Teaching creativity.

1. Creativity
Becomes an
Academic
Discipline
It’s about time.

2. The 60
Second Salient
Points
Because creativity takes time
http://www.diigo.com/an
notated/98f4beaa266ca
5be0c8881a40fd3c62b

3. Evolution of Bloom’s
Taxonomy

4. Divergent Thinking
 https://www.youtube.com/watch?v=zDZFcD
GpL4U
 7:38 – 10:25
 How many uses….

5. Stop
 Write down as many uses as you can think
of for a paperclip
Grab your pen and paper

6. Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
Grab your pen and paper

7. Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
Grab your pen and paper

8. Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
 Read answers
Grab your pen and paper

9. Stop
 Write down as many uses as you can think
of for a paperclip
 You have 1 minute
 Trade papers
 Read answers
 Continue video to 10:25
Grab your pen and paper

10. A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”

11. A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”
 By age 10 only 30% of the children were still
divergent thinking geniuses

12. A Skill that Degrades
 Originally, 98% of children are “divergent
thinking geniuses”
 By age 10 only 30% of the children were still
divergent thinking geniuses
 By age 15, only 10%

13. “Did You
Know”
The never-ending video
https://www.youtube.com/wa
tch?v=XrJjfDUzD7M
• Rip
• Remix
• Burn
• Share (Publish)

14. What skills to teach?
Process Skills
 Flexible
 Continually developing
 Can be applied in any context
 Highly valuable
 Generally not being taught
 Generally needed for innovation
and knowledge-economy
careers
Content Knowledge
 Easily accessible
 Continually developing, quickly
obsolete in some cases
 Applies to specific subject matter
 Still needed

15. Creativity Can Be Taught
1. Clarifying
2. Ideating
3. Developing
4. Implementing

16. Tolerance for Failure: Are we teaching our
students to be resilient???
 It is not the critic who counts; not the man who points out how
the strong man stumbles, or where the doer of deeds could
have done them better. The credit belongs to the man who is
actually in the arena, whose face is marred by dust and sweat
and blood; who strives valiantly; who errs, who comes short
again and again, because there is no effort without error and
shortcoming; but who does actually strive to do the deeds; who
knows great enthusiasms, the great devotions; who spends
himself in a worthy cause; who at the best knows in the end the
triumph of high achievement, and who at the worst, if he fails,
at least fails while daring greatly, so that his place shall never
be with those cold and timid souls who neither know victory nor
defeat.
 -Teddy Roosevelt

17. Be an adventurer
 https://www.youtube.com/watch?v=SADPuU
YF_4I
 Think “How will I teach my students to not all
come out just the same?”

18. Assignment -
Reflect
Write one of your most deeply held beliefs.
Brainstorm – what evidence would you accept to
change your belief? If the answer is “none”, think about
that.