Creative

Thinking:
Theory,
Techniques,
and
Assessment
Creative Thinking
(A common Quote: "I'm Not Creative!!!")
a. Creativity Definition: Young (19!): Creativity "is the skill of bringing about
something new and valuableCreative people do more than break away from old
patterns. They do more than find alternatives. They diverge from familiar patterns,
but then they converge on new solutions. They break laws to remake them. They
make hard decisions about what to include and what to eliminate. Creative people
innovate. They aim toward newness. This can be considered in several senses:"
". 1#$ Creative %&in'ing I(ea):
1. *rain)torming ore ideas!wilder the better, no eval, combo to improve
"#ow to study better$ #ow to raise test scores$ %hat are bet teaching techni&ues'
+. ,ever)e *rain)torming
"#ow to study worse$ #ow to lower test scores$ %hat are worst teaching techni&ues'
-. Creative .riting an( /tory %e00ing
"(b)ect obituaries, Tell a tall tale, cartoons, )okes!&uips, story starters, wrap arounds,
forced responses, newsletters, ob)ect talking, etc., *olub, 1++,'
,. I(ea1/2urring Que)tion)3 C&ec'0i)t)3 or Car() "e.g., (sborn-s .C/012
method': #ow do we: substitute, combine, adapt, modify!ma34min put to other uses,
elim, rev!rearrange
5. /i4 &at) "wear different color hats for different types of thinking'
5. 6ree .riting7.et In'ing
"write without lifting pen for 645 minutes on, e.g., 7est teacher ever had'
8. C&ec'er"oar(ing3 Attri"ute 9i)ting3 :or2&o0ogica0 /ynt&e)i)
"/naly8e or combine 9 key variables!components in grid!matri3: e.g., CT ;C2'
. Ana0ogie)3 :eta2&orica0 %&in'ing3 /ynectic)3 or 6orce( A))ociation)
"This school is like a <<<<: /n good presenter is like a <<<<$ => hoops is like <<<<$'
9. /emantic .e""ing7C&aining79in'ing7:a22ing of I(ea)3 6ree A))ociation
Activitie)
"%hat is a greenhouse effect$ %hat is a good curric$ %hat is effective teaching$'
1#. /imu0ation) an( ,o0e ;0ay)
"Computer sims, act out plays or literature, simulated games or performance'
11. <t&er tec&ni=ue)
? %&e /econ( *e)t An)>er3 .&at e0)e3 ? 1 ,ig&t An)>er "%hat else applies'
? @0a"oration7@420anation "/nother reason is'
? Diarie)3 ;er)ona0 Aourna0) "%hen in the field, = want to )ot down'
? Au)t /u22o)e7.&at If @4erci)e) "%hat if we had cooperative e3ams$'
? Creative Dramatic)7Im2rovi)ation "imagine hearing, seeing,
feeling'
+! Creative %&in'ing %ec&ni=ue):
Bi)ua0 %&in'ing Activitie):
1. 0erceptual 13ercises and @isual Aemonstrations
Bigure4*round, #idden Bigures, 0layful perception
9. =magery, *uided @isuali8ation, Bantasi8ing, Aaydreaming
Binding muse, insights, overcoming emotional blocks, mental image
6. etaphoric Thinking, .imiles, and Borced /ssociations
Cife like a <<<< $ .chool like a <<<<< $
,. .ynectics and /nalogical Thinking
Bigural, Airect, 0ersonal, Bantasy, Compressed Conflict!(3ymorons
5. 7reaking .et and Binding Dew 0atterns
7reak out of functional fi3ity, ake familiar strange
I(ea 9i)ting Activitie):
E. /ttribute Cisting "problem or product is divided into key attributes addressed separately'
"also referred to as Checkerboarding and Fot Charting'
odifying44list main attributes of a problem ob)ect and think of ways to improve.
Transferring44borrowing attributes or ideas from another place: analogical thinking.
