Being Creative Inside and Outside the Classroom: How to by John Baer

By John Baer

This ebook has basic targets - to teach lecturers the way to educate their scholars to be extra inventive thinkers and to assist them to boost their very own creativity as lecturers - and it exhibits academics the way to do these items in ways in which do not clash with ability improvement and data acquisition. actually, academics will the way to train for creativity in ways in which bring about superior abilities and bigger content material wisdom. instructing for creativity and inventive educating jointly will bring about a lot larger degrees of either scholar engagement and scholar studying. The booklet specializes in 3 great, well-researched principles with regards to creativity education - divergent pondering, intrinsic motivation, and the CPS version of artistic challenge fixing - and exhibits easy methods to follow those principles in designing classes that advertise creativity in addition to motivate the improvement of content-based talents and information. The e-book is written in a manner that makes it effortless for lecturers to make those principles their very own, with many examples to be used in K-12 study rooms.

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There are exercises that will cause it to become stronger, more active, and generally better — and disuse will lead it to atrophy. The key to increasing the strength of this “metaphor muscle” is applying the principles of divergent thinking (via the practice of brainstorming and other idea-generation techniques) to metaphor production. Here’s one way to do just that. Think of an object, or a feeling; for simplicity, let’s start with a computer screen. What else could the computer screen be called?

You could improve your divergent thinking in teaching your dog to sit or inventing a children’s toy. Again, the penalty for being wrong is negligible for the task specificity hypothesis, but potentially large for the generic hypothesis. We hope this makes it clear that, although the question of task specificity in creativity is still unresolved, it nonetheless makes sense (until there is such resolution) simply to adopt the task specificity approach. ) of ambiguity. Although we’re fairly confident that further research and expert opinion will continue to move the field of creativity in the direction of task specificity, we’d argue that the question doesn’t have to be fully answered.

There can hardly be a 43 CHAPTER 2 “right” or “best” answer if you have to include an aardvark, or a cell phone, or a coloring book in every proposed solution to a problem. Practice using forced associations Let’s try a few examples to see how forced associations can be used as an exercise to develop a particular divergent thinking skill. Let’s use as examples the problems of coming up with a topic for a science fair project and designing a science experiment. Students who have been involved with science fairs, either as participants or observers, often get stuck in a rut, doing the same kinds of projects they and others have done before.

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