Workshop and Weekend

I am off to a three-day coaching training this weekend.  You know how I totally, totally love those.

In the meantime, how about you sign up to join me for a creative thinking workshop I'm leading at Greenberries, yes?  The workshop is aimed at parents, educators, and assorted allies.  If you attend, I can squeeze you in person and we can talk all about creativity, coaching, Colorado and whatever else we can muster up that starts with the letter "C."

Come, ok?  The workshop is May 8th at 7:oopm.  The fee is a simple $10.

Can't wait to see you in person,
Jen

Invite Me!

Days before I left for the summer, I gave my first keynote on creativity.  Though, I plan to cut it down to under an hour (it was 90 minutes!), I left feeling energized and heard, via email from some of the participants, they enjoyed it, too.

Woot!

Since I've been researching creativity since 2006, I'd love to come out and share my collection of expertise with you. 

Invite me to come speak - to your staff, your parents, your students, your colleagues.

I promise it won't be one of those boring keynotes.  I promise to bring my A-game and energy.  I promise this keynote will be interactive, memorable and completely practical.

What do you think? Email me at jen@upcyclededucation.com for rates and dates.

My best,

Jen, lover of all things related to creative thinking

Elaboration {part of the Be Creative Series}

To solve a problem creatively, an idea must be developed and details considered before an idea is executed and implemented. This attention to detail is called "elaboration." Elaboration is another characteristic - like fluency and originality - that creative thinkers possess.  You (and your students) need strong elaboration skills.  Got it?

(chalk drawing by Prof. KP and her lovely daughter, G)

Here are some tricks and tips to help you develop elaboration skills for yourself and others.....

• Experience an activity by incorporating more senses.  What does the setting in a book smell like?   What taste does E=MC² have?  What tactile feeling does a favorite song possess?
• Visualize what is read or seen by creating a drawing, flowchart, or sequencing of sounds or movements.
• Find the balance between having enough details and too many details; too many details can become overwhelming. 
• Learn the “Rules for Converging” - not now, but in the future.  Converging is what happens once brainstorming has taken place.  I think I will blog about convergence soon.
• For parents and educators, consider what tools you encourage your children or students to use to  manage details and plan ahead (e.g.: To-do lists, checklists, iPad apps, etc.). What tools does your child see you using? 
• Like all creative attributes, a nurturing, non-rushed environment that encourages attention to detail and careful planning is preferred, especially in a demanding and busy 21st century.

Did you know elaborative thinking has consistently correlated higher to student achievement (like grades) more than any of the other creative attributes.  This makes sense as learning requires attention to detail and planning. 

Happy elaborating,

Jen

Did you miss part of the Be Creative Series?  Click on each link below to catch up.

Seek Originality {part of the Be Creative Series}

Originality in terms of creativity means ideas or solutions that are statistically infrequent or in other words, unique or unusual.  I used to swear I had not an original idea to my name (instead I was always borrowing an idea from another person and modifying it).  However, I've learned that I am an original thinker on many occasions and that using the tips below, I find I can be even more original.

Quick tips to increase original thinking:

• Original thinking typically requires longer amounts of time.  This time is called “incubation.”  Be sure to allot yourself plenty of time when creative problem solving. 
• Heightened emotional arousal is important in generating original ideas.  Think of the real-life application and importance of the problem being solved.  .  If there is strong emotional connection, more original ideas are likely to be produced.
• Original thinkers must be comfortable with being different in order to produce such original ideas. 
• Instead of judging others ideas, try using the Praise-Question-Polish model when working with children and other adults:

1. Praise – Find something genuinely to praise related to the efforts of the problem-solver, the child or adult.
2. Question – Ask open-ended questions to help the child or adult clarify an idea, generate alternative solutions (if necessary) or elaborate on an idea.  Examples of questions include:  “Tell me more about….” OR “What made you decide to do…..” OR “How would you improve…..”
3. Polish – Encourage the child or adult to amplify their idea or solution.  At this stage, the child or adult can refine, restate, redefine or rethink their idea or solution in hopes to “polish” or improve it.

• The best friend of originality is fluency.  Remember the post on fluency here?  Practicing fluency is a great way to get increase original thinking.  Believe me!

Onward original Upcyclists!

Jen

Want to start at the beginning of the Be Creative Series?  Click here.

References:

• Chavez-Eakle, R. (2006). Creativity graduate course. Baltimore, MD: Johns Hopkins University.
• Miller, B., Vehar, J. and Firestein, R (1999). Creativity Unbound: An Introduction to Creative Problem Solving. Williamsville, NY: Innovation Systems Group.
• Torrance, P. and Safter, T (2009). Making the Creative Leap Beyond. Amherst, MA: Creative Education Foundation Press

Nurturing Fluency {part of the Be Creative Series}

As you know, for the next few months, Upcycled Education is addressing Creativity in the Be Creative Series.  Today, we will discuss one of the five main attributes of creativity, fluency.