G. orphological .ynthesis "combine two attributes in the form of a grid'
H. The .econd 7est /nswer, I 1 2ight /nswer, %hat else, 1laboration!13plication
+. =dea .purring Checklists and Cards: e.g., (sborn-s .C/012 method:
substitute, combine, adapt, modify!ma34min, put to other uses, elim, rev!rearrange
1J. Fust .uppose!%hat =f$!2earrange Bacts!2eorgani8e =nformation
.riting Activitie):
11. .emantic %ebbing!Chaining!apping
19. Bree %riting!%et =nk
16. 2eflection %riting: Aiaries, 0ersonal Fournals
1,. Creative %riting
Dewsletters, Cartoons, Kuips, 2iddles, Fokes, #umor, .tories, 7ooks, Twisted Bairy
Tales, (b)ect Talking, Telling Cies, Third 1ye, (b)ect (bituaries, Telling Tall Tales
15. .entence .tems!.tory .tarters!(peners!%arm4up "e.g., /nother reason is, =n contrast to'
Crou2 Interaction Activitie):
1E. .imulations!2ole 0lays!.ociodramas!ock Trials!.how ; Tell
1G. Creative Aramatics!=mprovisation!0antomime
ovement, imagine, hear, touch, smell, tastes...
#old up roof, biggest thing, stretching, mirrors, toe tips, people machines, puppets
1H. Bish 7owl
1+. .i3 #ats "an e3ample of Cateral Thinking'
9J. Dominal *roup 0rocess, 7rainstorming, 2everse 7rainstorming
ore ideas!wilder the better, hitchhiking encouraged, no eval, combo to improve
;roce))1;ro(uct <riente( Activitie):
91. 0roblem Binding and Aefining
99. Buture 0roblem .olving, (dyssey of the ind, and .cience (lympiad
ultistep probs, unknowns, decisions, teams, communicate, self4directed, ambiguity
96. Creativity by Aesign!0roblem47ased Cearning!ake a Creative 0roduct!=nventing
>se design &-s, possib!ideas b!, commitments!details, e3plore models, think on paper
*ood results, easy to use, safe, durable, attractive, comfortable, reasonable cost
9,. Creative 0roblem .olving, *uided Aesign, />T/, =ncubation odel,
95. odel 7uilding
Young (19!) Creativity "p. .GH' "is the skill of bringing about something new and valuable."
p. H9 "Creative people do more than break away from old patterns. They do more than
find alternatives. They diverge from familiar patterns, but then they converge on new
solutions. They break laws to remake them. They make hard decisions about what to
include and what to eliminate. Creative people innovate. They aim toward newness. This
can be considered in several senses:"
/i4 Cenera0 ;rinci20e) of Creativity (;er'in)3 19D)
1. =nvolves aesthetic "i.e., original, powerful, fundamental' as much as practical thinking.
9. Aepends on attention to purpose "i.e., structure, standards, goals' as much as to results.
6. Aepends on mobility "i.e., fle3ibility, divergency, revision' more than fluency.
,. Aepends on working at the edge "i.e., challenge' more than at the center of competence.
5. Aepends as much on being sub)ective as on being ob)ective.
E. Aepends on intrinsic, more than e3trinsic, motivation.
".chools shun aesthetics, purpose, mobility!divergency, challenge, multiple viewpoints,
internal motivation'
<vervie> of ;er'in) /mart /c&oo0) (199+) (C&a2ter) 115)
1. =nert unconnected knowledge is inferior to classroom emphasi8ing higher4order thinking.
9. Deed effort4related definition of intelligence not single entity.
6. Cultural and classroom e3pectations impact on effort.
,. There are multiple theories of learning and multiple ways to teach: pick a good one"s'.
5. There are many ways to teach for understanding and to test student understanding.
E. eta4awareness of our understanding is of primary importance in the metacurriculum.
G. There are a L of overlapping trends in education: whole language, concept mapping, etc.
H. Aispositions of good thkg "eg., broad, adventurous, curious, plan, strategic, evel' are impt.
+. Transfer is not automatic: need a good shepard or bridging!scaffolding learning.
1J. *ood classroom learning results from reali8ing the distributed nature of intelligence.
,oger von <ec& from A .&ac' In t&e /i(e of t&e Eea( (19-):
.oft Thinking: metaphor, dream, play, child, hunch, ambiguous, fantasy, appro3imate, humor.
#ard Thinking: logic, reason, work, adult, analysis, consistency, reality, e3act, precision.
.&ac' in t&e Eea( %i2):
1. Challenge the rules and play the revolutionary.
9. L1 has its dangers.
6. 0eriodically inspect your ideas to see if the help your thinking.
