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Creativity - Coggle Diagram

- - - - Establishing a supportive environment: resource rich, trusting & safe, allow students an active role, celebrate creativity/display student work
      - Eliminating creativity suppressors: dismiss the misconception of one right answer or way to do things, get rid of excessive project guidelines, avoid dismissing curiosity & imagination
      - Modeling creativity
      - Highlighting creative people: 2 approaches (infusing the curriculum with planned learning about creative people in each discipline, seeking examples in current media of creative thinking in and beyond the discipline
      - Problem finding: engages students in exploring content or practices for potential problems, generating multiple open-ended questions, defining/describing problem areas that merit attention
      - Anchor projects: involve several ways for students to strengthen creative capacities (intrinsic motivation, self-regulation/self-direction, idea generation/elaboration, product development)
      - Actively supporting creative competitions
      - Assessing for creativity: 8 roles (recognize/affirm students' strengths/talents, expand/enhance students' understanding of human abilities/exceptional ability/creative capacity, establish baseline data for curriculum planning/instruction, provide pre-test/post-test data to track student growth/instructional effectiveness, assist finding untapped student talent/potential, foster communication between stakeholders, establish creativity as a developing cognitive ability and NOT a concept of mystery/suspersition, advance creativity as an operational construct crucial to educational work & human development
      - Synectics & analogical thinking: 4 phases (direct analogy, personal analogy, contrast analogy, new analogy)
    - - Brainstorming
      - "I wonder" thinking
      - SCAMPER: substitute, combine, adapt/adjust, magnify/modify/minify, put to other uses, eliminate, rearrange/reverse
      - Counterfactual thinking (What would happen if...?)
      - Visualization techniques
      - Attribute listing & morphological analysis
      - Lateral thinking: Six Thinking Hats, The Creative Pause, Searching for Alternatives, Provocations, Plus/Minus/Interesting
      - Questioning assumptions
      - Considering the opposite
      - Changing perspectives
      - Borrowing, adapting, & stealing
- - - - it involves generating multiple solutions to a problem and is characterized by four main elements: fluency, flexibility, originality, and elaboration
      - Fluency: ability to produce a large number of ideas or solutions to a problem
      - Flexibility: capacity to approach a problem from different perspectives and change one’s thinking
      - Originality: ability to produce unique and novel ideas that are not derivatives of existing ones
      - Elaboration: skill of adding details to ideas to enhance their complexity and comprehensiveness
      - divergent thinking is a key component of creativity and is associated with the ability to come up with novel and innovative ideas
    - - a framework that emphasizes the importance of nurturing creativity in educational settings; the theory integrates these skills to foster an environment conducive to creative problem-solving and idea generation
      - Williams identified eight different skills that can enhance creative thinking, which can be broadly categorized into two groups: cognitive and affective skills
        
        Curiosity: Encouraging students to ask questions and explore new ideas.
        
        Imagination: Stimulating students to envision possibilities beyond the immediate reality.
        
        Originality: Promoting unique and novel ideas.
        
        Fluency: Generating a large number of ideas or solutions.
        
        Flexibility: Shifting perspectives and thinking in diverse ways.
        
        Risk-taking: Willingness to take chances and try new approaches.
        
        Complexity: Engaging with intricate and detailed ideas.
        
        Elaboration: Expanding on ideas and adding details to make them more comprehensive.
      - proposed that creativity can be cultivated through specific instructional strategies that encourage students to use their imagination and think beyond conventional boundaries
      - Williams believed that integrating these skills into classroom activities would help students develop their creative potential, preparing them for the complexities of real-world problem-solving
- - - - grit: defined by a person's perseverance & passion, their ability to work hard & maintain effort when facing challenges, and their ability to maintain interest even after failure/adversity/slowed progress; helping develop grit enables students to also develop a growth mindset; teachers need to focus on potential over innate talent to help students grow their grit
- - - - generating ideas: divergent thinking strategies like brainstorming, idea modification/combination, & imagination
      - focusing ideas: analytical/critical thinking
    - - Planning Your Approach: management aspect, center of the framework; 2 steps (appraising tasks, designing process)
      - Understanding the Challenge: initial component, involves 3 stages (constructing opportunities, exploring data, framing the problems)
      - Generating Ideas: second component, single stage
      - Preparing for Action: third component, 2 stages (developing solutions, building acceptance)
  - - - Johnsen & Goree 9 step process for implementation: teacher introduces the project/timelines/guidelines, students select & narrow topic, students organize the study (including essential features/resources/schedule) with teacher guidance, students ask questions (eventually focusing on well-designed/specific research questions), students choose authentic method that matches questions, students gather information, students develop final product, students present final product, students evaluate their studies (with teacher support)
      - Kettler & Puryear hierarchy of research approaches: summary report, systematic review, original research-novice, original research-expert, original research-professional
      - Fisher 4 essential features of design: Blank Slate of Opportunity, Student Freedom to Choose, Flexibly Structured Support From the Teacher, Time/Space/Resources