Creativity+and+Innovation

=Creativity and Innovation= [|Marketing Agency Los Angeles]

//Think Creatively// //Work Creatively with Others// //Implement Innovations//
 * Use a wide range of idea creation techniques (such as brainstorming)
 * Create new and worthwhile ideas (both incremental and radical concepts)
 * Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
 * Develop, implement and communicate new ideas to others effectively
 * Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
 * Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
 * View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
 * Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

Use this creativity rubric to assess your students. Use these documents to use teaching strategies to help students develop creative skills.

**Creativity Expert**
[|Sir Ken Robinson] Sir Ken Robinson, PhD is an internationally recognized leader in the development of creativity, innovation and human resources. He has worked with governments in Europe, Asia and the USA, with international agencies, Fortune 500 companies, and some of the world’s leading cultural organizations. In 1998, he led a national commission on creativity, education and the economy for the UK Government. ‘All Our Futures: Creativity, Culture and Education’ (The Robinson Report) was published to wide acclaim in 1999. He was the central figure in developing a strategy for creative and economic development as part of the Peace Process in Northern Ireland, working with the ministers for training, education enterprise and culture. He was one of four international advisors to the Singapore Government for its strategy to become the creative hub of South East Asia. media type="custom" key="5148475"

[|From Educapes]

Creative Thinking
Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

Read the article [|Teaching Thinking Skills] and [|Critical and Creative Thinking] for additional background information.

While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation. //Examples:// dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws
 * ===Knowledge=== ||
 * collect || describe || identify || list || show || tell || tabulate ||
 * define || examine || label || name || retell || state || quote ||
 * enumerate || match || read || record || reproduce || copy || select ||

Comprehension
//Examples:// find meaning, transfer, interpret facts, infer cause & consequence, examples
 * associate || compare || distinguish || extend || interpret || predict || differentiate ||
 * contrast || describe || discuss || estimate || group || summarize || order ||
 * cite || convert || explain || paraphrase || restate || trace ||  ||

Application
//Examples:// use information in new situations, solve problems
 * apply || classify || change || illustrate || solve || demonstrate ||
 * calculate || complete || solve || modify || show || experiment ||
 * relate || discover || act || administer || articulate || chart ||
 * collect || compute || construct || determine || develop || establish ||
 * prepare || produce || report || teach || transfer || use ||

Analysis
//Examples:// recognize and explain patterns and meaning, see parts and wholes
 * analyze || arrange || connect || divide || infer || separate ||
 * classify || compare || contrast || explain || select || order ||
 * breakdown || correlate || diagram || discriminate || focus || illustrate ||
 * infer || outline || prioritize || subdivide || points out || prioritize ||

Synthesis
//Examples:// discuss "what if" situations, create new ideas, predict and draw conclusions
 * combine || compose || generalize || modify || invent || plan || substitute ||
 * create || formulate || integrate || rearrange || design || speculate || rewrite ||
 * adapt || anticipate || collaborate || compile || devise || express || facilitate ||
 * reinforce || structure || substitute || intervene || negotiate || reorganize || validate ||

Evaluation
//Examples:// make recommendations, assess value and make choices, critique ideas
 * assess || compare || decide || discriminate || measure || rank || test ||
 * convince || conclude || explain || grade || judge || summarize || support ||
 * appraise || criticize || defend || persuade || justify || reframe ||  ||

Affective Domain
Domain Attributes: interpersonal relations, emotions, attitudes, appreciations, and values
 * accepts || attempts || challenges || defends || disputes || joins || judges ||
 * contributes || id || praises || questions || shares || supports || volunteers ||