,. /void falling in love with ideas.
5. #old rule inspecting and rule discarding sessions in your organi8ation.
E. Take advantage of ambiguity and think of how else you might use something.
G. Cultivate your personal resources so as to look for more than 1 meaning.
H. %rite an ambiguous )ob description for yourself.
+. =f you make an error, use it as a stepping stone to a new idea.
1J. .trengthen your risk muscle at least once every 9, hours.
p. E5 "T=0: Bor more effective thinking, rotate your ideas every 1J,JJJ thoughts. Creativity
involves not only generating new ideas, but escaping from obsolete ones as well."
Davi) (199+) ;rinci20e) of Creativity:
1. Creativity is not )ust for artists, inventors, scientists.
9. Creativity is a way of thinking and living.
6. Creative people are "creatively conscious."
,. Creative people see things from different viewpoints.
5. Creative people do not grab the first idea that comes along.
E. Creative people are willing to take some risks and fail.
G. Creative people are aware of conformity pressure and are not afraid to be different.
H. Creative people play with ideas and act like a child and think up "wild" possibilities.
+. Creativity is not mysterious: it is the modification of an old idea or new combo of old.
1J. Creative people use special techni&ues and talents to find new idea combinations.
I. ,ate your)e0f on 111# )ca0e ((o F+1 if you )'i22e( one):
.C/C1:
1 9 6 , 5 E G H + 1J
<<< 1. censors feels
<<< 9. evaluates takes risks
<<< 6. reassures ; supports takes risks
<<< ,. analy8es makes connections
<<< 5. is realistic plays
<<< E. looks at conse&uences speculates
<<< G. is logical is curious
<<< H. alert to danger sees the fun in things
<<< +. avoids surprises likes surprises
<<< 1J. avoids wrongness open to anything
<<< 11. punishes wrongness in touch with total e3perience
<<< 19. is serious does not mind being confused
<<< 16. is pessimistic is optimistic
<<< 1,. is )udgmental focus on what is going for the idea
<<< 15. argue waste no energy evaluating early
<<< 1E. inattention!distant listen and interested
<<< 1G. be noncommittal wholly open to being available
<<< 1H. correct and precise set up win!wins4nobody loses
<<< 1+. dominant!commands deal with as an e&ual4eliminate rank
<<< 9J. point out flaws see the value in!assume valuable implic-s
<<< 91. fearful is impetuous
"over'
II. No> rate your)e0f on t&e fo00o>ing item) on a 111# )ca0e
(1# "eing &ig& an( 1 "eing 0o>).
.C/C1: Cow edium #igh
1 9 6 , 5 E G H + 1J
<<<< 1. self4confident
<<<< 9. risk4taking
<<<< 6. high in energy
<<<< ,. stubborn
<<<< 5. curious
<<<< E. playful, childlike
<<<< G. resists domination
<<<< H. enthusiastic
<<<< +. wide interests
<<<< 1J. non4participation in class activities
<<<< 11. good sense of humor
<<<< 19. idealistic
<<<< 16. reflective
<<<< 1,. uncooperative
<<<< 15. need privacy, alone time
<<<< 1E. artistic interests
<<<< 1G. capriciousness
<<<< 1H. low interest in details
<<<< 1+. too emotional
<<<< 9J. adventurous
<<<< 91. aesthetic interests
<<<< 99. attracted to novelty, comple3ity, and the mysterious
<<<< 96. sometimes uncommunicative
<<<< 9,. forgetful, absentmindedness, mind wanders
<<<< 95. egocentric
<<<< 9E. too demanding
<<<< 9G. autonomous
<<<< 9H. open4minded
<<<< 9+. ambitious
<<<< 6J. temperamental
<<<< 61. sloppiness and disorgani8ation with unimportant matters
<<<< 69. dresses differently
<<<< 66. does things different from standard procedures
<<<< 6,. imaginative
<<<< 65. is full of ideas
<<<< 6E. is a -%hat if$" person
<<<< 6G. high verbal, conversational ability
<<<< 6H. not afraid to try something new
<<<< 6+. uses all senses in observing
<<<< ,J. ability to regress and transform items
I(ea /=ue0c&er):
"%e-ve never done it before."
"=t won-t work."
"Too modern" or "Too old fashioned."
