Torrance Incubation Model for Creative Teaching and · PDF fileA Teaching Model for...
Transcript of Torrance Incubation Model for Creative Teaching and · PDF fileA Teaching Model for...
A Teaching Model for Integrating Creativity into ContentKeep in mind that:•Creativelearningandteachingisbestenhancedbynonauthoritarianmethodsandapproaches
•Creativitycanbedeliberatelytaughtandlearned,notonlyasastandalonetopic,butalsobyintegratingitsskillsintoothercontentareas
•Incubationwasabasicmechanismofcreativethinkingthatcanbedeliberatelyfacilitatedbyteachersortrainersininstructionalsituations.
“Itisgenerallyacceptedthatyoucanteachforcreativity.Teachingcreativityasthecontentoflearningstartswiththeidentificationofthespecificdimensionsofcreativityforinstruction.Itmayinclude,forexample,creativityprocesses,dimensionsofthecreativepersonality,andaffectiveandcognitiveskillsforcreativity.Creativitymaybethefocusofalessonand/orweavedintoalessonthatfocusesonanothercontentarea.Ratherthanassumingcreativityisanaturalpartthelearningprocessthatwill‘justhappen,’teachingcreativityallowsforgreaterclarityaroundtheessentialconcepts,theformulationofassessmentstoexaminethedegreetowhichthecre-ativitygoalsandobjectivesaremetanddeliberateplanningforthelearner’screativegrowth.Deliberateapproachestoteachingcreativityvaryandrequireatheoreticalfoundationandframeworkforcreativelearningtobemoreeffective.Otherwisecreativelearningcanbehap-hazard,focusingtobroadlyornarrowlyover-emphasizingaparticularskillordimension.Inordertodeepenthelearningregardingcreativitymethodsandprocesses,connectionsneedtobemadetousesinvaryingcontextsandareasoflearning.” (Keller-Mathers,2009,p.198-99)
Delivery: Lessondesignissimple&deliberate.Whenusedtointegratecreativityintocontentusetwosetsofobjectives.Objective IContentTopicorskillsObjective IICreativitySkilltobetaughtUsingdualformatdesignactivitiesforWarmingUp,DeepeningExpectations,andExtendingtheLearning.DesignActivitiesthatwillworkBOTHContentandCreativityskillatthesametime.
Integrating Creativity into Content: What to Select?Thereareproductiveframeworksthatcanbeusedtodeterminethecreativitycontentyouwishtointegrateintoanothercontentarea.It’simportanttoclearlyarticulateandunderstandwhataspectofcreativityyouareintegrating.Threeproductiveframeworksarearticulatedbelow.Theyincludetheclassic“Creativ-itySkillSet”firstidentifiedbyTorranceforuseintheIncubationModel(Torrance,1979),theclassic“4P’s”ofcreativityoutlinedbyRhodes(1961)andthecurrentThinkingSkillsintheCreativeProblemSolvingThinkingSkillsModel(Puccio,Murdock&Mance,2007).
