Creative Problem Solving Principles of Creative Problem Solving.

Creative Problem SolvingCreative Problem Solving

Principles of Creative Problem Principles of Creative Problem SolvingSolving


The connection between critical thinking The connection between critical thinking and creative problem solving.and creative problem solving.Critical thinking is necessary for analyzing Critical thinking is necessary for analyzing arguments and for rational decision arguments and for rational decision making.making.Creative thinking is necessary for Creative thinking is necessary for developing alternatives to our ways of life.developing alternatives to our ways of life.Convergent & divergent thinking.Convergent & divergent thinking.We move back and forth quite often.We move back and forth quite often.


What is creative problem solving?What is creative problem solving?

Dividing the concept into two parts:Dividing the concept into two parts:

CreativityCreativity

Problem solvingProblem solving


Creativity:Creativity:

““Creativity is a cognitive activity that Creativity is a cognitive activity that results in a new or novel way of viewing a results in a new or novel way of viewing a problem or situation.” problem or situation.”

““Creativity is the process of challenging Creativity is the process of challenging accepted ideas and ways of doing things accepted ideas and ways of doing things in order to find new solutions or concepts.”in order to find new solutions or concepts.”


““Creativity involves changing your Creativity involves changing your assumptions and beliefs.”assumptions and beliefs.”


Problem solving:Problem solving:

““Problem solving is a thinking that is Problem solving is a thinking that is directed toward the solving of a specific directed toward the solving of a specific problem that involves both the information problem that involves both the information of responses and the selection among of responses and the selection among possible responses.”possible responses.”


Creative problem solving is a method by Creative problem solving is a method by which we can analyze any problem in a which we can analyze any problem in a creative way.creative way.


CPS is as old as man’s existence on CPS is as old as man’s existence on earth.earth.

The power of CPS: we can do almost The power of CPS: we can do almost anything.anything.


Problem solving is in every corner of Problem solving is in every corner of human activity.human activity.

Problems are part of our lives.Problems are part of our lives.

Creative people have always tried to find Creative people have always tried to find solutions.solutions.

Finding solutions is essential to human Finding solutions is essential to human race.race.


Traditional approach has always relied on Traditional approach has always relied on logical, tested methods.logical, tested methods.

Today things have changed by Today things have changed by encouraging creative ability.encouraging creative ability.

Why creativity:Why creativity:

Need for novel and complex stimulationNeed for novel and complex stimulation

Need to communicate ideasNeed to communicate ideas

Need to solve problems.Need to solve problems.


Most people are creative, but they vary in Most people are creative, but they vary in degree.degree.

Some people are naturally creative.Some people are naturally creative.

We can improve creativity, but hard to go We can improve creativity, but hard to go beyond borders.beyond borders.


Creativity requires facts (material)Creativity requires facts (material)We started from searching for food and We started from searching for food and shelter to searching for life on other shelter to searching for life on other planets.planets.Creativity starts with questioning. Are Creativity starts with questioning. Are objects really just what we assume them objects really just what we assume them to be?to be?Recognizing the inherent potential.Recognizing the inherent potential.Connecting the previous unconnected ideaConnecting the previous unconnected idea


No dominant theory on creativity.No dominant theory on creativity.

According to Wallas creative process has According to Wallas creative process has four stages:four stages:

Preparation: problem identification, facts.Preparation: problem identification, facts.

Incubation: swim in the winter, ice-skate in Incubation: swim in the winter, ice-skate in the summer. the summer.

Illumination: solution, decision.Illumination: solution, decision.

Verification: testing, replication.Verification: testing, replication.


Creative problem solving plan:Creative problem solving plan:

Any kind of problem can be solved.Any kind of problem can be solved.

We need a positive attitude.We need a positive attitude.

All problems can be solved, but not all to a All problems can be solved, but not all to a perfection.perfection.


Creative problem solving plan:Creative problem solving plan:According to Dobroski, the plan has five According to Dobroski, the plan has five phases:phases:Information phase,Information phase,Ideation phase,Ideation phase,Evaluation phase,Evaluation phase,Decision-making phase,Decision-making phase,Implementation phase.Implementation phase.


Teaching creativity:Teaching creativity:

We can become more flexible, but not We can become more flexible, but not Mozart.Mozart.

Developing a knowledge base: Newton - Developing a knowledge base: Newton - apple.apple.

Creating the right atmosphere: generating Creating the right atmosphere: generating ideas, brainstorming.ideas, brainstorming.

Searching for analogies.Searching for analogies.


Cultural barriers to creativity.Cultural barriers to creativity.

Open your mind: brake mental barriers.Open your mind: brake mental barriers.

Breaking out routines, being original.Breaking out routines, being original.

See the possible out of the impossible.See the possible out of the impossible.

Lose your fear.Lose your fear.

Creativity takes nurturing and preparation.Creativity takes nurturing and preparation.


The Information Phase and its The Information Phase and its TechniquesTechniques


Open your mind:Open your mind:No prejudicesNo prejudices

No mental barriersNo mental barriers

Be open to new connectionsBe open to new connections


Immerse yourself in life:Immerse yourself in life:Become part of the idea.Become part of the idea.

Disappear for a while.Disappear for a while.