"=t-s not in the budget."
Mou-ve gotta be kidding."
"%hat bubble head thought that up$"
"Cet-s wait and see."
"That-s not our )ob."
"=t-s not in the curriculum."
"=t-s too late."
"Aon-t rock the boat."
"That-s not our department."
"=-ll bet some professor suggested that."
%&e Creativity Ca)e
Cebanon #igh .chool has heard enough about the need to increase worker creativity,
problem solving, and higher4order thinking skills. /fter an initial community meeting, it
was decided the high school "and entire school district for that matter' needs to address
these skills in a master plan.
/ssume you have been assigned to "or volunteered for' a committee to embed creative
thinking techni&ues into this high school. ,e0uctant an( )u22ortive teachers "14,',
parents"54H', principals "+411', real estate agents "19416', community leaders "1,41G',
students "1H41+', corporate e3ecutives "9J491', professors from => and 0urdue "99496',
and other distinguished guest are in attendance "9,49E' at this second planning meeting.
Mou will be assigned one of these roles as well as a thinking role.
/s in most initial meetings, these are lots of ideas, limited leadership and direction, and
e3citement as well as pessimism in the air. #owever, you should concentrate on the
following:
1. %hat is your opinion about what need to be done$
9. %hat should be done ne3t$
6. 7e sure to coment on the ideas of the others.
,. /ny resolutions$$$$
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
9ater on: /ssume this committee is loaded with "=dea .&uechlers." Mou keep hearing:
"it-ll Dever Bly %ilburO" = want to identify ways to increase creative thinking in this
teaching!learning environment. Birst you must identify the barriers.
1. %hat are ,45 blockers, hinderances, barriers, roadblocks, problems to achieving
increasing creative thinking here in Cebanon$
9. =n groups of 64, people put 6 roadblocks on , 3 E cards "or on paper'
6. Collect and read comments and problems foreseen.
,. 2edistribute cards and creatively think of ways to solve these.
5. 2eport back

I(ea )2urring11<)"orn
1. 0ut to other uses$ (ther uses if modified$
9. /dapt$ %hat other ideas does this suggest$ %hat could = copy$
6. odify$ Dew twist$ Change color, meaning, motion, sound, odor, form$
,. agnify$ .tronger$ #igher$ Conger$ Thicker$ 13aggerate$ ultiply$
5. inify$ %hat to subtract$ .maller$ iniature$ .treamline$ (mit$
E. .ubstitute$ %hat else instead$ (ther material$ (ther place$ /pproach$
G. 2earrange$ (ther pattern$ (ther layout$ Change pace$ Change schedule$
H. 2everse$ #ow about the opposite$ Turn it backward$ Turn tables$
+. Combine$ Combine units$ Combine appeals$ Combine ideas$
Attri"ute 0i)ting "Changing an attribute or &uality of something'
/ttribute modifying. The problem solver lists main attributes "characteristics,
dimensions, parts' of a problem ob)ect, then thinks of ways to
improve each attributes.
/ttribute Transferring. >sing metaphorical thinking to transfer ideas from one conte3t
to another "artists, cartoonists, composers, and writers'.
Checkerboarding. To analy8e problems with two key variables or components.
=nteractions among attributes of two variables are investigated
for possible problem solution.
.e""ing: / process to determine directions of interest in a specific topic or sub)ect,
illustrated by a graphic organi8er. Bor e3ample, a semantic webb!map is a
diagram to help children see the relatedness of words.
I(ea C&ec'0i)t): / way of forcing relationships and analogies, often used to facilitate
the flow of ideas during dry spells, often used to facilitate the flow of
ideas during dry spells. Bor instance, one might ask, "#ow could
making part 3 become bigger or smaller or possibly come to life help
in solving this problem$"
/ynectic): Aerived from the *reek word "synecticos" meaning the )oining together of
apparently unrelated elements. (riginated by %illiam F. F. *ordon to make
strategies that people use unconsciously, better known and teachable.
Through connection making, one can bring a strange concept into a familiar
conte3t and foster the understanding of new information. .ynectics uses
"direct analogy" "#ow have animals and plants solved this problem$':
"personal analogy" "=f = became a computer, how would = feel$': "fantasy
analogy" "#ow can we get ovens to clean themselves$': "compressed
conflict" "two4word phase that sums up the conflicting nature of an ob)ect or
ideaJJpeaceful conflict, useful dirt, careful collision'.
