ISBN:
9789460918407
Language:
English
Pages:
Online-Ressource (digital)
Series Statement:
Advances in Creativity and Giftedness 2
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Being Creative Inside and Outside the Classroom: How to Boost Your Students' Creativity - and Your Own
Keywords:
Creative thinking
;
Creative ability Study and teaching
;
Creative teaching
;
Education
;
Education
Abstract:
Preliminary Material -- Introduction -- Divergent Thinking -- Motivation -- Creative Problem Solving (CPS) -- Summing Up -- Can Teaching for Creativity and Teaching for Content Knowledge Mix?.
Abstract:
This book has two primary goals - to show teachers how to teach their students to be more creative thinkers and to help them to develop their own creativity as teachers - and it shows teachers how to do these things in ways that don't conflict with skill development and knowledge acquisition. In fact, teachers will learn how to teach for creativity in ways that result in improved skills and greater content knowledge. Teaching for creativity and creative teaching together will result in much higher levels of both student engagement and student learning. The book focuses on three big, well-researched ideas related to creativity training - divergent thinking, intrinsic motivation, and the CPS model of creative problem solving - and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms
Description / Table of Contents:
Being Creative Inside and Outside the Classroom; TABLE OF CONTENTS; PREFACE; CHAPTER 1: INTRODUCTION: The Zero-to-Ten Test of Creativity; THE ZERO-TEN TEST OF CREATIVITY; WHAT IS CREATIVITY?; The problem of definitions; A DEFINITION; TASK SPECIFICITY; MOTIVATION; THE JOY OF CREATIVITY; OVERVIEW OF THE BOOK; Divergent Thinking; Motivation; Creative Problem Solving Models; CONCLUSION; BIBLIOGRAPHY; CHAPTER 2: DIVERGENT THINKING; A QUICK TEST; A BRIEF HISTORY OF DIVERGENT THINKING AND ITS FOUR COMPONENT SKILLS; Guilford's Structure of the Intellect Model; Creative genius
Description / Table of Contents:
Garden-variety creativityDivergent thinking versus convergent thinking; The Structure of the Intellect Model and divergent thinking today; The components of divergent thinking; Scoring fluency; Scoring flexibility, originality, and elaboration; But if divergent thinking tests aren't good measures of creativity, why is divergent thinking important?; A sample divergent thinking scorecard; Scoring fluency; Scoring flexibility; Scoring originality; Scoring elaboration; What do divergent thinking test scores tell us?; A task-specific view of divergent thinking; Is creativity task specific?
Description / Table of Contents:
Why it is wise to assume that creative thinking skills are task specificNurturing task specific divergent thinking skills to increase creativity; Example 1: Creativity in writing poetry; Example 2: Creativity in graphic arts; Example 3: Creativity in a geography project; Brainstorming; Why defer judgment?; Brainstorming rules; Using brainstorming to improve skill in creating verbal metaphors; What are metaphors?; Where do metaphors come from?; Improving metaphor-making skills; Using brainstorming to improve skill in creating rich verbal images
Description / Table of Contents:
Using brainstorming to generate ideas and thoughts that can have an effect on other peopleUsing brainstorming to improve skill in representing an object using different graphic design elements; Using brainstorming to improve skill in using color and texture to suggest different moods or feelings; Using brainstorming to think of ways geography might influence culture; Using brainstorming to think of ways that geography might influence general features of a culture.; Using brainstorming to think of ways that a culture might adapt different geographic elements to its purposes
Description / Table of Contents:
Beyond brainstormingForced associations; Getting out of mental ruts; Practice using forced associations; Making it fun; Staying on task; Po; What Po looks like; There's no goal with Po; Plus-Minus-Interesting; Putting Plus-Minus-Interesting to work; What's "interesting" about Plus-Minus-Interesting; Plus-Minus-Interesting for fun and profit; What to do when your thinking just won't diverge; Incubation; Improving incubation skills; Movies that could help inspire brainstorming; Some brainstorming topics; Make your own list; BIBLIOGRAPHY; CHAPTER 3: MOTIVATION; TWO "CREATIVITY TIME" CARTOONS
Description / Table of Contents:
Some questions about creativity in the classroom
Description / Table of Contents:
Being Creative Inside and Outside the Classroom; TABLE OF CONTENTS; PREFACE; CHAPTER 1: INTRODUCTION: The Zero-to-Ten Test of Creativity; THE ZERO-TEN TEST OF CREATIVITY; WHAT IS CREATIVITY?; The problem of definitions; A DEFINITION; TASK SPECIFICITY; MOTIVATION; THE JOY OF CREATIVITY; OVERVIEW OF THE BOOK; Divergent Thinking; Motivation; Creative Problem Solving Models; CONCLUSION; BIBLIOGRAPHY; CHAPTER 2: DIVERGENT THINKING; A QUICK TEST; A BRIEF HISTORY OF DIVERGENT THINKING AND ITS FOUR COMPONENT SKILLS; Guilford's Structure of the Intellect Model; Creative genius
Description / Table of Contents:
Garden-variety creativityDivergent thinking versus convergent thinking; The Structure of the Intellect Model and divergent thinking today; The components of divergent thinking; Scoring fluency; Scoring flexibility, originality, and elaboration; But if divergent thinking tests aren't good measures of creativity, why is divergent thinking important?; A sample divergent thinking scorecard; Scoring fluency; Scoring flexibility; Scoring originality; Scoring elaboration; What do divergent thinking test scores tell us?; A task-specific view of divergent thinking; Is creativity task specific?
Description / Table of Contents:
Why it is wise to assume that creative thinking skills are task specificNurturing task specific divergent thinking skills to increase creativity; Example 1: Creativity in writing poetry; Example 2: Creativity in graphic arts; Example 3: Creativity in a geography project; Brainstorming; Why defer judgment?; Brainstorming rules; Using brainstorming to improve skill in creating verbal metaphors; What are metaphors?; Where do metaphors come from?; Improving metaphor-making skills; Using brainstorming to improve skill in creating rich verbal images
Description / Table of Contents:
Using brainstorming to generate ideas and thoughts that can have an effect on other peopleUsing brainstorming to improve skill in representing an object using different graphic design elements; Using brainstorming to improve skill in using color and texture to suggest different moods or feelings; Using brainstorming to think of ways geography might influence culture; Using brainstorming to think of ways that geography might influence general features of a culture.; Using brainstorming to think of ways that a culture might adapt different geographic elements to its purposes
Description / Table of Contents:
Beyond brainstormingForced associations; Getting out of mental ruts; Practice using forced associations; Making it fun; Staying on task; Po; What Po looks like; There's no goal with Po; Plus-Minus-Interesting; Putting Plus-Minus-Interesting to work; What's "interesting" about Plus-Minus-Interesting; Plus-Minus-Interesting for fun and profit; What to do when your thinking just won't diverge; Incubation; Improving incubation skills; Movies that could help inspire brainstorming; Some brainstorming topics; Make your own list; BIBLIOGRAPHY; CHAPTER 3: MOTIVATION; TWO "CREATIVITY TIME" CARTOONS
Description / Table of Contents:
Some questions about creativity in the classroom
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-840-7
URL:
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