Fluency measures the number of ideas a person can generate. The more ideas (or solutions) generated or considered, the more likely there will be success in solving a problem and thinking creatively. Think of the employees at Google. When they are sitting around a table brainstorming new product ideas, do you think they come up with just 1-2 new ideas or a whole list of crazy, off-the-wall, possibly useful ideas? I'm guessing you agree with what I've read about Google, many, many, many ideas are generated on Google's campus.

Educators (and parents), we want “fluent” students and children –  Kids who can come up with not just one idea, but many ideas or solutions!

In order to nurture fluency, adults can do this:

• Learn the “tenets” of brainstorming, honor them, then teach the tenets to kids.  The tenets are:

1. Defer judgment: Go with whatever ideas come to mind!  Censor ideas later.
2. Strive for quantity:  The more ideas generated the better.  Plus, it increases the likelihood that a great idea or solution will be found.
3. Seek wild and unusual ideas: It is easier to pull back a wild idea than invigorate a weak one. Let your mind be free!
4. Build on other ideas: Let one idea snowball into another idea. 

• Take on another perspective when brainstorming. For example, what ideas would a grandparent produce?  A tween?  A running shoe?
• A supportive, nurturing environment is essential to creative thinking and fluency.  Refrain from judgment and negativity when generating ideas or solutions (or encouraging others to do so).
• Not all the needs of a child can be met at home or in school. Studies have shown the positive impact of mentoring on creative achievement. Consider finding a trusted and appropriate mentor (even a student mentor) for a student or child. 
• Research shows most people require incubation - time to think - and that best ideas are generated lastly not firstly.  Thus, give yourself (and your students or children) time to “warm up” when brainstorming.

Do you have other ideas to nurture fluency?  I'd love to hear them in the comments section below.

If you missed the first part of the Be Creative Series, check out the latest and greatest creativity research here.

My creative best,
Jen

References:

• Chavez-Eakle, R. (2006).  Creativity graduate course.  Baltimore, MD: Johns Hopkins University.
• Miller, B., Vehar, J. and Firestein, R (1999).  Creativity Unbound: An Introduction to Creative Problem Solving. Williamsville, NY: Innovation Systems Group.
• Torrance, P. and Safter, T (2009).  Making the Creative Leap Beyond.  Amherst, MA: Creative Education Foundation Press

Be Creative Series {Launch}

Every since finishing a masters degree at Johns Hopkins University several years ago, I have been in love with creativity.  Let me be more exact.  I am in love with creativity research.  I had no idea, before my degree, that people made it their life's work to study creativity.  What?  I could have majored in Creativity?  Are you kidding me?

Thus, today starts a series to share my favorite research, tidbits, tricks, hints, and strategies to nurture creativity.  After all, a person's creative thinking ability can be improved.  Yep, isn't that awesome?  See below.....

• Creativity has been identified as the #1 leadership competency of the future (Bronson and Merryman, 2010).
• Highly creative people tend to be flexible in their thinking, original, persistent, and open to new ideas (Torrance and Safter, 1999).
• Highly creative people tend to have higher self-confidence and higher school & adult creative achievement (Torrance and Safter, 1999; Torrance and Sisk, 2001).
• The highest gains in creativity development happen in childhood or through training in creative thinking strategies (Torrance and Safter, 1999).  Thank goodness, there is hope for me.
• Creativity measures in the US are on the decline for children and adults. (Kim, 2010). Boo!  Time to rally the creative troops.
• The Torrance Test of Creative Thinking is considered the "gold standard" in creativity assessment for children (ages four years and older) and adults (Staff, New York Times, 2010).  I just finished my training to adminster and score this!
• Research shows creativity can be improved (Torrance and Safter, 1999).  I am sooo on this for me, Mr. UpCyclist, Lil O, and my college students.
• There are five main attributes that contribute to creative thinking:  fluency, originality, elaboration, abstractness and resistance to closure (in other words, keeping an open mind) (Torrance and Safter, 1999).

What do you think, Upcyclists?  Shall we dedicate a blog post to each? 

Indeed!  And so is born, the newest Upcycled Education series, B.CR8TIV.


(I want my license plate to look just like that).

Yay!

Jen

 

References:

• Chavez-Eakle, R. (2006). Creativity graduate course. Baltimore, MD: Johns Hopkins University.
• Miller, B., Vehar, J. and Firestein, R (1999). Creativity Unbound: An Introduction to Creative Problem Solving. Williamsville, NY: Innovation Systems Group.
• Torrance, P. and Safter, T (2009). Making the Creative Leap Beyond. Amherst, MA: Creative Education Foundation Press