%en <t&er ;o))i"0e Di)cu))ion Que)tion)
(;ic' one or create a ne> one):
1. What-if no one studied creativity? No understanding of the processes.
2. What-if no one assessed creativity? There were no creativity measures or
researchers?
3. Just suppose you were in charge of curriculum? How would you address creativity?
4. What-if the Indy Creativity Lab created the Indiana Test of Creative Ability?
5. What-if creative thinking was more prevalent in dogs than human beings?
6. If people didnt need to sleep, would we be more creative in morning or at night?
7. Suppose the Japanese were well known for creativity and creativity assessment?
8. What-if more creative people lived 20 years longer than non less creative?
9. What-of in 20 years, creativity became equated with intelligence?
10. What would teaching creative thinking be like if we lived life in reverse???
Creative Problem-Solving Methods
Polya Method
Understand the problem (What is unknown? What are the data?)
Devising a plan (find the connection between data and unknown)
Carrying out the plan (check each step for correctness)
<)"urn :et&o(
Orientation (picking out problem)
Preoperation (gathering, organizing)
Analysis and Ideation (Seeking possible solutions)
Incubation (time lag for mind to synthesize problem and solution)
Evaluation (verifying, testing)
;arne) :et&o(
Objective Finding (mess finding)
Fact Finding (listing/data finding)
Problem Finding (selecting salient problem)
Idea Finding (brainstorming)
Solution Finding (criteria for evaluation)
Acceptance Finding (implementation)
<ec& :et&o(
Explorer (looking for materials for new ideas)
Artist (rearrange things)
Judge (evaluations and decisions)
Warrior (implementation)
.a00a) :o(e0
Preparation (acquiring knowledge and becoming aware of how problems fit together
evaluate possible problems and strategies)
Incubation (sorting out ideasa period of quiet reflection and then brainstorming
suggestions)
Illumination (Ahafind possible solution(s))
Verification (empirical testing of plan of acting or solution)
Davi)7AG%A Creativity :o(e0
Awareness of the importance of creativity (to self and society)
Understanding of creativity (the creative person/process/theories)
Techniques (exposure to methods and strategies)
Self-Actualization (self motivation and realizing potential)
%orranceH) /te2>i)e ;roce)) of Creativity
Sensing a problem or gap in information
Forming ideas or hypotheses
Communicating the results
,u0e) for *rain)torming
1. Criticism is ruled out (deferred judgement)
2. Freewheeling is welcomed (the wilder the better)
3. Quantity is wanted (longer lists increase the possibility of solution)
4. Combination and improvement are sought (hitch-hiking on ideas)
Creativity (;er'in)3 19):
a. Creativity: "a creative result is a result both original and appropriate."
b. Creative 0erson: "a creative person44a person with creativity44is a
person who fairly routinely produces creative results."
Creative ;roce)) (%orrance 19):
"= tried to define creative thinking as a process of "1' sensing
difficulties, problems, gaps in information, missing elements,
something askew: "9' making guesses and formulating hypotheses
about these deficiencies: "6' evaluating and testing these guesses
and hypotheses: ",' possibly revising and retesting them: and
finally "5' communicating the results."
