SITE Creativity Symposiom 2013 by Punya Mishra

Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

The Deep-Play Research Group Michigan State University March 2013, New Orleans

Thank you!

Timekeeper

Punya Mishra

Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies Creativity, technology, and trans-disciplinary thinking: An overview — Punya Mishra 21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger

Creativity, technology and trans-disciplinary learning: An overview

Punya Mishra

Creativity

challenges

IBM Global CEO Study May 2010

Face to face conversations with 1500+ CEOâ&#x20AC;&#x2122;s worldwide

Organizations face significant upheaval

Don’t know what’s coming next

Top Leadership Qualities

Creativity!

Terence Loveâ&#x20AC;&#x2122;s Axiom: Creativity and intuition are the primary tools for creating solutions when relevant information is short Punyaâ&#x20AC;&#x2122;s Corollary: Relevant information is ALWAYS short

Learning for the new millennium...

2 Views

Foundational Disciplinary Knowledge

Creativity Collaboration Innovation

A false dichotomy

The importance of disciplinary knowledge

Disciplines teach us to see

Disciplines teach us to see Purposes | Knowledge | Methods | Forms

Disciplines teach us to see Purposes | Knowledge | Methods | Forms

Rosamund E. M. Harding (1899 - 1982) Without the rock of knowledge genius has no foundation Originality depends on new and striking combinations of ideas. It is obvious therefore that the more a man (sic) knows the greater scope he has for arriving at striking combinations. And not only the more he knows about his own subject but the more he knows beyond it of other subjects. Success depends on sufficient knowledge of the special subject, and a variety of extraneous knowledge to produce new and original combinations of ideas [and]â&#x20AC;Ś technical skill [which] must be so far developed that it is never a hindrance to the flow of ideas.

Where do new ideas come from?

Combinatorial creativity & the cross-pollination of disciplines

e nc Sc ie s on

a nd

u Fo

vi ti

e nc Sc ie s on

a nd

u Fo

vi ti

Ludwig Boltzman 1844-1906

James Clerk Maxwell 1831 - 1879

The variations of the velocities are, at first, developed majestically: then from one side enter the equations of state: and from the other side, the equations of motion in a central field. Ever higher soars the chaos of formulae. Suddenly we hear, as from kettle drums, the four beats “Put N = 5.” The evil spirit V (relative velocity of molecules) vanishes: and, even as in music a hitherto dominating figure in the bass is suddenly silenced, that which had seemed insuperable has been overcome as if by a stroke of magic…One result after another follows in quick succession till at last, as the unexpected climax, we arrive at the conditions for thermal equilibrium together with the expressions for the transport coefficients. The curtain then falls! — Boltzmann on Maxwell’s work on the dynamical theory of gases

(in)Disciplined learning

7 trans-disciplinary habits of mind (for the 21st Century)

Per cei vi n g

Patterning

vi n g

rac

st Ab

tin

Per cei

Patterning

tin g

Em bo Th die ink d ing

vi n g

rac

st Ab

Per cei

Patterning

tin g

Em bo Th die ink d ing

vi n g

rac

st Ab

Per cei

Patterning

Modeling

Em bo Th die ink d ing

tin

g n i y a l P

vi n g

rac

st Ab

Per cei

Patterning

Modeling

Em bo Th die ink d ing

tin

g n i y a l P

vi n g

rac

st Ab

Per cei

Patterning

Synthesis

Modeling

And technologyâ&#x20AC;Ś

Pedagogy

Content

Technology

Context

Coming up...

21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger

Thank You Punya Mishra punya@msu.edu

21st Century Skills: What do educators really think

Chris Fahnoe

21st Century Skills: What do educators really think? Chris Fahnoe

What is it? Why is it diﬀerent?

