innovation and creativity in the average australian classroom?
TRANSCRIPT
Innovation and Creativity in the average Australian Classroom?
Leanne Cameron
Southern Cross University
@leannecameron [email protected]
What is Innovation?
2 minutes
ACSA 2017 What if? Oct 2017
https://vimeo.com/37248618
What is Innovation?
ACSA 2017 What if? Oct 2017
Innovation is the implementation of a new
or significantly improved product (good or service),
process, new marketing method
or a new organisational method in business practices,
workplace organisation or external relations.
Source: OECD. (2005). The Measurement of Scientific and Technological Activities: Guidelines for Collecting and Interpreting Innovation Data: Oslo Manual, Third Edition. para. 146.
https://vimeo.com/37248618
What is creativity?
2 minutes
ACSA 2017 What if? Oct 2017
• “Seeing the intersection of seemingly unrelated topics and combining them into something new.” – Brian Clark
• “Starting with nothing and ending up with something. Interpreting something you saw or experienced and processing it so it comes out different than how it went in.” – Henry Rollins
• “Tapping into your soul and your intuition and allowing them to guide what you make.” – Bernadette Jiwa
• “Giving the world something it didn‟t know it was missing.” – Daniel Pink
• “Going to unexpected places.” – Shane Snow
• “Living in possibility and abundance rather than limitation and scarcity.” – CJ Lyons
ACSA 2017 What if? Oct 2017
What is creativity?
ACSA 2017 What if? Oct 2017
Is this creativity?
• “Just making something. It might be something crummy or awkward
or not ready for prime time. If you make something, you are creative.” –Sonia Simone
• “Copying smarter.” – Lisa Barone
From the research, a pattern emerges
A childhood of creative play leads to deep-seated passions,
which in adolescence and adulthood blossom into a deeper
purpose for career and life goals.
Play, passion, and purpose:
the forces that drive young innovators.
Tony Wagner, 2012
ACSA 2017 What if? Oct 2017
Creative students:
• Recognize the importance of a deep knowledge base and continually work to learn new things.
• Are open to new ideas and actively seek them out.
• Find source material in a wide variety of media, people, and events.
• Organize and reorganize ideas into different categories or combinations and then evaluate whether the results are interesting, new, or helpful.
• Use trial and error when they are unsure how to proceed, viewing failure as an opportunity to learn.
Brookhart, 2010, pp. 128–129
ACSA 2017 What if? Oct 2017
Can the average Australian
classroom really promote innovation
and creativity?
ACSA 2017 What if? Oct 2017
Is it an important inclusion in the curriculum?
If so, where does it fit?
The Melbourne Declaration:
Goal 2: All young Australians become:
– successful learners
– confident and creative individuals
– active and informed citizens
ACSA 2017 What if? Oct 2017
What percentage of the school day is spent on creative pursuits?
ACSA 2017 What if? Oct 2017
• Every choice a teacher makes about the allocation of
our time and energy limits another choice.
Yong Zhao (2012)
• Focusing primarily on test scores is short sighted.
„Reading and writing should be the
floor, not the ceiling‟
Yong Zhou
ACSA 2017 What if? Oct 2017
The real question is simple …
Do we want our students to become better test takers,
or innovative, 21st Century citizens?
Alane Starko (2013)
ACSA 2017 What if? Oct 2017
The real reason we need
to teach creativity
ACSA 2017 What if? Oct 2017
https://youtu.be/nA1Aqp0sPQo
Uploaded in May 2012
We know what our students need
The 21st Century pace of change, as well as the global
economy, demand young people who can:
• learn on their own,
• solve problems, and
• respond to situations unlike any their parents or
teachers can envision.
ACSA 2017 What if? Oct 2017
ACSA 2017 What if? Oct 2017
• Traditionally, rigor equated with mastery of content
• Different in today‟s environment – knowledge constantly changing
• Students need content knowledge and skills to apply their knowledge
for useful and creative purposes
"If we teach today’s students as we taught yesterday’s,
we rob them of tomorrow.”- John Dewey
21st Century students need:
ACSA 2017 What if? Oct 2017
• Deeper understanding of concepts
• To be able to design, evaluate and manage their own work
• Frame, investigate, and solve problems using wide range of
information resources and digital tools
Linda Darling-Hammond (2010)
But creativity and innovation
are so hard to measure
ACSA 2017 What if? Oct 2017
Rubric examples
ACSA 2017 What if? Oct 2017
Very Creative Creative Ordinary/Routine Imitative
Variety of ideas and contexts Ideas represent a startling variety of
important concepts from different contexts
or disciplines.
Ideas represent important concepts from
different contexts or disciplines.