Connect always with the scene you loveConnect always with the scene you love


Lose your fear:Lose your fear:Don’t think too much what might go wrong.Don’t think too much what might go wrong.

Fear affects your performance.Fear affects your performance.

The energy fear can be used positively.The energy fear can be used positively.


Avoid angriness:Avoid angriness:Angriness makes us blind.Angriness makes us blind.

Don’t hate something for no apparent Don’t hate something for no apparent reason.reason.

If you don’t enjoy something don’t do it.If you don’t enjoy something don’t do it.


Learn to live free:Learn to live free:You can’t be forced to learn.You can’t be forced to learn.

Learning without pressure.Learning without pressure.

Learning by having fun.Learning by having fun.

Learning must be emotionally and Learning must be emotionally and intellectually moving.intellectually moving.


Break out routines:Break out routines:Don’t be Pavlovian.Don’t be Pavlovian.

Try talking to children about their wisdom.Try talking to children about their wisdom.

Ask many questions about objects.Ask many questions about objects.

Make a habit of choice and not a choice of Make a habit of choice and not a choice of habit.habit.


Persist:Persist:Setting realistic goals.Setting realistic goals.

Build on your success inch by inch.Build on your success inch by inch.

Don’t play many games at the same time.Don’t play many games at the same time.

Agree with others on the game you want Agree with others on the game you want to play.to play.

A pawn in a chess becomes a quen.A pawn in a chess becomes a quen.


Resist boredom and indifference:Resist boredom and indifference:Many people follow the short cut.Many people follow the short cut.

Boredom can be quite exhausting.Boredom can be quite exhausting.

Remain fresh all the time with new ideas.Remain fresh all the time with new ideas.


Remove walls of your mind:Remove walls of your mind:We shouldn’t build mazes in our mind.We shouldn’t build mazes in our mind.

Share knowledge, expertise, etc.Share knowledge, expertise, etc.

Develop your imagination.Develop your imagination.


Shift your social solar system:Shift your social solar system:Don’t give the wrong elements undue Don’t give the wrong elements undue importance.importance.

We give to the work too much importance.We give to the work too much importance.

Education should be at the centre of Education should be at the centre of universe.universe.

Don’t be stubborn to change if you are Don’t be stubborn to change if you are wrong.wrong.


Secrets of successful people:Secrets of successful people:Successful men are those who Successful men are those who deal with deal with people.people.Rule 1: Treat everyone as very important.Rule 1: Treat everyone as very important.Rule 2: Be friendly.Rule 2: Be friendly.Rule 3: Let the other do the talking.Rule 3: Let the other do the talking.Rule 4: Don’t win an argument.Rule 4: Don’t win an argument.Rule 5: Being in other fellow’s shoes.Rule 5: Being in other fellow’s shoes.Rule 6: Practise finding good people.Rule 6: Practise finding good people.


The information phase:The information phase:

Defining the problem –Defining the problem –

What is the problem?What is the problem?

““How” or “in what ways” prepares the How” or “in what ways” prepares the creative attack.creative attack.


Analyzing the problem –Analyzing the problem –

The nine-step process:The nine-step process:

1. Observation: Use all our senses to 1. Observation: Use all our senses to assemble all the facts of the problem.assemble all the facts of the problem.

No opinions or personal impressions.No opinions or personal impressions.


2. Definition:2. Definition:

Defining the problem properly.Defining the problem properly.

Everything clear before beginning to work.Everything clear before beginning to work.


3. Preparation:3. Preparation:

Organize data.Organize data.

Arrange in order of time.Arrange in order of time.

Arrange in order of sequence.Arrange in order of sequence.

Arrange in logical order.Arrange in logical order.


4. Analysis of the problem:4. Analysis of the problem:

Problem broken into parts.Problem broken into parts.

Brake parts concretely or imaginatively.Brake parts concretely or imaginatively.


5. The synectic process:5. The synectic process:

Dividing problem into two phases:Dividing problem into two phases:

A) make the strange familiarA) make the strange familiar

B) make the familiar strange.B) make the familiar strange.


6. Divide-and-conquer procedure:6. Divide-and-conquer procedure:

Our mind can work seven attributes at one Our mind can work seven attributes at one time. time.


7. Questioning each part of the problem:7. Questioning each part of the problem:


8. Ascertaining the concrete facts:8. Ascertaining the concrete facts:

Nothing is a proven fact.Nothing is a proven fact.


9. Ascertaining the influential factors:9. Ascertaining the influential factors:

Objective or subjective.Objective or subjective.


Analysis and simplification of the problem:Analysis and simplification of the problem:

Generalize the problemGeneralize the problem

Narrow it down.Narrow it down.

Make it as simple as possible.Make it as simple as possible.


Redefinition of the problem:Redefinition of the problem:

Redefine the problem before we start.Redefine the problem before we start.


Goals in problem solving:Goals in problem solving:

Setting goals beside the actual goal of Setting goals beside the actual goal of solving the problem.solving the problem.


Preparing yourself to attain the goal:Preparing yourself to attain the goal:

After setting the goal start preparing.After setting the goal start preparing.


