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- 30 Things You Can Do To Promote Creativity
They want creative employees who will help them solve work-related issues. Therefore, when applying for jobs, highlight your ability not only to think creatively, but to use your creativity to solve an important issue. Actually, organization is an important part of creativity. While you might need to get a bit messy when trying out a new idea, you then need to organize your ideas so that other people will be able to understand and follow through with your vision. Being able to structure a plan of action with clear goals and deadlines is vital. Communication People will only appreciate your creative idea or solution if you can communicate it effectively to the people you work with or your clients or vendors.
Therefore, you need to have strong written and oral communication skills. You also need to be able to fully understand a situation before thinking creatively about it. Therefore, you also need to be a good listener. By asking the right questions and understanding the problem, you can come up with a unique solution. Opportunities for creative thought in the workplace vary from the obvious artistic position to the highly technical one. Here are some examples of how to display creative thinking in different jobs.
Perhaps you arrange retail displays for maximum impact, or shape the path of an enticing hiking trail. Other artistically creative tasks might include designing logos, writing advertising copy, creating the packaging for a product, or drafting a phone script for a fundraising drive. Creative Problem-Solving Creative problem-solving stands out as innovative. A creative problem solver will find new solutions rather than simply identifying and implementing the norm.
You might brainstorm new ways to cut energy use, find new ways to cut costs during a budget crisis, or develop a unique litigation strategy to defend a client. These all entail creative thinking on your part. Creativity in STEM Some people think of science and engineering as the exact opposite of art and creativity. However, the opposite is true.
The field of STEM i.
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The authors affirm that this belief needs to be demystified because pre-service, novice and in-service teachers can also contribute to the language-learning process by embarking the fascinating task of creating materials. Furthermore, the researchers state that the principles relevant to the development of materials may be grouped into three categories: content, form and personal traits. The first component embraces comprehensible input, attention to linguistics features, interlanguage, communicative activities, language level difficulty, brain stimulation, beliefs, pronunciation, and writing tasks.
In regard to the second element, form, the authors synthesize the following issues: attractive layout and novelty including challenging and motivating tasks.
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In relation to the last category, personal traits, the authors encourage educators to consider foremost elements when developing materials: self-confidence, discovery, curiosity, expectation, learners' interest and needs, learning styles, previous knowledge, personal experiences, cultural background and motivational feedback. As a matter of that, the authors state that "careful examination of such principles will provide with sufficient criteria to determine whether the materials will satisfy the purpose for which they were developed. Assessing materials involves the process of evaluating, piloting and making adjustments" p.
In other words, children carry out tasks by transforming and adding new information to their cognitive structure. The author explains that children use their prior knowledge and experience with the purpose of constructing or conveying meaning in written productions.
Time, Being and Becoming: Cognitive Models of Innovation and Creation in English
This idea relies on the schema theory explained by Anderson and Pearson cited by Cooper, a who point out that "as new knowledge and information are gained, the mind creates new file folders or schemata to an existing schema" p. Ferreiro asserts that learners need to develop certain cognitive skills in order to deal with written marks.
As children do not invent new symbols but interpret the relationship between written strings and oral language, they need to identify language elements including their properties and relations. From a cognitive stance and building on the SCM model, this means that children need to develop certain basic operations to engage in the literacy process: identification, comparison, differentiation, decoding and analysis. In order to develop children's writing by means of materials, the process-approach orientation was more suitable during the implementation of the materials since it focuses on the individual and relies on children's capability to create, discover, think and reformulate writing Kern, Moreover, children's writing in this project relied on what Cooper b calls independent writing in which students write by themselves assuming they are able to fulfill the tasks with little or no support from other sources.
Stating that children wrote independently during the development of the tasks does not mean that they did not receive support when putting ideas on the paper. On the contrary, they were provided with the guidance and vocabulary needed to express their ideas. Independent writing in this investigation implied that children were not given models to transcribe. Conversely, learners had the opportunity to compare, decode, classify, analyze, synthesize and use their divergent thinking by themselves when turning their ideas into written texts 2.
The activities were modeled and explained to ensure that they knew the how , but not the what. This qualitative research was descriptive as well as interpretative because it presents a detailed account of the development of both cognitive skills and writing when children used materials based on the Structural Cognitive Modifiability model. The action research carried out in a first grade classroom focused on the following two questions: What happens to first graders' cognitive skills when using materials based on the Structural Cognitive Modifiability model?
