833 Module 4: What is Creativity

My Long-Winded Creativity Definition:

Creativity is an active process that begins with a stimulus, which is an idea that captures the student’s interest, emotion and self-motivation.   The stimulus often comes n the form of problem solving or problem finding and leads the student to engage in experimentation.  The process of creativity actually “remodels” the brain by creating new neuro-pathways that can aid in future creative endeavours.  In order to be recognized as creative, the idea(s) must be shared with others. 

Sharing creativity can significantly improve the creative process and product.  Creative communities also help the creative process by giving different social and cultural perspective and providing feedback loops as the product and process imprint on the creator and the receiver of the creativity.  Both are changed in the process. 

The product of creativity will be:  something new to the creator, something of value and significance that is impactful and deemed appropriate by someone else (although not everyone will perceive the appropriateness).  Often the products are novel and surprising.  

We as teachers can aid in the process by giving our support (emotional support, encouragement, fodder for inquiry), while giving tools for the creative process and intertwining creative ideas with the other 2 C’s of critical thought and collaboration. 

Judy Wearing’s ideas are the ones that resonated most with my thoughts about what creativity is and how we can encourage it.  My reasons for the (long!) definition above is that I believe there are prerequisites for creativity (like emotion and self motivation), reasons for willingly engaging in the process (problem solving), and biological structures that are involved. 

I also think that creativity changes in the presence of an audience, particularly when engaged in critical analysis and collaboration.  With respect to the product, I have the most difficulty and liked when Starko pointed out that the result of creativity only has to be new to the creator, not the rest of the world.  I still struggle a bit with the ideas of novelty, significance and value.  It was fun to think about the idea of “appropriate” because, after all, beauty is in the eye of the beholder. 

One example of my creativity that comes to mind was my introduction for a previous PME class.  My problem was that I was very bored with introducing myself and had the goal of making it fun experience and a weird and wonderful experience for my classmates.  So, like in my definition above, I was purpose-driven in my creative process.   The product was a video introduction in the style of The Brady Bunch introduction.  I sang it to the Brady Bunch Theme, which is a big risk because I an not a great singer, especially not when being recorded.    Even though it took a number of takes to get it right on Powtoon, I was stubbornly motivated and sustained effort long after I should have abandoned the idea.  In other words I showed intrinsic motivation.

I succeeded in bringing creativity to a task that had become dull and boring for me and, had I been working with a community, I am sure I would have received lots of  feedback as to how I could improve it and make it more appropriate for my audience. People told me it was surprising (a generous interpretation!)- so my goal of achieving “weird and wonderful” was at least halfway achieved.  While I think it was a novel approach, I am not convinced it had value or significance, other than entertaining me as I sat alone in my basement looking for a new way to connect with my community.  Maybe that will come from another experiment in creativity!

References:

Gini Newman, G. & Case, R. (2015). “Critical, creative, and collaborative dimensions of thinking, pp. 45-60, Creating Thinking Classrooms: Leading Educational Change for a 21st Century World. Vancouver, BC: The Critical Thinking Consortium.

Starko, A. J. (2015). “What is Creativity,” pp. 1-24. Creativity in the classroom: Schools of curious delight (5 ed.). New York, NY: Routledge.

Wearing, J. M.  (June, 2015). Creativity and learning in four metaphors. Paper presented at the International Conference on Thinking, Bilbao, Spain.

Queen’s University, PME

PME 833 - Module 3

Critical Thinking The Bigger Picture

Student:  Tammy Jinkerson

Professor:  Gary Rasberry

Date:  October 19, 2018

Educational Scenario Choice:  #4- Workplace

An unlikely story of transformation toward CRITICAL THINKING

At  “The Office”

Director:         Role cameras.

Interviewer:              Could you tell us your name and what’s                         going on today?

Pam:               Sure.  My name is Pam Beasley.

I can’t believe am actually excited about this afternoon’s staff meeting. 

                        Does that sound weird? 

Interviewer:              Laughs.  Yes, a little bit.  Can you explain? Pam:                      Ok.  A while back, something changed.                                   Here’s the whole story …

Recently, Dunder Mifflen sent Jan Levison, a hotshot from Corporate, to meet with our Regional Manger, Michael Scott.  There was a rumour that they were going to shut our branch down because of our lack of critical thinking skills.  It seems that we all just did what we were told without really thinking.  They said that Michael wasn’t getting the best out of his people and that our branch was the least profitable in the whole company.  We were all freaking out when Corporate sent Michael to the corporate retreat, “Inspiring Staff Toward Critical Thinking”.  We all thought our jobs were on the chopping block because Michael doesn’t like conflict and isn’t a very good listener.

Anyway, when he got back from the retreat, things started to change.  I thought it was a joke when Michael explained that he wants us to create a “community for critical thought”.  He told us to expect that, over time, we should begin to feel safe and comfortable enough to rely on each other for support. So, some changes started to happen.  We used to have the meeting room set up in a traditional classroom style facing Michael.  Now, we sit in a circle and it really helps with conversations and sharing ideas.  I wear pants on meeting days now, because Kevin seemed to think that critical though meant staring at my legs. 