%&e t&ree1four ;') (Davi)3 199+):
Creative 0erson "look for traits: e.g., visionary type'
Creative 0rocess "looking at stages, steps, actions, behaviors'
Creative 0roduct "looking at composition, design, innovation, fitness, worthiness'
Creative 0ress "look at environment, climate, place'
;er)ona0ity C&aracteri)tic):
1. %illingness to take risks
9. 0erseverance, Arive, Commitment to Task
6. Curiosity
,. (penness to 13perience, (pen4inded
5. Tolerance for /mbiguity
E. 7road =nterests
G. @alue (riginality
H. =ntuition and Aeep 1motions, 0erceptive
"imaginative play, similes, analogies, guesses'
+. 7eing =nternally (ccupied, %ithdrawn, Deeds 0rivacy Time
1J. /wareness of Their (wn Creativeness
11. .ense of #umor
19. /ttracted by Comple3ity ; Dovelty
16. /rtistic
Creativity %rait):
1. 0roducts: Bluency, Ble3ibility, (riginality,, 1laboration
9. /ttitudes: Curiosity, =magination, Comple3ity, 2isk Taking
6. 7ehaviors: Ble3ible, =maginative, Donconforming, Dovel /nswers
%&in'ing7Cognitive C&aracteri)tic):
1. etaphoric Thinking "new synthesis, perspective, transformation'
9 Ble3ibility ; .kill in Aecision aking
6. =ndependence in Fudgment "not compelled by latest trends'
,. Coping %ell with Dovelty "%hat if$, work with ideas'
5. Cogical Thinking .kills "evidence, conclusions, if4then, cause4effect'
E. @isuali8ation "imagery, personal analogies'
G. 1scaping 1ntrenchment "new angle!pattern, break set, unpredictable'
H. Binding (rder in Chaos "comple3ity in thought, asymmetrical images'
+. 0roblem Binding
1J. 1valuation
Negative Creative %rait):
1. Tends to &uestion laws, rules, authority
9. =ndifferent to common conventions and courtesies
6. .tubborn, uncooperative, resists domination
,. /rgues the rest are out of step
5. ay not participate in class
E. /rgumentative, cynical, sarcastic, rebellious
G. Aemanding, assertive, autocratic
H. Cow interest in details
+. .loppy, careless, disorgani8ed with unimportant matters
1J. .elf4centered, intolerant, tactless
11. Capricious
19. Temperamental, moody
16. 1motional, withdrawn, aloof, uncommunicative
1,. Borgetful, absentminded, mind wanders, watches windows
15. (veractive physically or mentally
1E. %on-t )oin scouts
%hy easure$
1. .creen
9. =dentify Creative and *ifted
6. .trengthen
,. 1valuate important features
5. .ee potential
E. .upport .trengths of =ndividuals
G. 0rovides baseline data to diagnose needs
H. 1valuate efforts to enhance creativity
+. 0rovide a common language to discuss C2
1J. 2emove creativity from mystery!superstition
#ow easure$
1. .elf4/ssessment
9. 0eer, 0arent, Teacher 2ating!Domination
"e.g., ad)ective check lists'
6. (bservations
,. 0roducts
5. 0ersonality Tests
E. 7iographical .ketches
G. /ptitude and /bility Tests
H. /wards
+. /cceleration, entorship, 1nrichment 0rograms
1J. 0roblem Binding!.olving
Creativity /ssessment =ssues:
1. 2eliability =nade&uate
9. @alidity Kuestionable
6. /uthentic /ssessment
,. 0redictive @alidity
5. .elf4/ssess not #onest
E. %hat e3actly is creativity$
G. #ow many forms$
Creativity %e)t):
1. 13ercise in Aivergent Thinking "C/0 0acket'
9. 13ercise in Aivergent Beeling "C/0 0acket'
6. The %illiams .cale "C/0 0acket'
,. %allas ; Pogan Tests
5. onitor Tests of Creative 0otential
E. #ow Ao Mou Think "Aavis'
G. .tructure of the =ntellect
".(=: *uilford Tests: Contents, (perations, 0roducts'
H. *roup =nventory for Binding Creative Talent
"i.e., Aavis: *=BB= =!11, *=BT, 02=A1'
+. Torrance Tests of Creative Thinking "TTCT'
1J. /d)ective Check Cist
11. *et8els and Fackson Tests
19. Creative /ttitude .urvey ".chaeffer'
16. Thinking Creatively in /ction and ovement "Torrance'
1,. Thinking Creativity with .ounds and %ords "Torrance'
15. 7arron4%elsh /rt .cale
1E. 2emote /ssociates Tests "2/T'
1G. The Creative 2easoning Test
"9J items to assess creativity using riddles'
1H. 7iographical =nventory4Creativity
1+. =nstruments assessing creative products
9J. The Creativity 7ehavior =nventory
91. Phatena4Torrance Creative 0erception =nventory
a. %hat Pind of 0erson /re Mou$ "%P(0/M' "Bive factors:
acceptance of authority, self4confidence, in&uisitiveness,
awareness of others, and disciplined imagination'
b. .omething about yself
CREATIVITY ATTITUDE SURVEY
by
Carles E. Schaefer, Ph.D.
