toxic Culture• no shared sense of purpose;• negative norms around
improvement and learning;• the students are blamed for not
learning;• the community is blamed for not
having better students;• little celebration for success;• few traditions that reinforce
positive and supportive aspects of the school.
School culture - the underlying set of norms, values, beliefs, rituals and traditions that make up the unwritten
rules of how to think, feel and act in an organization.
Saturday, November 21, 2009
Creativity and the
Portuguese Curricula8th essential competence for the Basic Education :- perform activities in an autonomous, responsible and
creative way.
English Language Syllabi - Aim:- promote the structuring of the student’s personality through
the continuous stimuli to develop of self-confidence, initiative, critical thinking, creativity, sense of responsibility, autonomy.
Saturday, November 21, 2009
Measuring Creativity
Measurement
a process of assigning numbers to some phenomena, which ideally are reliable, meaningful and valid.
Assessment
involves appraisal and comparison, which are used to make judgements and decisions.
VS.
Saturday, November 21, 2009
Measuring Creativity
Torrance’s
standardized
tests (1984)
Hocevar and Bachelor’staxonomy of measurements (1989)
Guilford’s batteryof tests (1962)
Gough’s AdjectiveChecklist (1960)
The Myers-Briggs
Type Indicator (1999)The NEO Five Factor
Personality Inventory (1991)
Rorschach Inkblot Test and Thematic Apperception
Test (1921)
Thematic ApperceptionTest - TAT (1938)
Saturday, November 21, 2009
Six Skills forCreative Teaching
1. Managing - Establish an orderly work environment that honors inquiry and creative expression;
2. Presenting - Present material in a lively, organized manner that calls for frequent responses from students;3. Questioning - Ask questions that stimulate students to think about connections, alternatives, and new possibilities;4. Designing - Design a wide variety of activities that allow the whole class to be fully engaged in constructive learning all the time;5. Running activities - Provide activities that lead students to develop creative initiative as well as mastery of skills;6. Relating - Communicate caring and concern for students’ progress in original thinking and creative expression.
James P. Downing, Creative Teaching - Ideas to boost student interest (1997)
Saturday, November 21, 2009
SCAMPER TechniqueTechnique that uses a set of directed questions which you answer in order to come up with new ideas.
An acronym which stands for questions relating to the following:
✓ Substitute / Simplify✓ Combine✓ Adapt✓ Modify / Distort✓ Put to other purposes✓ Eliminate✓ Rearrange / Reverse
Alex Faickney Osborn (1953)
Saturday, November 21, 2009
SCAMPER Technique
Typical Questions
Substitute / Simplify What can I substitute to make an improvement? What if I swap this for that to see what happens?
Combine What materials, features, processes can I combine? Where can I build synergy?
Adapt What part(s) can I change, and for what? What if I were to change the characteristics of a component?
Modify / Distort What happens if I warp or exaggerate a feature? What will happen if I modify the process in some way?
Put to other purposes Where else can I use this in? Who or what else might be able to use it?
Eliminate What happens if I remove a part of it? How else will I achieve the solution without the normal way of doing it?
Rearrange / Reverse What if I did it the other way round? How would I achieve the opposite effect?
The central process of creativity is generating alternatives:
Saturday, November 21, 2009
Creative Teaching
PersonalAxioms
Pedagogy of
Erotism
CrazyProfessor
Language is a living, kicking, growing, flitting, evolving reality,
and the teacher should spontaneously reflect its
vibrant and protean qualities.
Show just a little bitso that the students want
to see the rest.
Saturday, November 21, 2009
Some Examples
Saturday, November 21, 2009
How to combine more than 2 sentences:
The hotel was full of guests
the scenery.
was miles from anywhere.
The hotel .
The guests had gone there to admire
Saturday, November 21, 2009
How to combine more than 2 sentences:
The hotelwas full of gueststhe scenery.
was miles from anywhere, which ,who had gone there to admire
Saturday, November 21, 2009
Part 4• sit, sat, sat• spend, spent, spent• ring, rang, rung• wear, wore, worn• sell, sold, sold• beat, beat, beaten
• win, won, won• hurt, hurt, hurt• sing, sang, sung• blow, blew, blown• rise, rose, risen• ride, rode, ridden
• fly, flew, flown• drink, drank, drunk,• forget, forgot, forgotten• throw, threw, thrown• hang, hung, hung• swim, swam, swum
Saturday, November 21, 2009