Torrance’s Creativity Skill SetThe Problem:recognitionorawarenessofasituation;definitionoftheproblemandcommitmenttodealwithit;recognizingtheessenceofthedifficultyandidentifyingsubproblemsthataremanageableorcanbesolved.Produce and Consider Many Alternatives:fluency;amount;generatingmanyandvariedideas.Be Flexible:creatingvarietyincontent;producingdifferentcategories;changingone’smentalsettodosomethingdifferently;perceivingaproblemfromdifferentperspectives.Be Original:movingawayfromtheobvious;breakingawayfromhabitboundthinking;statisticallyinfrequentresponses;theabilitytocreatenovel,differentorunusualperspectives.Highlight the Essence:identifyingwhatismostimportantandabsolutelyessential;discardingerroneousorrelevantinformation;refiningaredealers,abandoningunpromisinginformation;allowingasingleproblemorideatobecomedominantandsynthesizingallofthisatthesametime.Elaborate-But Not Excessively:addingdetailsorideas--developingthem;fillingindetailsforpossibleimplementation.Keep Open: resistingprematureclosure;resistingthetensiontocompletethingsintheeasiest,quickestway.Be Aware of Emotions:recognizingverbalandnonverbalcues;responding,trustingandusingfeelingstobetterunderstandpeopleandsituations.Put Your Ideas in Context:puttingpartsofexperienceintoabiggerframework;puttingexperiencestogetherinameaningfulway;makingconnectionbetweenthings;givingsituationsandideasahistory,andbackground,astory.Combine and Synthesize:makingnewconnectionswiththeelementswithinourperceptualset;combiningrelativelyunrelatedelements;hitchhiking;makingthefamiliarstrangeandthestrangefamiliar.Visualize It-Richly and Colorfully:usingvivid,excitingimagery;creatingcolorfulandexcitingimagesthatappealtoallfivesenses.Enjoy and Use Fantasy: imagine,playandconsiderthingsthatarenotconcreteordonotyetexist.Make It Swing! Make It Ring:usingkinestheticandauditorysenses;respondingtosoundandmovement.Look at It Another Way: beingabletoseethingsfromadifferentvisualperspective;beingabletoseethingsfromadifferentpsychologicalperspectiveormindset.Visualize the Inside:payingattentiontotheinternaldynamicwork-ingsofthings;picturingordescribingtheinsideofthings.Breakthrough-Expand the Boundaries: think-ingoutsideprescribedrequirements;changingtheparadigmorsystemwithinwhichaproblemresides.Let Humor Flow and Use It: perceivingincongruity;respondingtoasurprise;recognizingandrespondingtoperceptualandconceptualdiscrepancies.
Get Glimpses of the Future:predict,imagineandexplorethingsthatdonotyetexist;wonderanddreamaboutpossibilities;vieweventsasopen-ended.Source:Torrance&Safter(1999)
Overview of the Torrance Incubation Model of Creative Teaching and Learning
TheTorranceIncubationModelofCreativeTeachingandLearning(TIM)isoneofthefewmodelsinthedomainofcreativitywhosemajorpurposeisthedesignanddeliveryofcreativitycontent.ItwasdevelopedbyE.PaulTorrancetoprovideamodelforintegratingcreativitycontentintootherdisciplinesorcontentareas.Effectiveuseofthemodelpresupposesaskillbaseofpertinentconceptsthatarebasicandnecessarytoteachascreativitycontent.Thus,usingtheTIMrequiresaclearunderstandingofthedistinctionsbetweenthecreativeprocessofusingthemodelitselfandthecreativitycontentitseekstodeliver.Since1987,adeliberateinitiativeattheInternationalCenterforStudiesinCreativity(ICSC)providedfurtherdevelopmentofthemodel,curricularapplications,researchanddisseminationofTIM.
Stage 1:Heightening AnticipationPurpose: Motivate&engagelearnersinacreativewaybysettinguplearningsituationtoconnectdeliberatepsychologicalstateofreadinesstopertinentcontentStrategies: CreatethedesiretoknowHeightenanticipation&expectation,Getattention,Arousecuriosity,tickletheimagination,andgivepurpose&motiva-tion.Thislaststrategyisdesigned“topre-parelearnerstomakeconnectionsbe-tweenwhattheyareexpectedtolearnandsomethingmeaningfulintheirlives”(Torrance&Safter,1990,p.7)
Stage 2 : Deepening ExpectationsPurpose: SustainmotivationcreatedbystrategiesinStage1andusethatmotivationtoencouragedeeperexplorationofatopic.Thisisaccomplishedbyalternatingbetweenanticipatoryandparticipatorystrategies.Strategies: Choicesof8strategiesrepresentedasmetaphors.Digging Deeper -diagnosingdifficulties,integratinginformation.Looking Twice - keepingopen,searchfornewinformation.Listening to the Smells -makinguseofsenses.Crossing Out Mistakes - understandingyourfeelingsinresponsetonewinformation,modify&refine.Cutting Corners - summarizing,focusing,discarding.
