edn 553 creativity, creative thinking & creative problem-solving 2 models of creative problem...

EDN 553EDN 553Creativity, Creative Thinking & Creativity, Creative Thinking &

Creative Problem-solvingCreative Problem-solving

2 Models of Creative Problem Solving2 Models of Creative Problem Solving

plusplus

The Incubation Model of Teaching:The Incubation Model of Teaching:

13 Additional Creative “Qualities”13 Additional Creative “Qualities”

Creativity is Creativity is notnot: :

The domain of a few individualsThe domain of a few individuals– Not known to be linked to specific factors or traitsNot known to be linked to specific factors or traits

Exclusive of many individualsExclusive of many individuals– Shared by all, varies by many factorsShared by all, varies by many factors

Exclusively “world-altering”Exclusively “world-altering”– Personal vs Cultural creativityPersonal vs Cultural creativity

Importance of distinguishing between these 2Importance of distinguishing between these 2 Need to develop Personal to achieve CulturalNeed to develop Personal to achieve Cultural

Creativity is: Creativity is:

UniversalUniversal– All people have this capacity, as with All people have this capacity, as with

intelligenceintelligence

ContinuousContinuous– Varies by degree, type, as with intelligenceVaries by degree, type, as with intelligence

In PotentialIn Potential (subject to “training”) (subject to “training”)– Identifiable via types of “performances”Identifiable via types of “performances”– Performance competencies can be developedPerformance competencies can be developed

2-Factor Model2-Factor Model

Novelty:Novelty: Unique, distinct, “original” Unique, distinct, “original” responses to environment, experience, responses to environment, experience, circumstancescircumstances

Usefulness: Usefulness: Serves a purpose; responds to Serves a purpose; responds to perceived need; solves identified problem/sperceived need; solves identified problem/s

4 Factor Model4 Factor Model Fluency:Fluency:

– Frequency of response; actual total number of Frequency of response; actual total number of responses to a stimulusresponses to a stimulus

Flexibility: Flexibility: – Frequency of Frequency of categoriescategories of responses; actual total of responses; actual total

number of types of responsesnumber of types of responses Originality: Originality:

– Statistical infrequency of response for a given individual Statistical infrequency of response for a given individual in a given group at a given time in a given group at a given time

Elaboration:Elaboration:– Development of responsesDevelopment of responses– Completion of ideasCompletion of ideas– Integration across ideasIntegration across ideas– ““Marketing” ideas/alternativesMarketing” ideas/alternatives

Application of ModelsApplication of Models Working in your group, do the following:Working in your group, do the following: Identify a situationIdentify a situation in a curriculum (content in a curriculum (content

to be taught/learned) in which you could to be taught/learned) in which you could apply these modelsapply these models

Briefly describeBriefly describe the instructional situation: the instructional situation:– Who, what, when, why, how long, what’s Who, what, when, why, how long, what’s

expected…expected…

Plan/state an activityPlan/state an activity that would develop that would develop each step of the 4 factor modeleach step of the 4 factor model

The Incubation Model of Teaching:The Incubation Model of Teaching:Getting Beyond the Aha!Getting Beyond the Aha!

E. P. Torrance & H. T. Safter (1990)E. P. Torrance & H. T. Safter (1990)

What is the “aha”? What is the “aha”? Moments of “insight” “intuition” “revelation”Moments of “insight” “intuition” “revelation” Moments of “wholeness” or “oneness” Moments of “wholeness” or “oneness”

uniting with everythinguniting with everything Rational vs Supra-rational view of CreativityRational vs Supra-rational view of Creativity Non-linear sequence/-ing of creative eventsNon-linear sequence/-ing of creative events

The Incubation Model of TeachingThe Incubation Model of Teaching Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”