ExercisesExercises


What it means being open minded?What it means being open minded?Why do we have to be open minded?Why do we have to be open minded?In being open minded we have to take into In being open minded we have to take into consideration certain elements. Which one consideration certain elements. Which one is not one of them?is not one of them?A) No prejudicesA) No prejudicesB) No mental barrierB) No mental barrierC) Open to new connectionsC) Open to new connectionsD) Being angry. D) Being angry.


Some people have discovered something Some people have discovered something because they have disappeared for a because they have disappeared for a while working on the problem. Which while working on the problem. Which phenomenon explains better this phenomenon explains better this situation?situation?A) opening your mindA) opening your mindB) losing your fearB) losing your fearC) immersing yourself in lifeC) immersing yourself in lifeD) shifting your social solar system.D) shifting your social solar system.


What does it mean losing the fear?What does it mean losing the fear?

What might happen if we think too much What might happen if we think too much that something might go wrong?that something might go wrong?

What is the connection of the fear with What is the connection of the fear with your performance?your performance?

Do you think that we can use the energy of Do you think that we can use the energy of fear positively? fear positively?


What has angriness to do with creativity?What has angriness to do with creativity?

Do you think that being angry can play a Do you think that being angry can play a positive role on creativity?positive role on creativity?

True / FalseTrue / False

We can avoid angriness by hating We can avoid angriness by hating somebody for no reason?somebody for no reason?

You should do something that you don’t You should do something that you don’t enjoy it for reducing angriness?enjoy it for reducing angriness?


We can learn to live free if we take into We can learn to live free if we take into consideration certain elements. Which one consideration certain elements. Which one of the following is not one of them?of the following is not one of them?

A) learning without pressureA) learning without pressure

B) learning by having funB) learning by having fun

C) learning by forceC) learning by force

D) learning at your own pace.D) learning at your own pace.


True / FalseTrue / FalseWe can break out routines if we follow the We can break out routines if we follow the classical conditioning of Ivan Pavlov.classical conditioning of Ivan Pavlov.

We can break out routines if we talk to We can break out routines if we talk to children about their wisdom.children about their wisdom.

We should make a choice of habit and not We should make a choice of habit and not a habit of choice.a habit of choice.


What is the input of persistence on What is the input of persistence on creativity?creativity?

Do you think that these two concepts can Do you think that these two concepts can go together? If yes, can you justify this?go together? If yes, can you justify this?


What is the connection of mental short What is the connection of mental short cuts and creativity?cuts and creativity?

Do you think that someone can be creative Do you think that someone can be creative although he or she has created so many although he or she has created so many mental short cuts in his or her mind?mental short cuts in his or her mind?


Talk about your personal opinion with Talk about your personal opinion with regard to sharing our knowledge and regard to sharing our knowledge and expertise with others?expertise with others?


What should be the at the centre of our What should be the at the centre of our own social solar system? Personal own social solar system? Personal opinions and justification for opinions held.opinions and justification for opinions held.


According to your own opinion, what According to your own opinion, what makes some people successful and some makes some people successful and some others unsuccessful?others unsuccessful?

Do you think that the rules on being Do you think that the rules on being successful mentioned by Dombroski are successful mentioned by Dombroski are acceptable to you? acceptable to you?


What do you think about the nine-step What do you think about the nine-step process of analyzing a problem presented process of analyzing a problem presented by Dombroski?by Dombroski?

What do you think about the synectic What do you think about the synectic process?process?

Do you think that the ends justify the Do you think that the ends justify the means with regard to the procedure of means with regard to the procedure of divide-and-conquer.divide-and-conquer.


Do you think that we can challenge any Do you think that we can challenge any object in a creative way?object in a creative way?

Do you think that there are certain facts Do you think that there are certain facts that cannot be challenged creatively?that cannot be challenged creatively?

Creative TechniquesCreative Techniques


BionicsBionics

Is the application of methods and systems found Is the application of methods and systems found in nature to the study and design of engineering in nature to the study and design of engineering systems and modern technology. systems and modern technology.

The bionic method is based on this perception The bionic method is based on this perception and attempts to derive direct approaches to and attempts to derive direct approaches to solutions from analogous cases in the animal or solutions from analogous cases in the animal or vegetable kingdom. vegetable kingdom.

For example, a great many ideas for aircraft For example, a great many ideas for aircraft development are taken from insects and birds.development are taken from insects and birds.


In 1928 Philip Drinker and Louis A. Shaw of the In 1928 Philip Drinker and Louis A. Shaw of the Harvard School of Public Health designed the Harvard School of Public Health designed the iron lung to allow poliomyelitis patients to iron lung to allow poliomyelitis patients to breathe. breathe. Denton Cooley in 1969 and Robert Jarvik in Denton Cooley in 1969 and Robert Jarvik in 1982 and 1984 devised artificial hearts for 1982 and 1984 devised artificial hearts for temporary use. temporary use. The 1961 Nobel Prize winner for physiology or The 1961 Nobel Prize winner for physiology or medicine, Georg von Békésy, discovered the medicine, Georg von Békésy, discovered the mechanisms of stimulation of the inner ear, mechanisms of stimulation of the inner ear, which enabled the Minnesota Mining and which enabled the Minnesota Mining and Manufacturing Company to develop the cochlear Manufacturing Company to develop the cochlear implant in 1973, bringing varying degrees of implant in 1973, bringing varying degrees of hearing to the totally deaf. hearing to the totally deaf.


