innovation and creativity in the average australian classroom?

Innovation and Creativity in the average Australian Classroom?

Leanne Cameron

Southern Cross University

@leannecameron [email protected]

What is Innovation?

2 minutes

ACSA 2017 What if? Oct 2017

https://vimeo.com/37248618


What is Innovation?


Innovation is the implementation of a new

or significantly improved product (good or service),

process, new marketing method

or a new organisational method in business practices,

workplace organisation or external relations.

Source: OECD. (2005). The Measurement of Scientific and Technological Activities: Guidelines for Collecting and Interpreting Innovation Data: Oslo Manual, Third Edition. para. 146.



What is creativity?

2 minutes


• “Seeing the intersection of seemingly unrelated topics and combining them into something new.” – Brian Clark

• “Starting with nothing and ending up with something. Interpreting something you saw or experienced and processing it so it comes out different than how it went in.” – Henry Rollins

• “Tapping into your soul and your intuition and allowing them to guide what you make.” – Bernadette Jiwa

• “Giving the world something it didn‟t know it was missing.” – Daniel Pink

• “Going to unexpected places.” – Shane Snow

• “Living in possibility and abundance rather than limitation and scarcity.” – CJ Lyons


What is creativity?


Is this creativity?

• “Just making something. It might be something crummy or awkward

or not ready for prime time. If you make something, you are creative.” –Sonia Simone

• “Copying smarter.” – Lisa Barone


https://youtu.be/zTbuFN8_D_s

https://youtu.be/zTbuFN8_D_s

From the research, a pattern emerges

A childhood of creative play leads to deep-seated passions,

which in adolescence and adulthood blossom into a deeper

purpose for career and life goals.

Play, passion, and purpose:

the forces that drive young innovators.

Tony Wagner, 2012


Creative students:

• Recognize the importance of a deep knowledge base and continually work to learn new things.

• Are open to new ideas and actively seek them out.

• Find source material in a wide variety of media, people, and events.

• Organize and reorganize ideas into different categories or combinations and then evaluate whether the results are interesting, new, or helpful.

• Use trial and error when they are unsure how to proceed, viewing failure as an opportunity to learn.

Brookhart, 2010, pp. 128–129


Can the average Australian

classroom really promote innovation

and creativity?


Is it an important inclusion in the curriculum?

If so, where does it fit?

The Melbourne Declaration:

Goal 2: All young Australians become:

– successful learners

– confident and creative individuals

– active and informed citizens


What percentage of the school day is spent on creative pursuits?


• Every choice a teacher makes about the allocation of

our time and energy limits another choice.

Yong Zhao (2012)

• Focusing primarily on test scores is short sighted.

„Reading and writing should be the

floor, not the ceiling‟

Yong Zhou


The real question is simple …

Do we want our students to become better test takers,

or innovative, 21st Century citizens?

Alane Starko (2013)


The real reason we need

to teach creativity


https://youtu.be/nA1Aqp0sPQo

Uploaded in May 2012

We know what our students need

The 21st Century pace of change, as well as the global

economy, demand young people who can:

• learn on their own,

• solve problems, and

• respond to situations unlike any their parents or

teachers can envision.



• Traditionally, rigor equated with mastery of content

• Different in today‟s environment – knowledge constantly changing

• Students need content knowledge and skills to apply their knowledge

for useful and creative purposes

"If we teach today’s students as we taught yesterday’s,

we rob them of tomorrow.”- John Dewey

21st Century students need:


• Deeper understanding of concepts

• To be able to design, evaluate and manage their own work

• Frame, investigate, and solve problems using wide range of

information resources and digital tools

Linda Darling-Hammond (2010)

But creativity and innovation

are so hard to measure


Rubric examples


Very Creative Creative Ordinary/Routine Imitative

Variety of ideas and contexts Ideas represent a startling variety of

important concepts from different contexts

or disciplines.

Ideas represent important concepts from

different contexts or disciplines.

Ideas represent important concepts from

the same or similar contexts or disciplines.