Ideas represent important concepts from
the same or similar contexts or disciplines.
Ideas do not represent important concepts.
Variety of sources Created product draws on a wide variety of
sources, including different texts, media,
resource persons, or personal experiences.
Created product draws on a variety of
sources, including different texts, media,
resource persons, or personal experiences.
Created product draws on a limited set of
sources and media.
Created product draws on only one source
or on sources that are not trustworthy or
appropriate.
Combining ideas Ideas are combined in original and surprising
ways to solve a problem, address an issue,
or make something new.
Ideas are combined in original ways to solve
a problem, address an issue, or make
something new.
Ideas are combined in ways that are derived
from the thinking of others (for example, of
the authors in sources consulted).
Ideas are copied or restated from the
sources consulted.
Communicating something new Created product is interesting, new, or
helpful, making an original contribution that
includes identifying a previously unknown
problem, issue, or purpose.
Created product is interesting, new, or
helpful, making an original contribution for
its intended purpose (for example, solving a
problem or addressing an issue).
Created product serves its intended purpose
(for example, solving a problem or
addressing an issue).
Created product does not serve its intended
purpose (for example, solving a problem or
addressing an issue).
Source: From How to Create and Use Rubrics for Formative Assessment and Grading (p. 54), by Susan M. Brookhart, 2013, Alexandria, VA: ASCD. Copyright 2013 by ASCD. Adapted with permission.
ACSA 2017 What if? Oct 2017
From bie.org
ACSA 2017 What if? Oct 2017
ACSA 2017 What if? Oct 2017
Marking Guidelines
Creative © Grant Wiggins
ACSA 2017 What if? Oct 2017
21C LD Learning Activity Rubrics
ACSA 2017 What if? Oct 2017
Six rubrics of 21st century learning, each of which
represents an important skill for students for develop:
• collaboration
• knowledge construction
• self-regulation
• real-world problem-solving and innovation
• the use of ICT for learning
• skilled communication
21CLD Learning Activity Rubrics
Knowledge Construction
ACSA 2017 What if? Oct 2017
21CLD Learning Activity Rubrics
Knowledge Construction
ACSA 2017 What if? Oct 2017
21CLD Learning Activity Rubrics
Knowledge Construction Decision Steps
ACSA 2017 What if? Oct 2017
21CLD Learning Activity Rubrics
But creativity and innovation
are so hard to teach
ACSA 2017 What if? Oct 2017
Design a footstool for the office of a colleague who has just
broken their leg
ACSA 2017 What if? Oct 2017
Heuristic Design Cards
https://www.designheuristics.com/wp-content/uploads/2012/08/See77CardsExamples.pdf
Teach the skills and attitudes
of creativity
• Teach specific creative thinking strategies, such as
brainstorming and SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse). See Heuristics Cards.
• Use those strategies within the curriculum.
• Study the lives of creative thinkers, particularly the ways in which they overcame challenges.
ACSA 2017 What if? Oct 2017
Alane Starko
Develop a creativity-friendly classroom
ACSA 2017 What if? Oct 2017
• To the extent possible, allow students to choose the ways they want to learn
• Choose the ways they want to demonstrate learning
• Provide clear informational feedback in time for students to adjust and
improve their performance (see Austin‟s butterfly).
• Give students experiences with inquiry-based instruction (ask questions,
solve problems, analyse data, and draw conclusions).
Alane Starko
Teaching for Creativity Principles
• Encouraging students to believe in their creative identity
• Identify students‟ creative abilities
• Foster creativity by developing curiosity
• Become more knowledgeable about the creative processes
• Provide opportunities for creative, a hands-on approach.
ACSA 2017 What if? Oct 2017
(NACCCE, 1999)
Bob Jeffrey & Anna Craft (2004)
Teach the creative methods
of the disciplines
• Students need to learn how individuals are creative with in the disciplines they study.
• In science, for example, students should learn the processes of scientific investigation in addition to the concepts and generalizations that have resulted from such investigations in the past.
• In history, show students how they differentiate between observations and inferences when they approach artefacts.
• Helping students find and solve problems in the disciplines is a key way to integrate creativity into core content.
ACSA 2017 What if? Oct 2017
Alane Starko
Managing Project Work
ACSA 2017 What if? Oct 2017
ACSA 2017 What if? Oct 2017
Bie.org
ACSA 2017 What if? Oct 2017
Bie.org
ACSA 2017 What if? Oct 2017
Bie.org
For further information:
Presentation:
https://www.slideshare.net/secret/9ej4VUjrvrj0U2
Leanne Cameron
@leannecameron
[email protected] ACSA 2017 What if? Oct 2017