In the late 1980s, U.S. scientists studied In the late 1980s, U.S. scientists studied the neural systems in order to aid the neural systems in order to aid paralysis victims, persons with artificial paralysis victims, persons with artificial limbs, and the blind. limbs, and the blind.

Kendall D. Wise and David J. Edell Kendall D. Wise and David J. Edell experimented with devices that could experimented with devices that could detect neural commands and transform detect neural commands and transform them into electronic commands to produce them into electronic commands to produce movement in paralyzed limbs. movement in paralyzed limbs.

Creative TechniquesCreative TechniquesIn the early 1990s Robert Birge of In the early 1990s Robert Birge of Syracuse University experimented with Syracuse University experimented with protein extracted from a saltwater protein extracted from a saltwater bacterium to develop an artificial eye, and bacterium to develop an artificial eye, and Carver Mead at the California Institute of Carver Mead at the California Institute of Technology worked on producing an all-Technology worked on producing an all-electronic silicon retina.electronic silicon retina.Research on mechanical prostheses Research on mechanical prostheses continued in the late 1990s, despite continued in the late 1990s, despite advances in the discovery of cloning, advances in the discovery of cloning, which focused scientific attention on the which focused scientific attention on the genetic replication of human organs.genetic replication of human organs.


Attribute ListingAttribute Listing

Attribute listing is a great technique for Attribute listing is a great technique for ensuring all possible aspects of a problem ensuring all possible aspects of a problem have been examined. have been examined.

Attribute listing is breaking the problem Attribute listing is breaking the problem down into smaller and smaller bits and down into smaller and smaller bits and seeing what you discover when you do.seeing what you discover when you do.


Attribute listing is a very useful technique Attribute listing is a very useful technique for quality improvement of complicated for quality improvement of complicated products, procedures for services. products, procedures for services.

This allows you to focus on one specific This allows you to focus on one specific part of a product or process before part of a product or process before generating a whole lot of ideas.generating a whole lot of ideas.


List attributesList attributes

For the object or thing in question, list as For the object or thing in question, list as many attributes as you can. Thus, for many attributes as you can. Thus, for example, a screwdriver has attributes of example, a screwdriver has attributes of 'applies torque', 'metal shaft', etc.'applies torque', 'metal shaft', etc.

It can also be useful to first break the It can also be useful to first break the object down into constituent parts and look object down into constituent parts and look at the attributes of each part in question. at the attributes of each part in question.


Consider value of attributesConsider value of attributes

For each attribute, ask 'what does this For each attribute, ask 'what does this give'? Seek the real value of each give'? Seek the real value of each attribute. It is also possible that attributes attribute. It is also possible that attributes have 'negative value' -- ie. they detract have 'negative value' -- ie. they detract from the overall value of the object.from the overall value of the object.


Modify attributesModify attributesFinally look for ways in which you can Finally look for ways in which you can modify the attributes in some way. Thus modify the attributes in some way. Thus you can increase value, decrease negative you can increase value, decrease negative value or create new value.value or create new value.Thus, for example, you could modify the Thus, for example, you could modify the attributes of the screwdriver handle to be attributes of the screwdriver handle to be 'comfortable grip' by adding a rubber 'comfortable grip' by adding a rubber sleeve.sleeve.


Attribute Listing works as a Attribute Listing works as a decompositional approach, breaking the decompositional approach, breaking the problem down into smaller parts that can problem down into smaller parts that can be examined individually. All things have be examined individually. All things have attributes which are sometimes attributes which are sometimes overlooked. By deliberately focusing on overlooked. By deliberately focusing on these, you can find new ways to be these, you can find new ways to be creativecreative


Six Thinking HatsSix Thinking Hats De Bono considered human cognition and De Bono considered human cognition and thought to be of several types, thought to be of several types, approaches, or orientations. He theorized approaches, or orientations. He theorized that of these approaches, most people that of these approaches, most people used only one or two of the approaches used only one or two of the approaches and that people developed thinking habits and that people developed thinking habits which in turn limited people to those which in turn limited people to those approaches.approaches.


WhiteWhite hat (Blank sheet): Information & reports hat (Blank sheet): Information & reports ((objectiveobjective) ) RedRed hat (Fire): Intuition, opinion & emotion hat (Fire): Intuition, opinion & emotion ((subjectivesubjective) ) YellowYellow hat (Sun): Praise, positive aspects, hat (Sun): Praise, positive aspects, ((objectiveobjective) ) BlackBlack hat (Judge's robe): Criticism, negative hat (Judge's robe): Criticism, negative aspects, (aspects, (objectiveobjective) ) GreenGreen hat (Plant): Alternatives, new approaches hat (Plant): Alternatives, new approaches & 'everything goes' (& 'everything goes' (speculative/creativespeculative/creative) ) BlueBlue hat (Sky): "Big Picture," "Conductor hat," hat (Sky): "Big Picture," "Conductor hat," "Meta hat," "thinking about thinking", overall "Meta hat," "thinking about thinking", overall process (process (overviewoverview))


White Hat:White Hat:With this thinking hat you focus on the With this thinking hat you focus on the data available. Look at the information you data available. Look at the information you have, and see what you can learn from it. have, and see what you can learn from it. Look for gaps in your knowledge, and Look for gaps in your knowledge, and either try to fill them or take account of either try to fill them or take account of them.them.

