And+Creativity+for+All

= Theory**:** =

Brain Research Supports a More Cohesive Instructional Structure

 * New learning is developed and enhanced when it is applied to a variety of contexts (National Research Council, 2000; Brinkman, 2010).
 * The learning context and environment affect the way the brain structures itself and develops (NRC, 2000).
 * The brain prunes itself to increase efficiency (Willis, 2007).

Creativity

 * Once thought to be a fixed personality trait or genetic predisposition, creativity is now defined in and studied by a variety of ways depending on the research and field of study.
 * Neuroscience research supports that creativity is more than an unchangeable trait or disposition and requires more than one area of the brain to engage in order to produce creative responses or products (Dietrich, 2007).
 * For this presentation, creativity will generally be defined as a complex, mental process employing numerous areas in the brain that produces a product, often thought to be novel in nature. Four creative processes that are often used to discuss the creative idea are:
 * fluency
 * flexibility
 * originality
 * elaboration (Torrance, 1974).
 * Instruction in these four creative processes can be used in the classroom to increase student's ability in these creative processes. (Salemi, 2010).
 * Many educators understand critical thinking within the context of problem solving using higher-order thinking skills (i.e. [|applying, analyzing, evaluating, and creating] ).
 * While creative thinking/creativity is distinctly different from critical thinking, both are skills that 21st century citizens need to be successful ( [|Treffinger et al., 2006] )
 * Creativity can enhance students' critical thinking ability.

Combing Critical Thinking with Creative Thinking
= = =Simple Instructional Techniques:=
 * Many educators understand critical thinking within the context of problem solving using higher-order thinking skills (i.e. [|applying, analyzing, evaluating, and creating] ).
 * While creative thinking/creativity is distinctly different from critical thinking, both are skills that 21st century citizens need to be successful ( [|Treffinger et al., 2006] )

Generating Categories

 * === Creativity Process ===
 * Look at your list of vocabulary words.
 * Try to generate as many categories for this group of words.
 * Try to think of at least **20 categories**.
 * Not all of the words need to fit inside each category, but you should try to create categories that stretch your thinking and include as many of the words as possible.
 * This is called **__fluency.__**


 * === Vocabulary Objectives ===
 * Brainstorming
 * Categorizing

Variety of Possibilities

 * ===Creativity Process===
 * ===== Look at your list of vocabulary words. =====
 * ===== For each word, try to think of the different people that might use that word. =====
 * ===== Creative thinking involves looking at something from a variety of points of view. =====
 * ===== This is called __**flexibility.**__ =====
 * ===== For example, if your vocabulary list includes the word vertical, you might list these possibilities: =====
 * A geometry teacher teaches about vertical lines.
 * A mountain climber climbs vertical slopes.
 * Someone who sleepwalks does not want to be vertical.
 * A tree stays vertical almost all of the time.


 * Vocabulary Objectives
 * Connotation
 * Word Choice
 * Function

Attribute Listing

 * ===Creativity Process===
 * ===== Look at your list of vocabulary words. =====
 * ===== For each word, try to think of the different ways to use that word in a sentence. =====
 * ===== Creative thinking involves looking at something from a variety of points of view. =====
 * ===== This is called __**flexibility**__. =====
 * ===== For example, if your vocabulary list includes the word vertical, you might list these possible attributes: =====
 * Parts of Speech
 * I can use vertical as an adjective. “The vertical mountain slope looked dangerous to the climber.”
 * I can use vertical as an adverb. “The horse slept vertically without falling over.”
 * Contexts
 * I can use the word vertical in the sense of height.
 * I can use the word vertical symbolically as in moving up the corporate ladder.
 * I can use the word vertical mathematically to describe a line or direction.
 * I can use the word vertical to describe a position.
 * ===Vocabulary Objective===
 * Point of View
 * Context
 * Parts of Speech