How do children develop as EFL writers when using these types of materials? Burns states that action research is a systematic procedure including eleven stages by which daily issues are researched in the classroom. These stages are depicted as follows:. Phase 1 Exploring. The problem was identified: the children's textbooks were not intellectually stimulating but grammar-focused, which limited students' creativeness.
Phase 2 Identifying. The focus was refined: to enhance cognition and writing development by means of materials design.
Pedagogy of the Twenty-First Century: Innovative Teaching Methods
Phase 3 Planning. A needs assessment was conducted to let the children's voices be heard before implementing the materials see Appendix 6. Phase 4 Collecting data. Two workshops were designed to explore the children's cognition and writing see Appendix 7. Once the two workshops were implemented, children reflected at home by means of learning logs to evaluate these materials in terms of content, participation and process See Appendix 8.
After having analyzed the children's responses, I found out the following aspects:. The children enjoyed the hands-on activities. However, some students found the tasks difficult because they did not have all the necessary vocabulary and because they were not provided with enough examples. The children interacted with two main purposes: to ask for clarification, and to talk about the difficulty of the materials, the way they decorated the workshop and their life experiences.
The children mentioned that they had a great time when cutting and gluing jigsaw puzzles because they were challenging and innovative tasks. However, some students were unwilling to write because they were unmotivated and lacked enough vocabulary to express their ideas in the target language. Once the findings previously mentioned were obtained, some conclusions, which served as a basis for the planning of the instructional design, were stated.
Such reflections are depicted as follows. Throughout this exploratory stage, it was evident that my role as a teacher and as a mediator was crucial in order to have students carry out the tasks successfully. The materials were meaningful to them because they triggered their prior knowledge and made them retrieve life experiences to share with others.
It was observed that the children needed to be very familiar with the foreign language and carry out more pre-writing activities to both their ideas and avoid frustration. Phase 7 Intervening. Once the findings and the conclusions of this exploratory stage were drawn, the materials were designed in order to enhance children's cognition and writing development. Phase 8 Observing. After having conducted the intervention which consisted of nine sessions, the data were analyzed by using the grounded approach. The findings of the study will be fully described in the data analysis section.
The school is monolingual and it offers children an intensified English program, which was developed throughout eight hours of communication and two hours of workshop, for a total of 10 English hours per week.
The English Department followed a task-based syllabus and the children worked with a textbook, a workbook and a short story book to achieve the goal of the "Plan de Estudios": to make students use English by identifying, describing, and interpreting the environment and its features in written and spoken manners. This action research project was conducted with twenty-seven year old children from one of the two first grade classes with which I worked.
When selecting the learners, I took into consideration a course in which students attended classes frequently and parents were willing to participate in the project. I sent parents a consent form in order to obtain their permission to have children write their logs at home during the exploratory stage, and worked with the same participants during the whole year.
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As the teacher researcher in all the stages of the study, I was the materials designer, the participant, the observer and the mediator. I asked the principal for permission at the school to conduct my project; I talked to parents to explain them what and why I would be carrying out the project. I asked parents to help their children write reflections at home and finally, I designed nine workshops to be implemented once a week for the intervention stage, which aimed at enhancing children's cognitive skills and independent writing.
30 Things You Can Do To Promote Creativity
Four main instruments were employed in this project with the purpose of collecting data: students' artifacts, videotapes, field notes and conferences. The conferences were mainly used to fully interpret the children' writing tasks. These instruments are described as follows. I consider this source of data important for my research because it is tangible of what kids are able to do and of the range of responses kids make to different learning tasks.
Such samples were an important platform of acknowledgment about students' cognition and language learning because they contained "untainted" reliable information that arose from their literacy process. These pieces of work were collected once a week by putting them into folders. Hubbard and Power assert that videotapes give teachers insights into untapped aspects of their classrooms".
In other words, this instrument allowed me to analyze the dynamics of the class regarding participation, interaction and children's behavior when working with the materials.
This instrument, which was used on the same day students received the materials, allowed observation of whether or not students understood the tasks, needed help with the vocabulary and structures, used sources of information, made comparisons, used strategies to solve a problem and if they were able to complete figures and transport them visually.