Yo Yo Kids Creativity
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Workshop for the Kindergarten Learning Forum 2009 (Singapore) Title: “Help me be more creative.... I like to have my Yo Yo back, please?” Re-ignite Your passion to teach about Creativity and to teach creatively Synopsis: This workshop has been specially designed to teach Creativity and teach creatively, using a Yo-Yo. A father of two, John gets bundles of inspiration by simply enjoying the creative process of imagination and invention with them. For this hands-on interactive session, how would you like to: • Discover how you can enjoy learning about creativity by being 'play-full' • Get the best out of your students' imagination • Invite your students to become coachable by toying with a yo-yo.
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Yo Yo Kids Creativity
- 1. Re-ignite Your Passion to teach about Creativity and to teach Creatively “Help me be morecreative.... I like to have my YoYo back, please?”
- 2. People prefer to learn creatively- by exploring, questioning, manipulating, rearranging things, testing and modifying, listening, looking, feeling - and then thinking about it –incubating. Torrance and Safter (1990)
- 3. The Four Ps of Creativity
- 5. IDEA BOX Station 1 Story Re-Creation Combining different variations to create new story ideas
- 6. Story Re-Creation with Idea Box
- 9. Station 2 SCAMPER Mnemonic device created by Bob Eberle (1971) to supplement training in basic rules of Brainstorming
- 10. TASK: Design a Yo-Yo that will be very popular with kids in the year 2020 Work in groups of 4 - 5
- 11. Design a Yo-Yo that will be very popular with kids in the year 2020 Divergent Spark Plug SCAMPER Substitute Combine Adapt Modify Put to other uses Eliminate Re-arrange
- 12. SCAMPER : Substitute? Who else instead? What else instead? What other material? What other process? What other place? What other groups?
- 13. SCAMPER : Combine? Blend? Assortment? Combine units? Combine purposes? Combine appeals? Combine ideas? Combine concepts?
- 14. SCAMPER : Adapt? What else is like this? What other ideas does it suggest? Does the past offer a parallel?
- 15. SCAMPER : Modify? New twist? Modify meaning? Modify colour? Modify motion? Modify sound? Modify smell? Modify form? Modify shape?
- 16. SCAMPER : Put to Other Uses? New ways to use as it is? Other uses if modified? Other places to use? Other people to reach?
- 17. SCAMPER : Eliminate? Minify? Subtract? Condensed? Lower? Shorter? Lighter? Streamline? Split up?
- 18. SCAMPER : Rearrange? Interchange components? Other patterns/ rearrangements? Other layout? Other sequence? Transpose cause and effect? Turn inside out?
- 19. Forced Connections Station 2 Individual Ideation to Get Your Mental Wheel Turning
- 20. Visual Connection with a YoYo
- 21. Forced Connection When you look at/ play with/ smell/ listen to your Yo-Yo, what ideas do you get for solving the following problems?
- 22. Special mission:Crocodile Hunters Observe & Dot ‘judgmental’ participants Verbal comments & observable behaviors Reptile’s Response to something new: Run from it! Attack it! Eat it!
- 25. Torrance Metaphors: Looking Twice Defer judgment Keep open to new information and insights Search for more information Evaluate and re-evaluate information
- 26. Torrance Metaphors: Digging Deeper Get beyond the surface to find out what was hidden Diagnose difficulties Integrate all available information Check information against hunches Synthesize diverse kinds of information Elaborate and diverge
- 27. Torrance Metaphors: Listening / Talking to a Cat Let presented information "talk to you" and then “talk back” to the information Read your own feelings in response Recognize that mistakes will be made Make guesses, check, correct, reexamine, discard unpromising solutions, refine, and make the best solutions better
- 28. Thank You John Yeo Singapore yeojohn75@gmail.com
Editor's Notes
- Discussion points: - What does history teach us?
- Make It Swing! Make It Ring: using kinesthetic and auditory senses; responding to sound and movement. Stage 2) Listening/Talking to a Cat or Crossing Out Mistakes: let presented information "talk to you" and then “talk back” to the information-- read your own feelings in response to information and recognize that mistakes will be made in doing this--be able to cross out mistakes. Make guesses, check, correct, modify, reexamine, discard unpromising facts or solutions, refine, and make the best solutions better. Problem Solving questions:In what ways might teachers do to improve their own creativity?In what ways might teachers do to improve their students’ creativity?In what ways might everyday objects be used to teach about Values?How does the analogy of a yo-yo help us to understand the problems of disciplining children in a classroom?
- As the name suggests, Visual Connections use visual images to help students distance themselves from an issue in order to develop fresh and novel perspectives.
- Why must we shoot down the crocs?Affect the creative process of brainstormingInfluences the ‘mood’ or dynamics of the group
- Learning station: SCAMPERLook twice in order to produce & consider many alternatives Having limited alternatives impact how students learn. On the contrary, skillful teaching with an opposite method with a struggling child yields higher success rather than repeat same method taught in class Because of individual differences among children, a punishment for a child may be a reward for another and thus encourage the misbehaviour that teacher intends to diminish
- Learning station: Idea Box
- Learning station: Play Station