– Highlighting the essence (abstract titles)Highlighting the essence (abstract titles)– Keeping open (resist premature closure)Keeping open (resist premature closure)– Emotional awarenessEmotional awareness– Putting ideas into contextPutting ideas into context– Combining & synthesizingCombining & synthesizing– Visualize richly, colorfullyVisualize richly, colorfully– Using fantasyUsing fantasy– Using movement & soundUsing movement & sound– Unusual visual perspective/sUnusual visual perspective/s– Internal visualizationsInternal visualizations– Extending/breaking through boundariesExtending/breaking through boundaries– Using humorUsing humor– Getting glimpses of infinityGetting glimpses of infinity

The Incubation Model of Teaching:The Incubation Model of Teaching:3 Additional Issues3 Additional Issues

Problem-findingProblem-finding– Pervasive impediment: Assuming the problem is known, Pervasive impediment: Assuming the problem is known,

therefore, focus on finding the solutiontherefore, focus on finding the solution Producing AlternativesProducing Alternatives

– At all levels of problem-solving, increased fluency At all levels of problem-solving, increased fluency supports the processes; the more alternatives, the supports the processes; the more alternatives, the greater the probability of creative solution/sgreater the probability of creative solution/s

Originality: Acceptance of being “different”Originality: Acceptance of being “different”– Adequate timeAdequate time– Play with ambiguity/uncertaintyPlay with ambiguity/uncertainty– Heightened awareness of importanceHeightened awareness of importance– Make legitimateMake legitimate

The Incubation Model:The Incubation Model:Information Processing Strategies for Information Processing Strategies for

Creative Teaching & LearningCreative Teaching & Learning

Stage 1: Heightening AnticipationStage 1: Heightening Anticipation Stage 2: Deepening ExpectationsStage 2: Deepening Expectations Stage 3: Keeping it GoingStage 3: Keeping it Going

The Incubation Model:The Incubation Model:Creative Teaching & LearningCreative Teaching & Learning

Stage 1: Heightening Anticipation (see p.9)Stage 1: Heightening Anticipation (see p.9)– Create desire to knowCreate desire to know– Heighten anticipation/expectationHeighten anticipation/expectation– Get attentionGet attention– Arouse curiosityArouse curiosity– Tickle imaginationTickle imagination– Give purpose/meaningGive purpose/meaning


Stage 2: Deepening Expectations (see p.10)Stage 2: Deepening Expectations (see p.10)– Digging deeperDigging deeper– Looking twiceLooking twice– Listening for smellsListening for smells– Crossing out mistakesCrossing out mistakes– Cutting holes so see throughCutting holes so see through– Cutting cornersCutting corners– Getting in deep waterGetting in deep water– Getting out of locked doorsGetting out of locked doors


Stage 3: Keeping it Going (see pp.11-12)Stage 3: Keeping it Going (see pp.11-12)– Having a ballHaving a ball– Singing in one’s own keySinging in one’s own key– Building sand castlesBuilding sand castles– Plugging in the sunPlugging in the sun– Shaking hands with tomorrowShaking hands with tomorrow

The Incubation Model of Teaching:The Incubation Model of Teaching:13 Qualities13 Qualities

Highlighting the essenceHighlighting the essence– Retaining sense of importanceRetaining sense of importance– Staying focusedStaying focused– Discriminate relevant from irrelevant informationDiscriminate relevant from irrelevant information


ElaborationElaboration– Add detailsAdd details– Develop a planDevelop a plan– Implement/sell a solutionImplement/sell a solution


Keep OpenKeep Open– Resistance to premature closureResistance to premature closure– Need for & use of timeNeed for & use of time– Practice with ideas in variety of circumstances Practice with ideas in variety of circumstances

w/o time constraintsw/o time constraints


Emotional AwarenessEmotional Awareness– Acknowledge role/significance of affective Acknowledge role/significance of affective

experience/sexperience/s– Adds to, not replaces, rational-cognitive Adds to, not replaces, rational-cognitive

experience/sexperience/s– Personal insight/sPersonal insight/s


Putting Ideas into ContextPutting Ideas into Context– Meaningful synthesis of ideas & experiencesMeaningful synthesis of ideas & experiences– Personal, individualPersonal, individual– Abstract analysis/synthesis:Abstract analysis/synthesis:

