cultivating creativity in the classroom kang, nam...
TRANSCRIPT
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
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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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