What Makes Us Creative?

Retrieved from https://www.weforum.org/agenda/2016/10/this-is-what-makes-us-creative-according-to-research 

Turns out there’s a science behind being creative. According to new research, the creative process actually involves 14 components, which both work together and build on each other.

In a study published in Plos One on Oct. 5, computational scientist Anna Jordanous of Kent University in England and linguist Bill Keller of Sussex University analyzed 90 creativity-related papers over nearly six decades, searching for recurring terms used to describe creative processes across different fields. They landed on 14 of them:

 

1. Active involvement and persistence

2. Dealing with uncertainty

3. Domain competence

4. General intellect

5. Generating results

6. Independence and freedom

7. Innovation and emotional involvement

8. Originality

9. Progression and development

10. Social interaction and communication

11. Spontaneity and subconscious process

12. Thinking and evaluation

13. Value

14. Variety, divergence, and experimentation

As Keller described it to Quartz, these combined components don’t equal a definition of creativity, so much as elements of the process. The 14 building blocks can be assembled in different combinations or proportions depending on the demands of a creative activity, and the study doesn’t attempt to rank any component against another.

“Some of the blocks are important whatever domain you work in,” Keller wrote. “Others have more or less importance depending on the domain. And undoubtedly, some of those building blocks can be cultivated and developed with exercise and practice.”

For example, the “persistence” component suggests that creativity involves “more than just sparks of genius;” it calls for effort and engagement as well. “Sometimes it takes persistence to be original,” Jordanous told Quartz.

Breaking creativity down to its component parts has the potential for wide application. Jordanous and Keller, for example, are both musicians, and their musical efforts are informed by their academic research.

In a 2012 study, the duo found three creative components critical in music improvisation: social interaction and communication, domain competence, and intention and emotional involvement. Based on those findings, they adjusted their approach to playing. Jordanous and Keller began focusing on listening and interacting with other musicians, becoming more technically skilled, and being more dramatic and confident about musical choices. Writes Jordanous, “Already, Bill and I have been able to use the components to help make ourselves more creative when we improvise music!”

 

 

 

Advertisements

Thinking about Cognitive Skills in the Workplace and How we connect this to our work in schools.

 

Retrieved from https://www.thebalance.com/cognitive-skills-definition-and-examples-2063736

Hi All

I’ve been thinking about thinking recently and marinating in cognitive and non-cognitive skills. Came across this and thought it was useful.

Mark

 

Workplace Cognitive Skills: A – Z List

Scan the lists below to help you identify the skills that most closely approximate the qualifications for a prospective job.

Skills Lists: Employment Skills Listed by Job | Lists of Skills for Resumes

What Else You Need to Know: Soft vs. Hard Skills | How to Include Keywords in Your Resume | List of Keywords for Resumes and Cover Letters

EdTech: Neither Good or Evil- Just a thing

Quick thoughts that fell out of my head while responding to an email- planting them here.

I think the whole ‘future of learning, work and society will be profoundly social’ is important and that young people need these deeper level social skills an emotional capabilities to successfully navigate. OECD research shows these are not fixed and can be taught even later in life. When social-emotional skills are intentionally taught, their benefits for the individual can reach 18 years into the future!

 

Technology, levered the right way can

  • support self regulatory behaviours,
  • provide opportunities for young people to explore identity,
  • drive civic and social activism,
  • connect young people to learning that is relevant and purposeful….

and it can do the opposite.  

 

It can

  • be a device of addiction,
  • can distort self image and normalize inappropriate, unethical conduct,
  • can create division and victimize,
  • can hijack learning and depower.

 

This is where teachers, who know their curriculum and how to teacher  and  know their learners and how they learn play a pivotal role in leveraging technology at the right moments as do significant adults outside of school.

 

 

Motivation-Learning and Behaviour

Define it. Describe it. Ideas for the classroom.

How Motivation Affects Learning and Behavior

The term motivation is derived from the Latin verb movere (to move).

Motivation may be described as a state that energizes, directs and sustains behavior

Motivation has several effects on students’ learning and behavior.

  • Motivation directs behavior toward particular goals.
  • Motivation leads to increased effort and energy. 
  • Motivation increases initiation of and persistence in activities.
  • Motivation affects cognitive processes.
  • Motivation determines which consequences are reinforcing and punishing.
  • Motivation often enhances performance.

From TeachHub

Top 10 Ways to Motivate Students 

Edited from: http://www.teachhub.com/top-12-ways-motivate-students

 

 

1. Praise Students in Ways Big and Small

 

2. Expect Excellence

 

3. Spread Excitement Like a Virus

 

4. How to Motivate Students: Mix It Up

 

5. Assign Classroom Jobs

, etc.

6. Hand Over Some Control

 

7. Open-format Fridays

 

8. Relating Lessons to Students’ Lives

 

9. Track Improvement

 

10. Reward Positive Behavior Outside the Classroom

 

 

 

 

Ed Tech Trends 2018:

 

 

Find 2018 TRENDS HERE

Keith Kruger

COSN CEO says

My personal answer is that our learning environment should allow learners to create their own personalized path, letting them dive deeper and think critically. It should enable creativity. It should enable collaboration. It should be equitably available and not create new divides. It should provide accessibility for all learners. And, it should be used in a way that is ethical and helps us understand each other better

So, tell me what you want, what you really, really want! (Executive PD)

When was the last time you asked a group of District education leaders how they would like a full-days professional engagement to be delivered?

  • What will make it worth their time?
  • What will really annoy them?

 

I asked the question a couple of weeks ago and I’m happy to share their collective voices.

What will make this  Leadership Workshop worth your time?
If using technology, link technology with how it is used in context- not a demo or walk through….just as part of the session flow.

Give me practical ideas to take back to the district not things I have to buy first.

I’d like to get some tools for data gathering or evaluation . I want to see recent relevant examples of successful and measurable change.
I want time to get to know the others in the room, their context, pain points and successes. I want opportunities to continue the conversation after the event.
I want more collaborative discussion regarding ed tech and innovation. Understand and connect w/ successes and struggles of others around positive change.

 

 I want to be motivated and I want examples.

              .

 

 

What don’t you want?
I don’t want to sit and listen all day…I want interactivity. All participants said they were here to LEARN by talking, doing, thinking, sharing and reflecting.
I don’t want to be bored or leave ‘empty’…follow up with additional case studies, research and opportunities were promised.
I don’t want to be discouraged (note: Some approaches ‘problematize’ education and place people in a deficit frame of mind)
I don’t want sessions focused on specific products or a sales pitch (note: Some said ‘I don’t make purchasing decisions, I influence them)
I don’t want to be bored.

 

So, there you go!

If you don’t ask, you don’t know.

Regards

Mark