Getting in Deep Water -searchingforunansweredquestions,confrontingtheunimaginable.Getting Out of Locked Doors -solvingtheunsolvable,openingupnewvistas,goingbeyondthesame.Combinationsofanyorallofthesestrategiesresultinbehaviorsandthinkingthatgobeyondthebasicsandrequirehigherlevelthinkingandprocessing.Discovery&explorationarecharacteristicsoftheparticipatorynatureofthisstage.Toleranceforambiguityisessentialfortheteacherandthelearner.(Murdock,&
Keller-Mathers,2002)
Stage 3 : Extending The LearningPurpose:Continueparticipationalter-natingwithanticipation.Atthispointtheanticipationisrelatedtoconnectionsanduses.Resultofcontinuedalternationisthatthemodelcyclesaroundtowardwarminguptothenewthingsthatwillbeconnectedwiththewarmupeffectmoreintense.(Murdock,&Keller-Mathers,2002)
Strategies:Fivestrategiesrepresentedasmetaphorsinthisstagearepowerfulintheircombinationanddescribeanintensefocusonactivitiesthatpromotecontinuedcreativelearningstronglyenoughtokeeplearnersengagedandactivelongaftertheformal“lesson”isover.Having a Ball–fun,humor,laughterSinging in One’s Own Key–personalizeinformationBuilding Sandcastles–imagine,fantasize,searchforidealPlugging in the Sun–workhard,find&useresourcesShaking Hands with Tomorrow–relatetofuturevision,thatwhichhasnotyetoccurred.(Murdock,&Keller-Mathers,2002)
Cognitive Thinking Skills Associated With CPS
Type of Thinking Definition
Diagnostic Making a careful examination of a situation, describing the nature of aproblem, and making decisions about appropriate process steps to betaken
Visionary Articulating a vivid image of what you desire to create
Strategic Identifying the critical issues that must be addressed and pathwaysneeded to move towards the desired future
Ideational Producing original mental images and thoughts that respond toimportant challenges
Evaluative Assessing the reasonableness and quality of ideas in order to developworkable solutions
Contextual Understanding the interrelated conditions and circumstances that willsupport or hinder success
Tactical Devising a plan that includes specific and measurable steps for attaininga desired end and methods for monitoring its effectiveness
Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007)
Some Key Affective Skills that Support CPS
Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007)
Affective Skill (CPS Step) Definition
Curiosity (Assessing Situation) A desire to learn or know; Inquisitive
Dreaming (Exploring the Vision) To imagine as possible your desires and hopes
Sensing Gaps (Formulating Challenges)
To become consciously aware of discrepancies between what currently exists and what is desired or required
Playfulness (Exploring Ideas) Freely toying with ideas
formul Resisting the urge to push for a decision
Sensitivity to Environment(Exploring Acceptance)
Awareness of your physical and psychological surroundings
Tolerance for Risk (Formulating a Plan)
Not being shaken or unnerved by the possibility of failure or setbacks
• Openness to Novelty• Tolerance for Ambiguity• Tolerance for Complexity
(Support all steps)
• Ability to entertain ideas that at first seem outlandish and risky• Deal with uncertainty and to avoid leaping to conclusions• Ability to stay open and persevere without being overwhelmed by large amounts of information, interrelated and complex issues, and competing perspectives
PersonCharacteristics
Of People
ProcessOperations
They Perform
ProductResults and Outcomes
PressEnvironment,
Context, Climate, Culture, Press
References:Accurso,M.(2005).The Torrance Incubation Model of
Teaching in the middle school social studies setting. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Cellitioci,J.M.(2005). Utilizing science enrichment programs as a vehicle for encouraging meaningful family conversation and creativity skill development.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Dore,D.(2007).Improvisation within the research and concepts of creative studies. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Carr,P.(2006).Designing and building an indoor water fountain using the Torrance Incubation Model.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Garas,T.(2002).Determining the impact of emphasizing humor/playfulness when teaching the CPS process.UnpublishedMaster’sproject.Bufalo,NY:BuffaloStateCollege.
Giordano,L.(inprogress).The significance of the TIM in higher education: Can it be effective across discipline and educational levels?Master’sproject.Buffalo,NY:BuffaloStateCollege.
Keller-Mathers,S.(2009).CreativeTeaching.InB.Kerr(Ed.)Encyclopedia of Giftedness, Creativity, and Talent(pp.197-200).ThousandOaks,CA:Sage.
Keller-Mathers,S&.Murdock,M.C.(2002,Fall).TeachingthecontentofcreativityusingtheTorrance Incubation Model:Eyeswideopentothepossibilitiesoflearning.National Association of Gifted Children’s Celebrate Creativity, 12(2),7-9.