Bordham >niversity
Students Name ______________________ Age _____ Sex _____ Date _____________
School _____________________________ Class (or Grade ) ______________________
Teacher ____________________________ Rater _______________________________
Airections
On the following pages we would like you to tell us how you think and feel about
different things. There are no right answers except those that are accurate about yourself.
For each statement we want you to circle the word Yes if you AGREE, or the
world No if you DISAGREE.
Be sure to answer Yes or No to every question, even if it seems hard to decide.
.chaefer "1++1'. Creative /ttitude .urvey. Facksonville, =C: 0sychology and
1ducators, =nc.
1. Mes Do = like to play Qmake believeR games.
9. Mes Do = often act on the spur of the moment without stopping to think.
6. Mes Do = like social studies better than science S
,. Mes Do = think daydreaming is a waste of time.
5. Mes Do =n art class, = prefer to be told e3actly what to do all the time.
E. Mes Do = feel that thinking up ideas that are Qway outR or QfantasticR is a
waste of time.
G. Mes Do = feel that the best answers are the ones the teacher thinks re right.
H. Mes Do = think that stories about wi8ards and magicians are silly.
+. Mes Do = would rather think up a picture on my own than trace or copy one.
1J. Mes Do = think it is better for children to keep &uest in class than to give
ideas that might be wrong.
11. Mes Do .ome children are naturally born with better imaginations than
others and there is nothing that can be done about it.
19. Mes Do =Tm afraid to e3press my ideas because they usually no good.
16. Mes Do =T would rather lean strange new games then play games that = know
well.
1,. Mes Do y favorite color is blue.S
15. Mes Do (ther children have better ideas than = do, and it is best to follow
what they do.
1E. Mes Do /rt is one of my favorite sub)ects in school.
1G. Mes Do = like to Qclown aroundR and pretend to be other people.
1H. Mes Do = think that children have a lot of good ideas and that teachers should
listen to them more often in class.
1+. Mes Do =f someone gets and idea that is different from everyone elseTs, the
idea is probably not a very good: otherwise other children would
have thought of it too.
9J. Mes Do = like to take my time and think up a number of ideas before trying to
solve a problem.
91. Mes Do = feel that = have a good imagination.
99. Mes Do = admire artists and writers as much as doctors and lawyers.
96. Mes Do = feel that children should never Qmake a messR when they draw or
paint.
9,. Mes Do = think it is as important for girls to learn to draw or write as to cook
and sew.
95. Mes Do = only like to draw pictures of real persons or ob)ects.
9E. Mes Do =f other children laugh at your ideas, you should give the ideas up.
9G. Mes Do = think children can write good poetry.
9H. Mes Do = like kids who are &uiet and well behaved better than ones who )oke
and clown around a lot.
9+. Mes Do = would rather have as a friend someone who is lively and full of
ideas than some one who is nice and always wants to do what = want.
6J. Mes Do = usually try to think up new ways of doing things rather than doing
them in the accepted way.
61. Mes Do =n school = prefer to learn facts rather than talk about ideas and
theories that people have about things.
69. Mes Do = like drawing Do. 1 better than Do. 9 "Dote: drawing L1 is an
abstract line drawing while the other is of a couple tress situated on a
hillside'.
:atc&ing:
a. Critical!Critical thinking
b. Creative!Creative thinking
c. Cooperative!Cooperative learning
Kuestions:
<<<<<<< 1. QThe <<<<<<<<<<<<< individual has a certain freedom of spirit and
unwillingness to be bound by the unwritten cannons of society, characteristics
not necessarily found in the highly intelligence individual. =mplicit theories
of <<<<<<<<<<<<<<<<<< encompass a dimension of aesthetic taste and
imagination that is absent in implicit theories of intelligence, and also
encompass aspects of in&uisitiveness and intuitiveness that do not seem to
enter into implicit theories of intelligenceR ".ternberg, 1+HE'.
<<<<<<< 9. Q<<<<<<<<<<<<< thinking calls for a persistent effort to e3amine any belief
or supposed form of knowledge in the light of evidence that supports it and
the further conclusions to which it tends "*laser, 1+,1'.
