Creativity & Critical Thinking

Oakes, Constance

Topic: Inquiry and Design (ID)

Bibliographic Citation:  Richardson, J. (2014, October 17). How to think, not what to think [Video file]. Retrieved from https://www.youtube.com/watch?v=6dluwVks444

Summary:  This is a TEDxBrisbane talk with Jesse Richardson, the founder of schoolofthought.org.  In his talk, he discusses the need to stop teaching students information and to start teaching them how to think.  His thinking is that we need to teach children how to think creatively. By doing so we will be teaching students not only how to think, but how to be adaptive and how to innovate in order to solve problems.  Along with this, we need to teach critical thinking skills to teach students to be able to change their thinking and be able to be wrong which then leads to growth.

Evaluation/Opinion:  I found this TEDx to be engaging and I liked his view that thinking creatively and critical thinking skills are two sides of the same coin.  The School of Innovation is intriguing as is yourlogicalfallacyis.com and yourbias.is. I agree that this is what we need to be teaching our youth so they will be ready for the world we are leaving them.

Kidding Around with Design Thinking

Butler, Vienna

ID

Fouché, J. & Crowley, J. (2017). Kidding around with design thinking. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/oct17/vol75/num02/Kidding-Around-with-Design-Thinking.aspx

SUMMARY: This is an interesting account of a 2nd grade class working on Next Generation Science Standards and are engaging in the design thinking process. They were given a real-life problem to solve – goats escaping from their pens. Students designed what the pen should look like on paper, then built 3D prototypes using PCV piping, dry fit connectors and orange construction netting. A GoPro camera was placed on a baby goat so that students could see what it was like to be one inside one of the pens, and how the goat’s actions may affect the structure’s design. Ultimately the structure could hold the baby goals for a maximum of 72 hours before they were able to escape. This sparked more ideas and discussion for improvement of the design, even though time did not permit them to keep going.

EVALUATION: It is apparent that even young children are capable of designing things for the purpose of problem-solving.  Being taken through the process of drawing a design of the goat pen, to creating a prototype, and even being able to see from the perspective of a goat what it was like trying to escape from the pen was very empowering.  They were critical thinkers, problem-solvers, innovators, experimenters of design.  The process of inquiry and design allows students to be active thinkers, learners, and doers.  Learning experiences are not hypothetical, or contrived. They are real, meaningful, and powerful.

Creative Constraints, Passion Projects, and those “Bird Reports”

James, Colleen
ID-Creative Thinking & Critical Thinking
Resource Citation:  Williams, C. (2017, October 16). Creative constraints, passion projects, and those “bird reports” [blog post]. Retrieved from https://knowledgequest.aasl.org/creative-constraints-passion-projects-bird-reports/

In the article Creative Constraints, Passion Projects, and those “Bird Reports”, teacher librarian Connie Williams provides teachers and librarians with some practical ideas on how to bring inquiry and design thinking into the classroom by allowing students to explore but providing some creative constraints that keep students from floundering.  Williams details her experience going through a simulated design process in which certain limits were imposed to help keep participants focused. When taking part in the inquiry process, useful questions include “Why?”, “How?”, and “What if?”. Although it seems counterintuitive to provide students with constraints, these should not be seen as limiting but instead require students to consider alternate possibilities and in the real world, problem solvers regularly must work with limitations.  In wrapping up the article, Williams provides three great suggestions/exercises for providing students with constraints that cause them to think in creative and innovative ways.

We have spent a great deal of time this term discussing how to make the change from “bird units” to lessons that are inquiry and design based and encourage deep learning and understanding.  As a teacher, it is sometimes difficult to know how to go about planning these learning experiences so that they are authentic but also provide students with some form of structure. Williams suggestions of creativity with constraints is a practical way teachers can go about structuring inquiry and design thinking activities so that students don’t become overwhelmed by the range of possibilities.  As the students, and the teacher, become more comfortable with the process, then I think it is easier to slowly remove constraints and give students more freedom to explore possibilities because they have had some scaffolding in how to go about exploring, designing, and creating.

Bring on the Learning Revolution!