This is where you analyze past trends, and This is where you analyze past trends, and try to extrapolate from historical data. try to extrapolate from historical data.


Red Hat:Red Hat:'Wearing' the red hat, you look at problems 'Wearing' the red hat, you look at problems using intuition, gut reaction, and emotion. using intuition, gut reaction, and emotion. Also try to think how other people will react Also try to think how other people will react emotionally. Try to understand the emotionally. Try to understand the responses of people who do not fully know responses of people who do not fully know your reasoning.your reasoning.


Black Hat:Black Hat:Using black hat thinking, look at all the bad Using black hat thinking, look at all the bad points of the decision. Look at it cautiously points of the decision. Look at it cautiously and defensively. Try to see why it might and defensively. Try to see why it might not work. This is important because it not work. This is important because it highlights the weak points in a plan. It highlights the weak points in a plan. It allows you to eliminate them, alter them, allows you to eliminate them, alter them, or prepare contingency plans to counter or prepare contingency plans to counter them them


Yellow Hat:Yellow Hat:The yellow hat helps you to think The yellow hat helps you to think positively. It is the optimistic viewpoint that positively. It is the optimistic viewpoint that helps you to see all the benefits of the helps you to see all the benefits of the decision and the value in it. Yellow Hat decision and the value in it. Yellow Hat thinking helps you to keep going when thinking helps you to keep going when everything looks gloomy and difficult. everything looks gloomy and difficult.


Green Hat:Green Hat:The Green Hat stands for creativity. This is The Green Hat stands for creativity. This is where you can develop creative solutions where you can develop creative solutions to a problem. It is a freewheeling way of to a problem. It is a freewheeling way of thinking, in which there is little criticism of thinking, in which there is little criticism of ideas. ideas.


Blue Hat:Blue Hat:The Blue Hat stands for process control. The Blue Hat stands for process control. This is the hat worn by people chairing This is the hat worn by people chairing meetings. meetings.


Problem: Students Talking While Problem: Students Talking While Others Are Talking Or TeachingOthers Are Talking Or Teaching


1) White Hat: state the facts1) White Hat: state the facts

- students are talking when Mrs Dyck is - students are talking when Mrs Dyck is talkingtalking- there is noise so that others are - there is noise so that others are distracted or can't heardistracted or can't hear- students don't know what to do after Mrs - students don't know what to do after Mrs Dyck has given directionsDyck has given directions- many students get silly or off task- many students get silly or off task


2) Red Hat: state the emotions2) Red Hat: state the emotions

- Mrs Dyck feels offended- Mrs Dyck feels offended- Students are frustrated because they - Students are frustrated because they can't hear directionscan't hear directions- Those talking enjoy joking around and - Those talking enjoy joking around and being heardbeing heard


3) Black Hat: negative aspects3) Black Hat: negative aspects

- time is wasted- time is wasted- learning is compromised- learning is compromised- those who legitimately have the floor feel - those who legitimately have the floor feel that listeners don't care about what they that listeners don't care about what they are sayingare saying- chaos in the classroom- chaos in the classroom


4) Yellow Hat: positives of the situation are 4) Yellow Hat: positives of the situation are examinedexamined

- everyone gets to say what is on their mind- everyone gets to say what is on their mind- it can be fun- it can be fun- you don't have to wait until you speak and - you don't have to wait until you speak and therefore don't forget what you want to saytherefore don't forget what you want to say- not just the "smart" kids get to speak- not just the "smart" kids get to speak


5) Green Hat: creative ideas that come with seeing the problem 5) Green Hat: creative ideas that come with seeing the problem in a new lightin a new light

- Mrs Dyck will be more aware of the amount of - Mrs Dyck will be more aware of the amount of time that she "talks"time that she "talks"- Mrs Dyck will try to include interaction from - Mrs Dyck will try to include interaction from many different students, not just the "smart" kidsmany different students, not just the "smart" kids- students will work on resisting the need to say - students will work on resisting the need to say everything that comes into their mind. They will everything that comes into their mind. They will ask themselves if this is "on topic" and "if this ask themselves if this is "on topic" and "if this needs to be shared at this time. " needs to be shared at this time. " - students will think about whether their - students will think about whether their comment will interfere with other people's comment will interfere with other people's learning.learning.


6) Blue Hat: Sum up what is learned6) Blue Hat: Sum up what is learned

- Mrs Dyck learned that she needs to limit the - Mrs Dyck learned that she needs to limit the amount of time she uses "Talking" as a form of amount of time she uses "Talking" as a form of teachingteaching- Mrs Dyck needs to involve all students in - Mrs Dyck needs to involve all students in discussion. She needs to look for the one who discussion. She needs to look for the one who rarely offers comments or is quietly waiting to be rarely offers comments or is quietly waiting to be picked to answer.picked to answer.- students realize that just to "get the laugh" of - students realize that just to "get the laugh" of the moment, they are jeopardizing other the moment, they are jeopardizing other people's learningpeople's learning- students learned that speaking whenever you - students learned that speaking whenever you want shows a lack of self-discipline and that not want shows a lack of self-discipline and that not everything that goes through our minds is worth everything that goes through our minds is worth sharingsharing


Bloom's TaxonomyBloom's Taxonomy

Is a classification of the different objectives Is a classification of the different objectives and skills that educators set for students. and skills that educators set for students. The taxonomy was proposed in The taxonomy was proposed in 19561956 by by Benjamin BloomBenjamin Bloom, an , an educational psychologisteducational psychologist at the at the University of ChicagoUniversity of Chicago..


