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Discussion of Piirto

Discussion of Piirto. How does Piirto characterize the difference between general and domain specific creativity ? Do you feel that one is more important to us as teachers than the other? 4 Core attitudes How can we enhance these core attitudes in our students ?

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Discussion of Piirto

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  1. Discussion of Piirto • How does Piirto characterize the difference between general and domain specific creativity? • Do you feel that one is more important to us as teachers than the other? • 4 Core attitudes • How can we enhance these core attitudes in our students? • Can you think of any specific ways to enhance them in your teaching? • 7 areas of inspiration • Where do you get your inspiration?Which of these 7 have you found to be part of your creative process? • Can you think of any ways you might enhance those inspirations in students (excluding substances)?

  2. Attribute ListingMorphological Matrix • A problem or product is divided into key attributes or feature that can be addressed separately • Purpose • Stimulate incremental change or improvement • Produce a large number of options very quickly • Explore new combinations within a structure or task

  3. Pizza Matrix

  4. Attribute Listing • Science • Identify key variables in an experiment and hypothesize what would happen if specific changes were made • Writing • Analyze story structure through attributes of character, setting, conflict, etc. • Social studies • Identify key issues and relationships • Hypothesize about the results if attributes were altered

  5. Your Topic

  6. Brainstorming • Criticism is ruled out. Accept everything. In other words defer judgment. • Free wheeling is welcomed. The wilder the idea the better. New ideas often come out of silly comments made in an accepting environment. • Quantity wanted. The more ideas generated the higher the probability for original ideas. • Combination and improvements are sought. Piggybacking on each other’s ideas is desirable. • Participate with your students. Give a suggestion. Use cues from SCAMPER.

  7. QUESTIONING FOR DIVERGENT THINKING: Ask open-ended questions. These questions have no one right answer but call for lots of responses. Phrases such as what would happen if the world turned in reverse. What would you do if all flowers started talking? In what ways can the ocean be tamed? Use questions or assignments that ask for new ideas. Invent a way for people to get along better. Design a plan for the classroom. Create a new game to teach multiplication. Ask feeling questions. Encourage students to examine their emotions and values. Can you explain how you feel about homework? Is it right that some people have more money than others?

  8. SCAMPER

  9. Provocations -- PO • Reversal: (i.e. Po, Native Americans landed in Spain in 1492, grandfathers more familiar with technology than children) • Exaggeration: (i.e Po, Each class produces 100 boxes of waste paper a week, or Each class produces 1 piece of paper a year) • Distortion: (i.e. Po, Students give tests to teachers, or writing was developed before speech, you die before you die)

  10. Posthole Problem • Short-term, ill structured problem • Dying patch in the vegetable garden • Kite that won’t fly • Chemical spill in the creek • Dead woodchucks on the side of the road

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