Man,K.(2006).Exploring the use of the Torrance Incubation Model in the design of lessons in Art Explore.Unpublishedpaper.Buffalo,NY:BuffaloStateCollege.
Michaels,J.(2006).Making the TIM more accessible and useful in organizational training.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Murdock,M.C.&Keller-Mathers,S.(November10,2001).Time is on your side: Integrating creativity into content.InvitedMasterClasspresentationattheNationalAssociationforGiftedChildren’sAnnualConference,Cincinnati,OH.
Murdock,M.C.&Keller-Mathers,S.(2002a,Fall).Teachingforcreativity:Wherethere’sawill,there’saway.National Association of Gifted Children’s Celebrate Creativity,12(2),3-4;10-12.
Murdock,M.C.&Keller-Mathers,S.(2002b,Fall).Foundationsofthe Torrance Incubation Model:Identifyingandusingacreativityskillset.National Association of Gifted Children’s Celebrate Creativity,12(2),5-6;13.
Nitkowski,K.(2004).Documenting the use of the teacher’s experience with the use of the Torrance Incubation Model of Learning and Teaching. UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Olma,J.(inprogress).Identifying the impact of the Torrance Incubation Model on teaching pedagogy and outcomes of adjunct instruction trained in the Torrance incubation model on their return to their college classrooms.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Sabo,S.L.(2003). Warming up to leaping beyond.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Standish-Wallace,S.(2004).Using the Torrance Incubation Model in a mandated setting for adult learners.UnpublishedMaster’sproject.Buffalo,NY:BuffaloStateCollege.
Torrance,E.P.(1979).Aninstructionalmodelforenhancingincubation.Journal of Creative Behavior,13(1),pp.23-35.
Torrance,E.P.&Safter,H.T.(1999).Makingthecreativeleapbeyond.Buffalo,NY:CreativeEducationFoundation.
Torrance,E.P.&Sisk,D.(1997). Gifted children in the regular classroom.Buffalo,NY:CreativeEducationFoundation.
Zubrzycki,T.(2006).Increasing thinking at the Theatre of Youth through use of the Torrance Incubation Model.UnpublishedMaster’s
InternationalCenterforStudiesinCreativityatBuffaloState,BuffaloNewYork.
ByMaishaDrayton&CatherineSkoraincollaborationwithDr.SusanKeller-Mathers
Utilization of TIM Framework, Lesson Design and Creativity Skill
Integration
Author Audience Overall Framework Lessons/
Sessions Integrated Skills
Accurso 7th Grade Social Studies Constitution Unit
9 Look Another Way, Highlight Essence
Garas Human Service Employees
Creative Problem Solving Workshop Series
3 Humor & Playfulness
Gilliano Higher Education Students
English Classes 2 TIM lessons, 2 non-TIM
2 Look Another Way, Fantasy
Michaels Corporate Trainers
TIM Workshop for Trainers
1 Look Another Way, Highlight Essence
Standish-Wallace
Health Care Employees
Rights Workshop Series 3 More than One Way, Put Ideas Context
Zubrzycki Teachers Series of lessons around a play
3 Visualize Inside, Fantasy, Humor
© 2008 Keller-Mathers and Murdock. Used by permission.
Variety of TIM Uses in ICSC Studies and Applications
Focus of TIM Topic Participants
Educational/Classroom Social Studies, Art, Science, English and Cross-curricular
elementary through university students
Personal Growth, Creativity Skill Development
Constructing a fountain, 18 Beyonder skills videos
Self, Adults
Training and Development Rights/Responsibilities, TIM, Creative Problem Solving
Corporate and not-for-profit employees
Performing Arts Improv games/performance, children’s literature/theater production
Adults, Teacher’s of young Children
© 2008 Keller-Mathers and Murdock. Used by permission.
