1. technology and computing
2. software

Thinking Skills and Personal
Capabilities
Unit 4
Encouraging Creativity
© PMB 2007
Learning Intention
• Be aware of how to encourage creativity across the
Areas of Learning
© PMB 2007
Activity 1
Current Practice
• How do you encourage creativity in your
classroom?
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How Can We Encourage Creativity?
CLIMATE
CULTURE
CREATIVITY
From;
de A’Echevarria and
Patience (Teaching
Thinking & Creativity,
Autumn 2005)
© PMB 2007
How Can We Encourage Creativity?
CLIMATE
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From;
de A’Echevarria and
Patience (Teaching
Thinking & Creativity,
Autumn 2005)
•
Set open-ended and challenging
tasks.
Value all pupils’ contributions.
Encourage new ideas and
approaches.
Encourage open communication.
Challenge assumptions and
stereotypes.
Have fun!
© PMB 2007
Climate and the Learning Charter
Sample Charter
It’s alright to:
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Ask questions
Try out new things
Make mistakes
Disagree
Say how you feel
Challenge statements
Have fun when you learn
© PMB 2007
How Can We Encourage Creativity?
CLIMATE
CULTURE
• Language
• Questions
• Tools
From;
de A’Echevarria and
Patience (Teaching
Thinking & Creativity,
Autumn 2005)
© PMB 2007
Thinking Tool
‘The Ideas Filter’
Take all ideas
Be uncritical
Take risks
Analyse ideas
Judge ideas
Question ideas
‘Give me all your ideas on…’
–Focus on Quantity–
‘Give me your best ideas on…’
–Focus on Quality–
Best ideas
© PMB 2007
How Can We Encourage Creativity?
CLIMATE
CULTURE
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CREATIVITY
Imagining
Generating
Inventing
Taking risks
From;
de A’Echevarria and
Patience (Teaching
Thinking & Creativity,
Autumn 2005)
© PMB 2007
The ICEDIP Model
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Inspiration
Clarification
Evaluation
Distillation
Incubation
Perspiration
ICEDIP Model created by Geoff Petty
• There is no correct order to the process.
• Each stage has its own mind-set.
• All Areas of Learning can contribute to
aspects of the creative process.
• ‘Non-creative’ Areas of Learning or
subjects can explicitly teach dispositions.
• Not all stages will apply in every Area of
Learning/subject.
© PMB 2007
ICEDIP Mind-Sets
INSPIRATION
Deeply engrossed, fearless, free
Researching and generating a large number of
ideas. Being uninhibited, spontaneous,
experimental and intuitive. If most of the ideas
are workable, you did not take enough risks!
CLARIFICATION
Clear-minded, unhurried, questioning
Clarifying the purpose and keeping a sense of
direction. Focusing on how the finished work will
look. Clarification is a process, not an event! It is
done at frequent intervals.
EVALUATION
Self-critical, positive, willing to learn
Considering how the work can be improved.
Building on strengths, identifying weaknesses and
viewing them as opportunities for improvement.
Not seeing criticism as a threat.
DISTILLATION
Strategic, reflective
Deciding what ideas to work on. Selecting best ideas
or combining them into even better ones. Thinking
about where the ideas can take you.
INCUBATION
Unhurried, trusting, flexible
Leaving the work alone for a while, pondering it
occasionally (keeping it on the surface of your
mind), giving the subconscious time to work on it
PERSPIRATION
Enthusiastic, positive, persistent
Generating a number of drafts, separated with
clarification and evaluation phases. Creative people
often do not accept a first draft, but go over and
over a piece until it is to their liking.
© PMB 2007
Discussion Point
Which mind-sets could you develop to encourage
creativity in your subject/classroom?
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Closing Points
What pupils say would help them to be more creative:
• Collaboration and sharing ideas helps.
• Give us more open tasks; ‘don’t tell us exactly what to do.’
• Give us ‘free’ time during the day to be creative and to express
ourselves.
• Give us more choice.
• Give us confidence; help us ‘do things for ourselves.’
• Don’t give us too much help.
• There shouldn’t be a ‘right and wrong answer.’
© PMB 2007