Tim education model

“The moment of insight and inspiration

may be sudden and brief, but it

comes usually only

after prolonged

searching.”

Mackinnon, 1978, In search of human

effectiveness p.189

TIM Educational Model

Dr. Susan Keller-MathersInternational Center for Studies in Creativity at Buffalo State

TIM Educational Model

November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State

Not Just a

Lesson Design Model

Design and Deliver Learning Infused with Creativity:• Discrete element of learning (lesson, activity).• Framework for designing larger learning sequence (unit, course)• Framework for series of learning opportunities and/or overall program development

Meta-cognitive Processing & Diagnosing Creative Learning Needs:• As a framework to examine where you are in the creative process• As a framework and common language to examine where learners are in the creative process.


Historical Foundations: E. Paul Torrance’s Incubation Model


University of Georgia Photo: http://www.uga.edu/gm/301/FeatCreate.html

Torrance’s OriginalIncubation Model

Integrating Creativity in a Deliberate Way: Selecting a Research Based Framework Classic Creativity Skill Base

The Problem Produce and Consider Many Alternatives

Be Flexible

Be Original Highlight the Essence Elaborate-But Not Excessively

Keep Open Be Aware of Emotions Put Your Ideas in Context

Combine and Synthesize

Visualize It-Richly and Colorfully

Enjoy and Use Fantasy

Make It Swing Make It Ring

Look at It Another Way Visualize the Inside

Breakthrough-Expand the Boundaries

Let Humor Flow and Use It Get Glimpses of the Future

From: Torrance, E. P. & Safter, H. T. (1998). Making the creative leap beyond. Buffalo, New York: Creative Education Foundation Press.

Other examples include: 4 P’s Framework for Creativity (Rhodes). Creative Problem Solving Thinking Skills (Puccio, Mance, Murdock), Cognitive and Affective Skills (Williams).


Torrance Incubation Model of Creative Teaching & Learning

Finding The Problem… Produce and Consider Many Alternatives… Be Flexible… Be Original…Highlight the Essence… Elaborate, But Not Excessively… Keep Open… Be Aware Of Emotions… Put Ideas Into Context… Combine And Synthesize… Visualize Richly And Colorfully… Enjoy And Use Fantasy… Make It Swing, Make It Ring… Look At It Another Way… Visualize The Inside… Breakthrough: Extend The Boundaries… Let The Humor Flow and Use It… Get Glimpses Of the Future.

HeighteningAnticipation

Deepening Expectations

Extending the Learning

.


Integrating Creativity: Main Content & Creativity in Concert


Elements of a TIM Lesson


Describe what is happening in the delivery of the lesson for this first part. This will happen first, this will happen next, etc. Be sure you have explicitly described how you are warming up the learner to the content AND creativity.

Describe what is happening in the delivery of the lesson for this second part. This will happen first, this will happen next, etc. Be sure you have explicitly described how you are warming up the learner to the content AND to the creativity

Describe what is happening in the delivery of the lesson for this ending part. This will happen first, this will happen next, etc. Be sure you have explicitly described how you are assisting the learner out the back end of the lesson and beyond in both content AND creativity.

Start with a clear description of your main topic goal(s) and creativity goal

MAIN CONTENT

Main Content Topic:Use of Symbolism in Countries Flags as Key Elements of an Identity of a Country Main Topic Goal:To describe the symbolism as it relates to the essence of a flag’s representation of a country.

Lesson: Designing Key Symbols for a Post Revolution Independence Flag for a Fictitious Country for high school Global StudiesAdapted from a CRS 560 Lesson by Erin Holt


Select an aspect of creativity that you want to weave into the lesson.

MAIN CONTENTContent Topic: Use of Symbolism in Countries Flags as Key Elements of an Identity of a Country . Content Objective: To describe the symbolism as it relates to the creation of flags for countries

CREATIVITY

Creativity Topic: Get Glimpses of the Future

Creativity Goal: To articulate aspects of an imaginary country, including elements of future possibilities (ie. impossible, nonexistent today). November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State

Design the start of the lesson It must set the purpose and motivation and heighten anticipation for what is to come.

Design this stage to address both the content & creativity goal.

In addition to setting the purpose and motivation, design this stage to heighten anticipation through arousing curiosity, tickling the imagination, getting attention, and/or creating the desire to know


To start the lesson: Designing Key Symbols for a

Post Revolution Flag

Content Objective: To describe the symbolism as it relates to the creation of flags for countries

Creativity Goal: To articulate aspects of an imaginary country, including elements of future possibilities (ie. impossible, nonexistent today).

• Display items from diverse countries, discuss past revolutions and flag symbols.• Imagine a new country in a future world and the symbols to represent it.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State

Design the heart of the lesson It must provide a deeper learning experienceconnecting the student to what is unknown.


One or more strategies are used to deepen the expectations. These include: go beyond the obvious, look deeply, keep open to new insights be re-examining, use multiple senses, intuition, feelings, guessing, focus on the essence, find short cuts by getting rid of extraneous, get temporarily lost in complexity and take risks, push past blocks and beyond what seems impossible.

The heart of the lesson: Designing Key Symbols

for a Post Revolution Flag


Creativity Goal: To articulate aspects of an imaginary country, including elements of future possibilities (i.e. impossible, nonexistent today).

Students create their country’s flag. This includes symbols representing aspects that are future focused (currently nonexistent and/or impossible).


Design the end of the lesson It must provide the connections beyond the

lesson to continue to wonder about the content and provide the final conditions for

incubation to occur.

Design this stage to address both the content & creativity goal.

One or more strategies are used to deepen the expectations. These include: humor, fun, connections beyond the lesson, additional uses, personal meaning, fantasize, dream of idea, find sources of inspiration, dream of ideal, built resources, relate information to future directions, enlarge, enrich the future and articulate future solutions.November 21, 2011 Dr. Susan Keller-Mathers International Center for Studies in Creativity at Buffalo State

Design the end of the lesson: Designing Key Symbols

for a Post Revolution Flag I



Present flags. Discuss personal meaningof the symbolism and the flags.




Present flags. Discuss personal meaningof the symbolism and the flags.

Students create their country’s flag. This includes symbols representing aspects that are future focused (currently nonexistent and/or impossible).

Display items from diverse countries, discuss past revolutions andflag symbols.Imagine a new country in a future world and the symbols torepresent it.


TIM Stages: Taking it

Deeper with Metaphors


Not Just a Lesson Design

Model

Design and Deliver Learning Infused with Creativity:• Discrete element of learning (lesson, activity).• Framework for designing larger learning sequence (unit, course)• Framework for series of learning opportunities and/or overall program development

Meta-cognitive Processing & Diagnosing Creative Learning Needs:• As a framework to examine where you are in the creative process• As a framework and common language to examine where learners are in the creative process.