<<<<<<< 6. Q<<<<<<<<<<< thinkingis a process of evaluation or categori8ing in terms
of some previously accepted standards. =t is a logical e3amination of data
which avoids fantasies and )udgements on an emotional basis only "2ussell,
1+EJ'.R
<<<<<<< ,. <<<<<<<<<<<<< is the Qcognitive abilities that produce original idea
combinations in people and generate new knowledge and problem solving
techni&uesR "*allini, 1+H6'.
<<<<<<< 5. Qan e&ual partnership in which paired students study together with the
mutual goal of mastering academic materialR "Carson ; Aansereau, 1+HE, p.
51E'.
<<<<<<< E. <<<<<<<<<<<<< Qmay be defined, &uite simply, as the ability to bring
something new into e3istenceR "7arron, 1+E+'.
<<<<<<< G. <<<<<<<<<<<<< includes defining a problem, selecting pertinent
information, recogni8ing stated and unstated assumptions, formulating and
selecting relevant hypotheses, drawing conclusions, and detecting bias in
statements.
<<<<<<< H. Q<<<<<<<<<<<<< is more than mere spontaneity for it involves deliberation
as well. =t is more than divergent thinking for it converges on some solution.
=t not only generates possibilities but also chooses among them. =t is as much
asking the right &uestion as finding the right answerR "Moung, 1+H5'.
<<<<<<< +. Q<<<<<<<<<<<<< thinking is reflective and reasonable thinking that is
focused on deciding what to believe or do "1nnis, 1+H5': Qat itsT root, it Qis
the correct assessment of statementsR "1nnis, 1+E9'.
<<<<<<< 1J. The <<<<<<<<<<<<<<< thinker tries to be well4informed, takes into
account the total situation, seeks a clear statement of the thesis or the &uestion,
looks for alternatives, deals with components of the problem in an orderly
manner, seeks as much precision as the sub)ect matter will allow, asks
clarifying &uestions when confused, and )udges conclusion "0resseisen, 1+HE'.
True!Balse "T!B':
11. <<<<< Creative thinking aims to produce an assessment of things, beliefs, and
courses of action, while critical thinking aims to produce an original product
"0erkins, 1+HG'
19. <<<<< 0erkins and *laser hold that attitudes or dispositions are the backbones of
creative and critical thinking: certain dispositional &ualities like an in&uiring
mind, a need to evaluate information, a willingness to test oneTs opinions,
and a desire to consider alternate points of view, appear to link these two
types of thinking.
16. <<<<< There is an overlap between the two "i.e., critical and creative thinking' since
creative thinking involves innumerable episodes of evaluating solutions and
critical thinking depends on inventions and ways of breaking oneTs mental
set.
1,. <<<<< Creative people do more than break away from old and familiar patterns and
listing numerous alternatives: they have goals that they use to assist them in
converging on new solutions.
15. <<<<< /s suggested by =saksen and 0arnes "1+H5', all human intellectual abilities
and emotional energies could be united in attacking problems or challenges
in a reciprocating pattern between imagination and )udgement. They have
outlined a si3 stage problem solving model wherein each stage includes a
divergent phase "free flow of thoughts' and a convergent phase "evaluation
and selection of thoughts'.
1E. %hat is your personal definition of creativity$
1G. %rite a new witty tile for this AavisT book.
1H. %hat do creative people do$ #ow can we spot a creative person$
1+. Circle creative thinking terms and place a check ne3t to critical thinking terms:
a. displays curiosity, b. conse&uences, c. determines relevance and irrelevance of
information, d. elaboration, e. visuali8ation, f. seeks support for opinions and
hypotheses, g. recogni8es appropriate conclusions and implications, h.
nonconforming, i.is fle3ible, ). unpredictable!spontaneous, k. makes
comparisons, and contrasts, l. answers and solutions are uni&ue, m. provides
)ustification, n. finds patterns, o. analyses assumptions, p. states and defends
ideas, &. identifies alternatives, r. attracted to novelty, s. sees new angles or
patterns, t. classifies and categories, u. risk taking, v. distinguishes
relationships, w. tolerance for ambiguity, 3. makes analogies, y. breaks mental
set, 8. checks credibility of sources, aa. checks reliability and ade&uacy of
information provided, bb. =magination, cc. Aetects missing parts of an
argument, dd. #as a sense of humor, ee. Aetermines the strength of an
argument.
http://www.indiana.edu/~bobweb/create.doc. 20 -9-2014