the bold but not so beautiful - universidade nova de lisboa

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


Can creativity be measured?

✦ Can you compare it across countries / regions / different fields of human activity?


“Not everything that counts can be measured, and not everything that can be measured, counts.”

Albert Einstein


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


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.


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.


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.


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)


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)


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)


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:


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.


Some Examples


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


How to combine more than 2 sentences:

The hotelwas full of gueststhe scenery.

was miles from anywhere, which ,who had gone there to admire


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


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