Bloom's Taxonomy divides educational Bloom's Taxonomy divides educational objectives into three "domains:" Affective, objectives into three "domains:" Affective, Psychomotor, and Cognitive. Within each Psychomotor, and Cognitive. Within each domain are different levels of learning, domain are different levels of learning, with higher levels considered more with higher levels considered more complex and closer to complete mastery complex and closer to complete mastery of the subject matter. A goal of Bloom's of the subject matter. A goal of Bloom's Taxonomy is to motivate educators to Taxonomy is to motivate educators to focus on all three domains, creating a focus on all three domains, creating a more more holisticholistic form of education form of education


Knowledge:Knowledge:

observation and recall of information observation and recall of information

knowledge of dates, events, places knowledge of dates, events, places

knowledge of major ideas knowledge of major ideas

mastery of subject matter mastery of subject matter


Comprehension:Comprehension:

understand information understand information

grasp meaning grasp meaning

translate knowledge into new context translate knowledge into new context

interpret facts, compare, contrast interpret facts, compare, contrast

order, group, infer causes order, group, infer causes

predict consequences predict consequences


Application:Application:

use information use information

use methods, concepts, theories in new use methods, concepts, theories in new situations situations

solve problems using required skills or solve problems using required skills or knowledge knowledge


Analysis:Analysis:

see patterns see patterns

organize components organize components

recognition of hidden meanings recognition of hidden meanings

identification of component parts identification of component parts


Synthesis:Synthesis:

use old ideas to create new ones use old ideas to create new ones

generalize from facts generalize from facts

relate knowledge from several areas relate knowledge from several areas

predict, draw conclusionspredict, draw conclusions


Evaluation:Evaluation:

compare and discriminate between ideas compare and discriminate between ideas

assess value of theories, presentations assess value of theories, presentations

make choices based on reasoned make choices based on reasoned argument argument

verify value of evidence verify value of evidence

recognize subjectivity recognize subjectivity


KnowledgeKnowledge: arrange, define, duplicate, : arrange, define, duplicate, label, list, memorize, name, order, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce recognize, relate, recall, repeat, reproduce state. state.

ComprehensionComprehension: classify, describe, : classify, describe, discuss, explain, express, identify, discuss, explain, express, identify, indicate, locate, recognize, report, restate, indicate, locate, recognize, report, restate, review, select, translate, review, select, translate,


ApplicationApplication: apply, choose, demonstrate, : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, operate, practice, schedule, sketch, solve, use, write. use, write.

AnalysisAnalysis: analyze, appraise, calculate, : analyze, appraise, calculate, categorize, compare, contrast, criticize, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, differentiate, discriminate, distinguish, examine, experiment, question, test. examine, experiment, question, test.


SynthesisSynthesis: arrange, assemble, collect, : arrange, assemble, collect, compose, construct, create, design, compose, construct, create, design, develop, formulate, manage, organize, develop, formulate, manage, organize, plan, prepare, propose, set up, write. plan, prepare, propose, set up, write.

EvaluationEvaluation: appraise, argue, assess, : appraise, argue, assess, attach, choose compare, defend estimate, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, judge, predict, rate, core, select, support, value, evaluate.value, evaluate.

Developing CreativityDeveloping Creativity


Overcoming barriers:Overcoming barriers:

Adapting your thinking processAdapting your thinking process

Human beings have a natural tendency to Human beings have a natural tendency to seek quick and simple solutions to seek quick and simple solutions to problems.problems.

We search for the facts to support our We search for the facts to support our chosen solution.chosen solution.


Overcoming barriers:Overcoming barriers:

Rule 1: Necessity.Rule 1: Necessity. Realize that being Realize that being creative isn’t a luxury for the organization; creative isn’t a luxury for the organization; it’s a necessity. Thus you should always it’s a necessity. Thus you should always be motivated—for the good of the be motivated—for the good of the organization and, consequently, for your organization and, consequently, for your own good—to be creative. own good—to be creative.


Rule 2: Get the dataRule 2: Get the data. Do some research . Do some research and make your case as solid as possible and make your case as solid as possible so that it becomes more difficult for so that it becomes more difficult for someone to reject it out of hand. someone to reject it out of hand.


Rule 3Rule 3. . Change your perceptionChange your perception. Look at . Look at a problem from a variety of perspectives. a problem from a variety of perspectives. Initially, examine the problem by breaking Initially, examine the problem by breaking it into separate pieces. Then find some it into separate pieces. Then find some way to way to reallyreally see (perhaps for the first see (perhaps for the first time) those elements of the whole. time) those elements of the whole.


