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Future Problem Solving Brings Critical Elements to

Today’s Education

E. Paul Torrance The Father of Creativity

October 8, 1915 - July 12, 2003

Tests of Creative Thinking•  Thinking Creatively in Action and

Movement - preschool•  Thinking Creatively in Sounds and

Words•  Thinking Creatively with Pictures

—TTCT Figural•  Thinking Creatively with Words—

TTCT Verbal•  Khatena-Torrance Creative

Perception Inventory•  Your Style of Learning and

Thinking or Human Information Processing Survey

•  Creative Motivation Scale•  Abbreviated Torrance Test for

Adults

Father of CreativityBy the time he retired from the University of Georgia as a Professor Emeritus, he had published 1, 117 books, articles, chapters, tests, and book reviews, as well as delivered countless speeches and workshops at national and international sites. After his retirement, he continued to remain prolific, authoring several new books on creativity.

Longitudinal Research with Five Data Collection Points 1958-2008

•  The 7-year follow-up of high school students

•  The 12-year follow-up of the high school students

•  The 22-year follow-up of elementary school students

•  The 40-year follow-up of elementary school students

•  The 50-year follow-up of elementary students

Future Problem Solving

“Teaching kids how to think, not what to think.”www.fpspi.org

FPS PROGRAM EVALUATION

Three StudiesConducted 2010 - Present

Quantitative/Longitudinal Study: Scholastic Testing

Services•  Conducted by Dr. John Kauffman and Dr. Scott Rich of Scholastic Testing Service, Inc. in conjunction with FPS

•  5th/6th graders, FPSers and non-FPSers, baseline TTCT/Figural version; achievement & activities data

•  Full Reassessments when FPSers and non-FPSers are in 8th/9th grade

•  Final Full Reassessment, 11th/12th grade•  Annual data on achievement, activities•  Phase 2: data from Matched-Groups & Matched-

Pairs 2014

2011 testing – Form A of the TTCT (136 FPS

students; 127 non-FPS students):

•  The 5/6th (non-FPS) graders on each of the five selected percentile points scores were close to, but lower at each percentile point than the FPSers’ points.

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2014 testing – Form B of the TTCT (71 FPS students;

64 non-FPS students):

•  The 8/9th (non-FPS) graders’ scores on each of the five selected percentile points were close, but not as close as they had been on the first testing and were still lower than the FPSers’ points.

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PERCENTAGE OF STUDENTS IN CREATIVITY INDEX SCORE

RANGE INTERVALS:2011 testing - 5/6th graders, (136 FPS students: 127 non-FPS students):• 120-139 range - FPSers’ scores were higher than the non-FPSers’ scores.• 140+ range - FPSers’ scores were appreciably higher than the non-FPSers’ scores.• The mean score for the FPSers was 123.0 compared to 118.3 for the non-FPSers’ mean score.

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2014 testing: 8/9th graders, (71 FPS

students; 64 non-FPS students)

•  120-139 range - Non-FPSers’ scores were higher than the FPSers’ scores.

•  140+ range - FPSers’ scores were appreciably higher than the non-FPSers’ scores.

•  The mean score for the FPSers was 131.9 compared to 124.4 for the non-FPSers’ mean score.

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Qualitative Study: Center for Creative Learning

•  Conducted by Dr. Donald Treffinger and Dr. Ed Selby, Center for Creative Learning, Inc.

•  Study of FPS’s Affiliate Directors, coaches, evaluators, parents, students

•  Very favorable – stated goals are met•  Recommendations suggested & being

worked on via Strategic Plan•  Summary written by Dr. Treffinger available

The purposes of this project were to survey key stakeholders in the

program on:

1.  the extent to which FPSPI meets its stated goals (i.e., does what it purports to do);

2.  the strengths of the program and areas in which improvement may be needed; and,

3.  the impact of the program on its participants.

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FPS Program Goals

1.  Develop & use creative thinking skills2.  Learn about complex issues, which will shape

the future3.  Develop an active interest in the future4.  Develop & use written & verbal communication

skills5.  Learn & utilize problem-solving strategies6.  Develop & use teamwork skills7.  Develop & use research skills8.  Develop & use critical & analytical thinking

skills

What Respondents Would Tell Others

§  Excellent/great program/ highly recommend (AD, Coach, Parent, Student)

§  Teaches important life skills (AD, Coaches)§  Develops problem-solving skills (AD, Coaches,

Parents, Students)§  Develops advanced thinking skills (AD, Coaches,

Parents)§  Develops creativity skills (AD, Coaches,

Parents)§  Makes students think about world around them

(Parents, Students)§  Fun program (Students)§  Challenging/hard work (Students)

Highest Rated Goals

Second Generation Study – University of Virginia

•  Dr. Carolyn Callahan’s doctoral students•  Phase 1 – Over 150 former FPSers, present

leaders, open-ended survey •  Phase 2 – 15 former FPSers from Phase 1

selected for variety of representation, interview

RECURRING THEMES: collaboration, communication, coach impact

Initial Reasons for Taking on Adult Role in FPS

•  Stay in touch with people & FPS organization

•  Give back to the program•  Strong ties & interest in FPS•  Proactive attitude –doing more to help•  Unique academic opportunity for

high-level challengeIMPORTANT THEME throughout –

rigorous academic & creative processes

Motivations to Stay Involved•  Deeply-rooted belief in the program &

its positive impact•  Valuing of the FPS skills•  Applicability of the skills to their

studies, their careers, their personal lives

•  Noted scarce opportunities available for students in schools to use these skills

•  93% said they use these skills in their current lives

•  Over and over, “I LOVE FPS!”

Definite Awareness of the Future

•  Definite increase in awareness of the future, especially on global political & environmental issues

•  More open-minded•  See issues in the problem solving context•  Systematic approach to understanding &

evaluation to be best reaction to serious issues•  Systematic approach is what sets former FPSers

apart from their non-FPS colleagues & friends•  Investigating diverse approaches, thinking

about creative solutions & seeking alternatives

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Dissimilarity in Personality a Plus!

•  Diversity fueled team creativity•  Teams overcame challenges &

seeming barriers and ended up VALUING diversity

•  Coach very important for team development

Major Strength Reported – Maximizing Abilities

•  Maximizing strengths & abilities of individual members

•  Individual members felt empowered when others proficient where they are not as strong

•  Work toward FPS success: requires different sets of skills: creativity, efficiency, time management, research skills, communication skills

Shouldn’t You Be Offering FPS to Your Students?

•  Resources for all components available•  Mentoring available•  Novice divisions & Adult Divisions

offered•  Virtual program offered - ROCS •  Trainings offered

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Manifesto for ChildrenE. Paul Torrance

  1.      Don’t be afraid to fall in love with something

and pursue it with intensity.  2.    Know, understand, take pride in, practice,

develop, exploit, and enjoy your greatest strengths.  3.    Learn to free yourself from the expectations of

others and to walk away from the games they impose on you.  Free yourself to play your own game.

 4.    Find a great teacher or mentor who will help you.

 5.    Don’t waste energy trying to be well rounded.  6.    Do what you love and can do well.  7.  Learn the skills of interdependence.

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