Utilization of TIM Framework, Lesson Design and Creativity Skill
Integration
Author Audience Overall Framework Lessons/
Sessions Integrated Skills
Accurso 7th Grade Social Studies Constitution Unit
9 Look Another Way, Highlight Essence
Garas Human Service Employees
Creative Problem Solving Workshop Series
3 Humor & Playfulness
Gilliano Higher Education Students
English Classes 2 TIM lessons, 2 non-TIM
2 Look Another Way, Fantasy
Michaels Corporate Trainers
TIM Workshop for Trainers
1 Look Another Way, Highlight Essence
Standish-Wallace
Health Care Employees
Rights Workshop Series 3 More than One Way, Put Ideas Context
Zubrzycki Teachers Series of lessons around a play
3 Visualize Inside, Fantasy, Humor
© 2008 Keller-Mathers and Murdock. Used by permission.
Utilization of TIM as a Reflecting Process and Framework
Author Audience Overall Framework
Carr Self/Adults Building Fountain, “How To” Manual for others© 2008 Keller-Mathers and Murdock. Used by permission.
Utilization of TIM Framework and/or Lesson Design
Author Audience Overall Framework Lessons/Sessions
Nitkowski 3rd Grade Students, Teacher Unit on Dessert Regions 13
Olma Adjunct Higher Education Faculty Engaged Learning, TIM 2
© 2008 Keller-Mathers and Murdock. Used by permission.
Utilization of Creativity Skills as the Focus
Author Creativity Skills Integrated
Man Extend Boundary, Make it Swing Ring, Combine & SynthesizeCillitioci Visualize inside, keep open, combine & synthesize, Fantasy, Dore Inprov skits using most Beyonder skills and other creativity conceptsSabo Videos of 18 Beyonder skills
© 2008 Keller-Mathers and Murdock. Used by permission.Promoting Creative Teaching & Learning: The 2010 ICSC TIM Dissemination Initiative
E. Paul Torranceinspireddecadesofthoughtandactionrelatedtocreativity,creativelearningandtheIncubationModelofTeaching.Ashisstudent,MaryMurdockspent23yearsatICSCapplyingandfurtherdevelopingTorrance’sclassicmodel.ShesparkedtheriseofanentirecommunityofpassionateTIMuserswhosethoughtsandactionrelatedtocreativelearningandteachingisframedwiththisclassicmodel.
Thecurrentinitiative,leadbylongtimeTIMcollaboratorsandICSCfacultySusanKeller-MathersandCyndiBurnett,articulatesthenextlevelofdevelopment.ItwasDr.M’sintenttoinspireandgrowcolleaguesandtothatend,shewasquitesuccessful.Herwordsringloudandcleartoallofus“TIMers”whoknowthatourfineworkregardingcreativeteachingandlearning,nomatterhowgooditis,isunderutilizedifwedon’t“Getoutthereandmaketheworldabetterplace.”InthespiritofDr.M’scalltoaction,theinitiativefocusingontakingtheICSCworktothenextlevelofdisseminationofbestpractices.ThecurrentinitiativesbuildsfromthefoundationalworkofDr.E.PaulTorranceandhiscolleaguesattheUniversityofGeorgia,theinfluentialworkofDr.MaryMurdockinutilizingandfurtherdevelopingDr.T’soriginalmodelandthecurrentthinkingofDr.M,herlongtimecollaboratorsDr.Keller-MathersandCyndiBurnettandallthe“TIMers”.Thedisseminationinitiativegrewoutofthreeneeds:1)developamoredeliberatecollaborativeenvironment,including
strengtheningthecurrentinformalnetworkforsharingcurrentthinkingandinitiativesrelatedtocreativelearningandteachingingeneralandTIMspecifically;
2)disseminatetothelargercreativitycommunitybestpracticesfromICSCscholar/practitionersthroughouttheworldwhoareusingTIM;
3)providesupportforthefuturedevelopmentanddisseminationoftheICSC’scommunitiesworkrelatedtocreativelearningandteachingingeneralandTIMspecifically.
Theinitiativefocusesonfivemainareasincluding:writing,research,practices,productsandnetwork.Manyoftheactivitiesdescribedarebeingdevelopedinoneormoreareascurrently.CurrentworkincludesanupdatedbookonTIM(Keller-Mathers)andaneditedcollectionofTIMpractitioner’sexperiences(Keller-Mathers&Burnett).