Rule 4Rule 4.. Eliminate distractions Eliminate distractions. . Uninterrupted concentration is important Uninterrupted concentration is important for generating new ideas. Be aware that for generating new ideas. Be aware that you may think you’re thinking about the you may think you’re thinking about the problem when, in fact, you are thinking problem when, in fact, you are thinking about something that interferes with your about something that interferes with your creativity. The distraction of a phone call, creativity. The distraction of a phone call, a visitor—or even internal distractions like a visitor—or even internal distractions like concern about getting your ideas a fair concern about getting your ideas a fair hearing—can stop your creative thinking. hearing—can stop your creative thinking.


Rule 5. Don’t go after one answer.Rule 5. Don’t go after one answer. There There may be several solutions to a problem, so may be several solutions to a problem, so don’t just stop after you’ve hit the first don’t just stop after you’ve hit the first answer. Generate as many as you can. answer. Generate as many as you can. The larger the pool of possible solutions, The larger the pool of possible solutions, the more likely you will find the more likely you will find thethe winner. winner.


Rule 6. Verbalize.Rule 6. Verbalize. Words are the tools of Words are the tools of thought. Don’t just stare at the problem. thought. Don’t just stare at the problem. Write down your ideas, or your route to Write down your ideas, or your route to getting those ideas. Discuss the issue getting those ideas. Discuss the issue with others. with others.


Rule 7. Take notes. Rule 7. Take notes. New ideas are New ideas are ephemeral. They’re easy to forget. That’s ephemeral. They’re easy to forget. That’s why you should record them before they why you should record them before they disappear. Since ideas don’t have the disappear. Since ideas don’t have the courtesy to announce themselves in courtesy to announce themselves in advance, be ready to trap them when they advance, be ready to trap them when they do appear. do appear.


Rule 8. Don’t follow rules.Rule 8. Don’t follow rules. Loosen up. Loosen up. Smash a few icons. Do your thinking in Smash a few icons. Do your thinking in youryour own way. Everyone is different. own way. Everyone is different.


Making the time:Making the time:Japanese believe that there are four types Japanese believe that there are four types of managerial time:of managerial time:Operational time (correcting yesterday’s Operational time (correcting yesterday’s errors).errors).Strategic time (planning for the future).Strategic time (planning for the future).Innovative time (competitive tomorrow).Innovative time (competitive tomorrow).Kaizen time (continuous improvements).Kaizen time (continuous improvements).


Believing in change:Believing in change:

Sometimes we have creative ideas, but Sometimes we have creative ideas, but scared to go outside the box.scared to go outside the box.

We don’t like our ideas to be rejected.We don’t like our ideas to be rejected.

The unknown is seen as dangerous.The unknown is seen as dangerous.

Change involves having the courage to Change involves having the courage to challenge the status quo.challenge the status quo.

Thinking the unthinkable.Thinking the unthinkable.


Ignoring the ridicule:Ignoring the ridicule:

When you put forward a creative idea, you When you put forward a creative idea, you stand the risk of being called foolish.stand the risk of being called foolish.

The fear of looking foolish prevents people The fear of looking foolish prevents people from voicing their ideas.from voicing their ideas.

Have confidence in your ideas.Have confidence in your ideas.


Changing your approach:Changing your approach:

The way you do things is determined by The way you do things is determined by your values – your beliefs.your values – your beliefs.

Beliefs are influenced by your culture or Beliefs are influenced by your culture or your character.your character.

If you enjoy structure you resist changes.If you enjoy structure you resist changes.

If you are flexible you will enjoy change.If you are flexible you will enjoy change.


Learning to change:Learning to change:

Some people fight changeSome people fight change

Some people embrace changeSome people embrace change

Some people wait and see about changeSome people wait and see about change

Identify the change, commit to the change, Identify the change, commit to the change, resolve obstacles, then take your action.resolve obstacles, then take your action.


Exercising your mind:Exercising your mind:

Freeing up your mind.Freeing up your mind.

Train your mind to work in new ways.Train your mind to work in new ways.

For example, imagine where do you like to For example, imagine where do you like to be in year’s time.be in year’s time.

Touch the image, hear, and feel.Touch the image, hear, and feel.


Stimulating creative thinking:Stimulating creative thinking:

Our reaction to a problem is instinctive.Our reaction to a problem is instinctive.

Pinpoint what you want, so that you can Pinpoint what you want, so that you can set about achieving it.set about achieving it.

Think in terms of results you want to Think in terms of results you want to achieve.achieve.

Focus on questions rather than predicting Focus on questions rather than predicting answers.answers.


Using physical activity:Using physical activity:

Certain types of physical activity can Certain types of physical activity can provide the right conditions for creative provide the right conditions for creative thinking.thinking.

Your motor senses keep the body Your motor senses keep the body functioning effectively.functioning effectively.

Chose a sport that you enjoy.Chose a sport that you enjoy.


Using mind mapping:Using mind mapping:

It helps change the way you look at It helps change the way you look at complex problems.complex problems.

Impose a model so that you view the Impose a model so that you view the problem in a different way.problem in a different way.

For example, draw the shape of a tree, For example, draw the shape of a tree, and write your problems on each branch of and write your problems on each branch of the tree.the tree.


Unfreezing your mind:Unfreezing your mind:

Disengage from the problemDisengage from the problem

Allow your sub-conscious mind to work on Allow your sub-conscious mind to work on the issue.the issue.