Ideas do not represent important concepts.

Variety of sources Created product draws on a wide variety of

sources, including different texts, media,

resource persons, or personal experiences.

Created product draws on a variety of

sources, including different texts, media,

resource persons, or personal experiences.

Created product draws on a limited set of

sources and media.

Created product draws on only one source

or on sources that are not trustworthy or

appropriate.

Combining ideas Ideas are combined in original and surprising

ways to solve a problem, address an issue,

or make something new.

Ideas are combined in original ways to solve

a problem, address an issue, or make

something new.

Ideas are combined in ways that are derived

from the thinking of others (for example, of

the authors in sources consulted).

Ideas are copied or restated from the

sources consulted.

Communicating something new Created product is interesting, new, or

helpful, making an original contribution that

includes identifying a previously unknown

problem, issue, or purpose.

Created product is interesting, new, or

helpful, making an original contribution for

its intended purpose (for example, solving a

problem or addressing an issue).

Created product serves its intended purpose

(for example, solving a problem or

addressing an issue).

Created product does not serve its intended

purpose (for example, solving a problem or

addressing an issue).

Source: From How to Create and Use Rubrics for Formative Assessment and Grading (p. 54), by Susan M. Brookhart, 2013, Alexandria, VA: ASCD. Copyright 2013 by ASCD. Adapted with permission.

http://www.ascd.org/Publications/Books/Overview/How-to-Create-and-Use-Rubrics-for-Formative-Assessment-and-Grading.aspx

http://www.ascd.org/Publications/Authors/Susan-Brookhart.aspx


From bie.org


Marking Guidelines

Creative © Grant Wiggins

21C LD Learning Activity Rubrics


Six rubrics of 21st century learning, each of which

represents an important skill for students for develop:

• collaboration

• knowledge construction

• self-regulation

• real-world problem-solving and innovation

• the use of ICT for learning

• skilled communication

21CLD Learning Activity Rubrics

http://www.kasc.net/2010/21CLD Learning Activity Rubrics 2012.pdf

Knowledge Construction




Knowledge Construction Decision Steps




But creativity and innovation

are so hard to teach


Design a footstool for the office of a colleague who has just

broken their leg


Heuristic Design Cards

https://www.designheuristics.com/wp-content/uploads/2012/08/See77CardsExamples.pdf

Teach the skills and attitudes

of creativity

• Teach specific creative thinking strategies, such as

brainstorming and SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse). See Heuristics Cards.

• Use those strategies within the curriculum.

• Study the lives of creative thinkers, particularly the ways in which they overcame challenges.


Alane Starko

Develop a creativity-friendly classroom


• To the extent possible, allow students to choose the ways they want to learn

• Choose the ways they want to demonstrate learning

• Provide clear informational feedback in time for students to adjust and

improve their performance (see Austin‟s butterfly).

• Give students experiences with inquiry-based instruction (ask questions,

solve problems, analyse data, and draw conclusions).

Alane Starko


Teaching for Creativity Principles

• Encouraging students to believe in their creative identity

• Identify students‟ creative abilities

• Foster creativity by developing curiosity

• Become more knowledgeable about the creative processes

• Provide opportunities for creative, a hands-on approach.


(NACCCE, 1999)

Bob Jeffrey & Anna Craft (2004)

Teach the creative methods

of the disciplines

• Students need to learn how individuals are creative with in the disciplines they study.

• In science, for example, students should learn the processes of scientific investigation in addition to the concepts and generalizations that have resulted from such investigations in the past.

• In history, show students how they differentiate between observations and inferences when they approach artefacts.

• Helping students find and solve problems in the disciplines is a key way to integrate creativity into core content.


Alane Starko

Managing Project Work



Bie.org

For further information:

Presentation:

https://www.slideshare.net/secret/9ej4VUjrvrj0U2

Leanne Cameron

@leannecameron

[email protected] ACSA 2017 What if? Oct 2017



innovation and creativity in the average australian classroom?

Documents