Utilization of Creativity Skills as the Focus
Author Creativity Skills Integrated
Man Extend Boundary, Make it Swing Ring, Combine & SynthesizeCillitioci Visualize inside, keep open, combine & synthesize, Fantasy, Dore Inprov skits using most Beyonder skills and other creativity conceptsSabo Videos of 18 Beyonder skills
© 2008 Keller-Mathers and Murdock. Used by permission.
TIMisadeliberateframeworktointegratecreativityandpromoteincubationfordeep-er,richercreativelearning.Itcanbeutilizedtoplananddeliverdiscretelearningepi-sodessuchasalessonandalsoforlargerframeworkssuchasunits,blocksoflearningandlongtermcours-esandprograms.Itcanalsobeusedtome-ta-cognitivelyprocesslearningexperiences(whathappened,why,whereamIinthecreativelearningprocess?).Studiesde-scribedincludeaspectsofallofthefunctionsofTIM.
GARAS (2002)•ExaminedtheuseofTIMandtheintegra-tionofhumorandplayintoCPStrainingforhumanservicesemployees.
•Conductedtwo-hourworkshopswith10employees.
•AdministeredPreandpostsurveysexam-iningthoughtsabouthumor,creativityandproblemsolving.
•Participantsreportedanincreasedcom-fortlevelwithhumor,positiveresponsetohumor,andthatitstimulatedcreativityandhelpedpromoteideas.
Giordano (in progress)•DesignedanddeliveredcollegelevelfreshmanEnglishlessonsusingtheTIMandcomparedtheinteractiontonon-TIMlessons.
•DevelopedTIMandnon-TIMlessonsinte-gratingskillsintothelessons.
•Deliberatelychoseliteraturestudentsof-tenconsider“dry”.
•SurveyscompletedshowedTIMbehav-iorswerepresent.
•Studentswereabletoidentifystrategiesinwarmingupactivities,andreportedbeingmoreengagedandinvolvedinTIMlessons.
•StudentsratedtheirinstructorshigherwhendeliveringlessonsusingTIM.
Michaels (2006)•Examinedcorporatetrainers’responsetoanduseofTIMandtrainingdesignmeth-odology.
•Trained17customerservicetrainingpro-fessionalsintheconceptsandstructuresofTIM.
•Trainerdesignedandimplementedtrain-ingmodulesusingTIMasaframework.
•Michaelsdesignedafour-hourintroduc-toryTIMworkshop,integratedwithskills.
•Workshopparticipantsindicatedatacticunderstanding,andcurrentusesofTIMstagesandstrategies.
•ParticipantsalsoindicatedTIMwouldbenefittheirprogramdesignandfacilita-tionoflearners.
Nitkowski (2004)•ObservedanddocumentedtheuseofTIMforcreativelearningandteaching,documentedtheteacher’sexperiencewiththemodelatelementarylevel.
•Afive-weekcross-curricularunitofstudyfocusedonscienceandsocialstudies.
•Observationsweredocumentedbyteachersasparticipantsandobserversandstudentfeedback.
•ResultsindicatedthepresenceofTor-rancestrategiesandbehaviorsandasawholetherewasengagementandmoti-vationofthelearnersandthefacilitator/teacher.
Olma (In progress)•ExaminedtheeffectofTIMonadjunctcollegelevelfacultyteachingpedagogytoenhancedeliveryofmoreengagedlearning.
•Examined17facultymembersthrougha16hour,twodayEngagedLearningProj-ectPilotprogramteachingthecontextofhighereducationandinstructionintheTIM.
•Debriefwithparticipants,asessionques-tionnaire,andparticipantreflectionsindi-catedTIMassistedwithchangesinclass-roomdeliveryofcontentfromalectureorienteddesign,tomoreengagedlearn-ingopportunitiesforstudents.
•Participantsalsoindicatedtheyweremoremindfuloftheirmethodologyandteachingdeliverymodes.
Standish-Wallace (2004)•IntegratedtheTIMframeworkandskillsintoamandatedtrainingfornot-for-profitemployeestostrengthenlearningofcon-tentandteachcreativityconcepts.
•Observedmandatedtrainingfor27em-ployeesusingtheTIMandintegratedtwocreativityskills.
•Participantsalsocompletedsurveytoevaluateteaching,retention,anduseoftheinformationthreeweeksafterthetrain-ing.