Part-part relationshipsPart-part relationships Part-whole relationshipsPart-whole relationships Generalizations across conceptsGeneralizations across concepts


Combine & SynthesizeCombine & Synthesize– Combine types & modes of information Combine types & modes of information

acquisition, processing & retrievalacquisition, processing & retrieval– ““Brain laterality”: Right- vs Left-brainedBrain laterality”: Right- vs Left-brained

Visualize Richly & ColorfullyVisualize Richly & Colorfully– Alternative perceptionsAlternative perceptions


Using FantasyUsing Fantasy– Future possibilitiesFuture possibilities– Varying point-of-viewVarying point-of-view– Feeling comfortable with the “unknown”Feeling comfortable with the “unknown”– Unconstrained by “reality”Unconstrained by “reality”


Using Movement & SoundUsing Movement & Sound– Experience via multiple modalities deepens Experience via multiple modalities deepens

concept learningconcept learning– Kinesthetic & auditory experiences: Natural Kinesthetic & auditory experiences: Natural

modalities for children (& experienced adults)modalities for children (& experienced adults)


Unusual Visual PerspectivesUnusual Visual Perspectives– Ability to “see in different ways” heightens Ability to “see in different ways” heightens

experiences of innovation & inventiveness experiences of innovation & inventiveness

Internal VisualizationsInternal Visualizations– ““Seeing the insides” of objects, events, people, Seeing the insides” of objects, events, people,

experiences can lead to new, deeper insights; experiences can lead to new, deeper insights; seeing “multiple perspectives” seeing “multiple perspectives”


Extending/breaking through BoundariesExtending/breaking through Boundaries– Confronting the “what’s given” limitation/biasConfronting the “what’s given” limitation/bias– Recognizing that new possibilities always existRecognizing that new possibilities always exist– Acknowledging the potential for & ambiguity of Acknowledging the potential for & ambiguity of

the “incomplete” idea, object, etc, & continuing the “incomplete” idea, object, etc, & continuing problem-solving workproblem-solving work


Using & Enjoying HumorUsing & Enjoying Humor– Integrates or synthesizes physiological, Integrates or synthesizes physiological,

psychological & social processespsychological & social processes– Accepting/understanding perceptual, conceptual Accepting/understanding perceptual, conceptual

incongruitiesincongruities– Recognizing unusual, unexpected Recognizing unusual, unexpected

combinations, surprisescombinations, surprises


Glimpses of InfinityGlimpses of Infinity– Open-ended environmentOpen-ended environment– Positive focus on the futurePositive focus on the future– Actively engaging one’s self as part of Actively engaging one’s self as part of

perceived future for ideas to transcend the perceived future for ideas to transcend the presentpresent

– Developing anticipation for an open-ended, Developing anticipation for an open-ended, multi-possibility futuremulti-possibility future

The Incubation Model of TeachingThe Incubation Model of Teaching Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”Creative “indicators” beyond the “big 4” factors: 13 additional “qualities”

– Highlighting the essence (abstract titles)Highlighting the essence (abstract titles)– Keeping open (resist premature closure)Keeping open (resist premature closure)– Emotional awarenessEmotional awareness– Putting ideas into contextPutting ideas into context– Combining & synthesizingCombining & synthesizing– Visualize richly, colorfullyVisualize richly, colorfully– Using fantasyUsing fantasy– Using movement & soundUsing movement & sound– Unusual visual perspective/sUnusual visual perspective/s– Internal visualizationsInternal visualizations– Extending/breaking through boundariesExtending/breaking through boundaries– Using humorUsing humor– Getting glimpses of infinityGetting glimpses of infinity

edn 553 creativity, creative thinking & creative problem-solving 2 models of creative problem...

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