Go for a walk, think about something else, Go for a walk, think about something else, make a cup of coffee.make a cup of coffee.


Drawing to create ideas:Drawing to create ideas:

Visual images are a greater stimulus to Visual images are a greater stimulus to creativity than words.creativity than words.

Drawing can free up your mind.Drawing can free up your mind.


Importance of a positive attitude:Importance of a positive attitude:

There is nothing that is impossible.There is nothing that is impossible.


Flexibility in performance:Flexibility in performance:

We must be flexible in our performance.We must be flexible in our performance.

Imagination is the key to creativity.Imagination is the key to creativity.


Idea fluency:Idea fluency:

Ideas should be written down.Ideas should be written down.

Ideas are the raw materialIdeas are the raw material

Ideas must be generated all the time.Ideas must be generated all the time.


Ideas and reality:Ideas and reality:

There is a great difference between ideas There is a great difference between ideas and reality.and reality.

So many people give up of the idea So many people give up of the idea because it is far from reality.because it is far from reality.

Perseverance is very important to Perseverance is very important to overcome this problem.overcome this problem.


Successful-failure syndromeSuccessful-failure syndrome

We are taught that failure is bad.We are taught that failure is bad.

Each failure is a step closer to success.Each failure is a step closer to success.

Through failure, success will appear.Through failure, success will appear.


Lecture SummaryLecture Summary


Why there is a need to overcome barriers?Why there is a need to overcome barriers?

Why it is important not to seek quick and Why it is important not to seek quick and simple solutions to problems?simple solutions to problems?

What should come first, the solution or What should come first, the solution or searching for facts?searching for facts?

What is your opinion with regard to What is your opinion with regard to treating creativity as a luxury or necessity?treating creativity as a luxury or necessity?


What are the four managerial times What are the four managerial times according to Japanese?according to Japanese?

Do you think that we can apply these four Do you think that we can apply these four types of managerial time in our case or types of managerial time in our case or not?not?

What should be our priority with regard to What should be our priority with regard to these four managerial types?these four managerial types?


Why are people scared of change?Why are people scared of change?

What do you think about the dilemma of What do you think about the dilemma of living inside the status quo and feeling living inside the status quo and feeling comfortable and making change and comfortable and making change and feeling uncomfortable.feeling uncomfortable.


What do you think about the ridicule with What do you think about the ridicule with regard to ideas presented in public?regard to ideas presented in public?

Do you think that this kind of ridicule is Do you think that this kind of ridicule is quite present in our society? If yes, why do quite present in our society? If yes, why do you think that is the case?you think that is the case?


Do you think that the approach used so far Do you think that the approach used so far (whatever that might be) has been quite (whatever that might be) has been quite successful for us with regard to developing successful for us with regard to developing our own creativity?our own creativity?From where do we get our beliefs and From where do we get our beliefs and values?values?Do you think that we can find a way to Do you think that we can find a way to make use of our values and beliefs in make use of our values and beliefs in developing our creativity?developing our creativity?


What does exercising your mind mean to What does exercising your mind mean to you?you?

What is the benefit of training our mind?What is the benefit of training our mind?

How can we stimulate our thinking?How can we stimulate our thinking?

Is it true that we react to certain problems Is it true that we react to certain problems in an instinctive way?in an instinctive way?

Do you think that setting goals can help us Do you think that setting goals can help us to stimulate our own thinking?to stimulate our own thinking?


Do you think that physical activity can play Do you think that physical activity can play any positive role with regard to developing any positive role with regard to developing our own creativity?our own creativity?

Can you share any personal experience Can you share any personal experience when you felt like physical activities has when you felt like physical activities has helped in developing your creative helped in developing your creative potential?potential?


What is mind mapping?What is mind mapping?

Do you really think that mind mapping can Do you really think that mind mapping can be of significant help in developing our be of significant help in developing our creative potential? If yes, how? In what creative potential? If yes, how? In what way?way?


What does unfreezing your mind mean to What does unfreezing your mind mean to you?you?

Do you really believe that such kind of Do you really believe that such kind of disengagement from the problem itself can disengagement from the problem itself can help us developing our creative potential?help us developing our creative potential?


What is your personal opinion with regard What is your personal opinion with regard to drawing our ideas?to drawing our ideas?

Do you really think that visual images are Do you really think that visual images are a greater stimulus to creativity than a greater stimulus to creativity than words?words?


What is the role of having a positive What is the role of having a positive attitude with regard to challenges that we attitude with regard to challenges that we are facing?are facing?

Do you really think that everything is Do you really think that everything is possible?possible?


What is your personal opinion with regard What is your personal opinion with regard to being flexible in our performance?to being flexible in our performance?

What do you think about the idea fluency? What do you think about the idea fluency? Are we supposed to critique ideas while Are we supposed to critique ideas while they get presented?they get presented?


What is the connection between the ideas What is the connection between the ideas and the reality?and the reality?

How can this relation interfere with our How can this relation interfere with our generation of ideas? generation of ideas?


What do you think about the syndrome of What do you think about the syndrome of success and failure?success and failure?

Creative Problem Solving Principles of Creative Problem Solving.

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