•ResultsindicatedapositiveresponsetothecontentandprocessofTIM.
•Allbutfourofthe52behaviorsontheob-servationaltooltoheightenanticipation,deepenexpectations,andextendthelearningwereobserved.
•Therewereindicationsthatcontentlearningcontinuedbeyondclassesathome,work,anddecisionmaking.
Overview of the TIM Observational/Descriptive Studies
Having
a Ball
Singing
in O
ne’s
Own Key
Create the Desire to Know
Heighten Anticipation & Expectation
Get Attention
Arouse Curiosity
Tickle the Imagination
Give Purpose and Motivation
Creativity Goal
Content Goal
He
igh
ten
ing
An
tic
ipa
tio
n
Buildin
g San
d Cas
tles
Pluggin
g in t
he S
un
Shakin
g Han
ds w
ith To
morro
w
Exten
ding
the
Lear
ning
Dig
ging
Dee
per
Look
ing
Twic
e
List
enin
g fo
r S
mel
ls
Cro
ssin
g O
ut M
ista
kes
Cut
ting
Hol
es to
See
Thr
ough
Get
ting
Out
of L
ocke
d D
oors
Cut
ting
Cor
ners
Get
ting
in D
eep
Wat
er
Deepe
ning
Exp
ecta
tions
Torrance Incubation Model of Teaching and Learning© 2008 Keller-Mathers, S. & Murdock, M.
Incubation
TOPIC
Having
a Ball
Singing
in O
ne’s
Own Key
Create the Desire to Know
Heighten Anticipation & Expectation
Get Attention
Arouse Curiosity
Tickle the Imagination
Give Purpose and Motivation
Creativity Goal
Content Goal
He
igh
ten
ing
An
tic
ipa
tio
n
Buildin
g San
d Cas
tles
Pluggin
g in t
he S
un
Shakin
g Han
ds w
ith To
morro
w
Exten
ding
the
Lear
ning
Dig
ging
Dee
per
Look
ing
Twic
e
List
enin
g fo
r S
mel
ls
Cro
ssin
g O
ut M
ista
kes
Cut
ting
Hol
es to
See
Thr
ough
Get
ting
Out
of L
ocke
d D
oors
Cut
ting
Cor
ners
Get
ting
in D
eep
Wat
er
Deepe
ning
Exp
ecta
tions
Torrance Incubation Model of Teaching and Learning© 2008 Keller-Mathers, S. & Murdock, M.
Incubation
TOPIC
Having
a Ball
Singing
in O
ne’s
Own Key
Create the Desire to Know
Heighten Anticipation & Expectation
Get Attention
Arouse Curiosity
Tickle the Imagination
Give Purpose and Motivation
Creativity Goal
Content Goal
He
igh
ten
ing
An
tic
ipa
tio
n
Buildin
g San
d Cas
tles
Pluggin
g in t
he S
un
Shakin
g Han
ds w
ith To
morro
w
Exten
ding
the
Lear
ning
Dig
ging
Dee
per
Look
ing
Twic
e
List
enin
g fo
r S
mel
ls
Cro
ssin
g O
ut M
ista
kes
Cut
ting
Hol
es to
See
Thr
ough
Get
ting
Out
of L
ocke
d D
oors
Cut
ting
Cor
ners
Get
ting
in D
eep
Wat
er
Deepe
ning
Exp
ecta
tions
Torrance Incubation Model of Teaching and Learning© 2008 Keller-Mathers, S. & Murdock, M.
Incubation
TOPIC
What is it? Amodelforcreativeteaching&learningOriginal Purpose:DesignanddeliveryofcreativitycontentIntegrationofcreativitycontentintootherdomainareasMulti Purpose ApplicationCanbeusedtodeliveranycontentarea!Dynamicsbetweencontent&processformtheuniquemetacognitiveframeworkthatmakesthemodelsoeffectiveinintegratingcreativityintoothercontentareasIncludes…3StagesCognitiveStrategiesDeliverySystem
International Center for Studies in Creativity at Buffalo State, Buffalo, NYMaishaDraytonandCatherineSkoraincollaborationwithDr.SusanKeller-Mathers