James, Colleen
ID-Creative Thinking
Resource citation:  TED. (2010, February). Bring on the learning revolution . Retrieved from https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution

In this TED talk, Bring on the Learning Revolution!, Sir Ken Robinson discusses the role of education in distancing people from their talents and simply reforming the education system is not enough to make change.  Instead, Robinson believes that rather than attempting to fix a broken system through reform what we need is an education revolution in which the entire system is transformed. Making this kind of change requires us to let go of our tightly held beliefs that we must do things a certain way simply because this is how they have always been done.  Robinson notes that innovation is difficult and often uncomfortable because it forces us out of our comfort zone, but innovation is what is needed. We are living in a society that supports the concept of “linearity” where we hold onto the idea that if we follow a designated path and do all of the right things, we will be successful. Robinson observes that this path typically points young people toward college, however, this one size fits all plan simply isn’t right for everyone and discourages exploration.  He likens our education system to the standardized model used in fast food where nothing is customized. In trying to educate a population of diverse learners with varying talents and interests, standardized systems aren’t the best way for students to learn. How, then, should the education system be structured to better meet the needs of today’s learners? Robinson suggests that transitioning our education system from an industrial model with one-size fits all mentality to an agricultural model in which learning takes place organically might be the answer.

Having taught in both public and private schools in which the importance of getting through the material often took precedence over providing personalized education, I find myself agreeing with Robinson; providing students with enriching opportunities to grow and develop their talents should be the focus of education.  The challenge today’s educators are presented with is how to make this happen.  There are schools that are successfully combining academic learning with the pursuit of student passions in which design thinking principles are being used to deepen students’ curiosity and ingenuity.  A shift in thinking is absolutely necessary for this to happen; as Robinson says, it will take more than reform but I think our students are worth the investment.

Sir Ken Robinson: Do Schools Kill Creativity?

Kira Koop

IL – Creativity

Robinson, K. (February 2006). Ken robinson: Do schools kill creativity? [Video] TED.com: TED2006.
(but also here: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en)

Summary:
Sir Ken Robinson delivered this TEDtalk more than ten years ago, and in it, he very cleverly mixes story and ideas to illustrate his points and connect to his audience. He addresses the notions of creativity, of failing, of the hierarchy within schools of subjects and values, as well as multiple intelligences.

I quite enjoyed this talk, in part because it’s always immensely satisfying to listen to English accents, but the content was also very interesting. I personally disagree with his emphasis on “originality” – after all, the quotation “good artists borrow, great artists steal” – Picasso, probably – is generally understood to mean that most creative content references other ideas – but he did say one thing that has resonated with me specifically: to be creative, you must be prepared to be wrong, to fail.

I was thinking about this within the context of my fine art background through high school, before my BFA. My high school art teacher built “idea pages” into his assignments for us. We weren’t allowed to start a project until we had shown that we had sat down to think about and work through the process, come up with three separate plans (complete with symbolism, colour theory, media, and style) and chosen the one that worked best. It was still a high school class, and grades were still very much the method of receiving feedback, which meant that “failing” was tied into assessment, rather than the thing you created, but this process allowed us to figure out a few failures (to communicate? to create? to idealize?) before we even started. Furthermore, it removed the fear from the process: if you didn’t show through your idea page that you had grappled with failure as part of the creative process, you didn’t do it right, and you wouldn’t receive the marks for it.  

Nevertheless, his talk goes far beyond this one idea, and I hope you enjoy it.

The SAMR Model as a Framework for Evaluating mLearning.

Frey, Jennifer

ET

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating              mLearning. Journal Of Asynchronous Learning Networks, 18(2), 79-93.

Summary:

This article uses the SAMR model as a framework for learning via a mobile device. It states that substitution is made without functional change, Augmentation is made with functional improvements, Modification occurs since learning activities are redesigned and redefinition occurs since it allows for the creation of tasks that could not have been done without this technology. The SAMR model can be used to assist with decisions regarding how to use mobile devices in education.

Evaluation:

I initially read this article because I had never heard of mLearning and wanted to know what it was. This article not only defined it but gave a great example of how one of the learning models is used to help educators. I liked this article since it went into depth about the use of mobile devices and how the SAMR model relates.

Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

Horton, Melissa

IL

Kivunjal, C. (2015). Teaching students to learn and to work well with 21st century skills: unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4 (1), 1­-11.

Summary:
This research article gives an in-depth overview and analysis of the Career and Life Skills domain which helps make up the framework by Partnership for Teaching 21st Century Skills (P21).  The author explains which skills fall under the CLS strand and offers ideas on how to teach students to work effectively and cooperatively in the real world.  The article focuses on the need for educators to go beyond simply teaching content because there is greater competition than ever for higher education and career positions that require self-directed, independent and flexible young adults who are equipped to thrive in any environment.
Evaluation:
This author really delves into the rationale behind the Career and Life Skills set from P21 and breaks down each strand and expands on each skill.  The conclusion summed it up best with the explanation that although these skills are not new, they have never been integrated directly into the curriculum at most schools.  However, that is quickly changing.