We used to start meetings with Michael talking… and talking….and talking. .  I think he was trying to be creative and inspire our team, but he would eventually trail off into some silly sidebar and not tell us about the priorities of Corporate or what they expected of us.  It made me feel like an idiot when managers from Corporate would call and I had no idea about the latest programs or marketing plans.  After all, I am the receptionist- I should know what’s going on and how to direct questions. 

What was the first sign of change?  At the last few meetings, Michael circulated the reports from last quarter and the Corporate’s marketing AHEAD of time!  He also filled us in on the new incentive program and all of the criteria by which they will base the incentives.  He said circulating information well in advance was an important part of a four-pronged approach to promote critical thinking.  And, it really did help to have all of the background information and relevant details.  For once, I knew enough details, and had enough time to think about what it all meant.  He even let Toby have a copy. 

What I couldn’t believe is that Michael asked us to feel free to interrupt with questions.  He usually asks us to save them until the end- and wraps up quickly before we can ask questions.  I think he doesn’t want to take a risk and become unpopular.  The temp, Ryan, says he learned this in business school and that Michael was modelling and encouraging habits of mind of exemplary critical thinkers.  I don’t know the technical terms…but I think we are all now open to new ideas and laughing more.  I even saw Angela laugh- and she wasn’t even watching a kitten video at the time. 

We were all confused when Darryl, from the warehouse, came to our last meeting.  Usually, we don’t ever meet together.  Michael said that critical thinkers include new perspectives.  Darryl is really smart and had good ideas.  Michael said that critical thinkers think broadly about issues and Darryl certainly helped us to consider the situation from beyond the silos of our individual roles.   Darryl’s ideas also helped us to consider which ideas were good, better.  When bonuses are on the line we NEED to  judge which ideas will get us the very best results. 

It’s strange.  Even the office vocabulary is changing.  Kelly made signs with the words “conclusion”, “premise”, “cause” and “effect” and she waves them every time we refer to the words of critical thinking.  We call her our “critical thinking cheerleader”.  She originally suggested a drinking game with the same idea, but we applied critical thought to that idea and decided it wasn’t in our best interest.  We are so close now that on meeting days we all meet at Poor Richards after.  Even if there is a hot topic on the agenda we still remain friends.

It seems strange to say but Michael is really big on thinking strategies now.  He often asks us to make a decision, together.  This is never easy, compared to our old method (which was to spin a modified version of the prize wheel Jim and I created for office chores).    Yes, it is harder and takes longer to hear all of the perspectives and to weigh the evidence, but it makes us feel like we have some control and a sense that our ideas matter.  I noticed Stanley’s crossword puzzle wasn’t finished today… maybe he is too busy looking, criticall, into the 401k question that came up at the last meeting. 

In the past, decisions would be made behind closed doors, usually by Michael avoiding responsibility and Dwight looking to lead us by force.  It was always frightening when the two of them would close the blinds in the office because you just knew that something was about to go horribly wrong.  Now, everything is out in the open.  Michael is completely overt about the criteria on which we base our decisions and there are no hidden agendas or consequences. I saw Dwight updating his resume the other day- but not me-I am getting excited about doing the artwork for the mural in the warehouse.

The Dunder Mifflen HR manual talks about valuing critical thinking and creativity, and how “employees are the heart of the organization.”  I didn’t believe it before.  But,  before we created the community of critical thinkers, it wasn’t actually true.  It is amazing what a difference it makes having a manager who is committed to nurturing a community of critical thinkers!  It isn’t just the morale and support, I think Michael was often supportive in his own crazy way, but it is about having practical tools and strategies for critical thinking that keep us focused on the bottom line.  “That’s what she said”.    (sorry).

We are on the same page now, speaking the language of critical thinking and developing habits of mind that support critical thought.  We are asking each other, not only for support, but seeking expertise in background knowledge and making sure we don’t experience tunnel vision that could lead to poor judgement.  I feel valued and validated because of what Michael has taught us about critical thinking, strategies and communities.  I think of issues now as a puzzle to be solved and it is fun to be challenged at work. 

All of us in the “community of critical thought” decided that we wanted to do something to recognize Michael as a role model of critical thinking.  We bought him a “World’s Best Boss” mug and he displays it on his desk.  (He put the one he bought himself in his desk drawer). 

 

Generalized References:

Case, R., & Balcaen, P. (2008). “Supporting a community of critical thinkers.” In: Case, R. & Clark, P. (Eds.). The Anthology of Social Studies: Issues and Strategies for Elementary Educators, Pacific Educational Press, Vancouver. 

Case, R., & Daniels, L. (2008). “Teaching the tools to think critically.” In: Case, R. & Clark, P. (Eds.). The Canadian Anthology of Social Studies Volume Two: Issues and Strategies for Secondary Teachers, pp.74-85. Vancouver, BC: Pacific Educational Press.  

Wearing, J. (n.d).  “Teaching strategies for critical thinking learning activities.  Queen’s University- Faculty of Education.  Pp.1-2.  Kingston, ON  Queen’s University.