ST 21 CENTURY LEARNING

Conversation Started Late

Then The Rush

Emerging Thinkers/Frameworks

Yong Zhao

Me?ri Group

Howard Gardner

Org. for Economic Coopera?on and Development

Daniel Pink

P21

ISTE AACE

Overlaps? Disconnec?ons? Dis?nc?ons?

WHAT TO MAKE OF THIS ALL?

st A Synthesis of 21

Century Learning P. Mishra & K. Kereluik (2011)

The Analysis • U?lized 15 diﬀerent, credible sources that were independent yet “connected on the theme of 21st century learning “ • Reviewed sources and broke each down into the individual elements such as their themes and sub-‐categories

The Analysis • Grouped common elements (9+ categories emerged) • Moved to understand the rela?onship between the categories, beyond just another framework

Founda'onal) Knowledge)

Meta) Knowledge)

Humanis'c) Knowledge)

Content)

Communica'on)/) Collabora'on))

Life/Job)skills)

ICT/Digital) Literacy)

Crea'vity)

Cultural) competence)

Cross:disciplinary) knowledge)

Problem)Solving)/) Cri'cal)Thinking)

Ethical/Emo'onal) Awareness)

Know. Act. Value.

Time to look inside out

So far…this is what the experts think

What about teachers, administrators, and other prac??oners? What do they think?

Survey Development •Purpose is to understand the st perspec?ves on 21 century frameworks by individuals in the ﬁeld of educa?on. •Directed at individuals associated with the ﬁeld of educa?on.

Survey Development • U?lizing the categories from the synthesis, an ini?al survey framework was constructed to match the purpose. • Sec?ons were generated including: • Demographics • Work experience and assignments • Iden?ﬁca?on of 21st century challenges and required knowledge • Evalua?on of the iden?ﬁed categories and sub-‐categories from 21st century analysis

• Ques?on types and language were reviewed and updated by mul?ple faculty and students

Survey Details •22 ques?on survey •9 ques?ons on demographics and experience •2 open-‐ended responses •9 Likert scale ques?ons on the sub-‐categories of 21st century learning (most important to least important) •Electronic distribu?on and collec?on

Open-‐Ended Responses Respondents were asked to: •List at least three (or more) challenges faced by people in the 21st century, as a result of our changing modern world. •Describe the kinds of knowledge people need to have, in order to face these 21st century challenges described?

Evaluation of Categories • Respondents were provided a brief descrip?on of each sub-‐categories iden?ﬁed in the framework analysis • Respondents were asked to rank from most to least important:

• Pilot of survey with K-‐8 teachers, administrators and parents for feedback about language, design, and clarity • Adjusted some formaeng, design elements, and order of ques?ons based on feedback. • Resent survey out for ini?al data collec?on to a limited group • Where will this take us?

Initial Feedback and Responses

C r e a t i v i t y

Deep Domain Knowledge Cross-‐disciplinary knowledge

Know. Act. Value. Trans-‐Disciplinary Learning

Thank You Chris Fahnoe: fahnoe@gmail.com

We teach who we are: Trans-disciplinary thinking among exceptional teachers

Danah Henriksen

We Teach Who We Are: Trans-disciplinary Creativity Among Exceptional Teachers

Dr. Danah Henriksen Michigan State University March 26, 2013

Study of Creativity

Exceptional Teachers

Why Creativity?

Today, the defining skills of the previous era —the ‘left brain’ capabilities that powered the Information Age—are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous—the “right brain” qualities of inventiveness, empathy, joyfulness, and meaning— increasingly will determine who flourishes and who flounders. ~ Daniel Pink

Trans-disciplinary Creative thinking ...that spans disciplines

Root-Bernstein â&#x20AC;˘ Correlated personal creativity with professional accomplishment

â&#x20AC;˘ Also suggested a set of creative cognitive skills that innovative, successful thinkers use

Key Research Questions • Does creativity play a significant role in the

teaching practices of accomplished teachers, and if so in what ways?

• Do successful, accomplished teachers

engage in creative practices and avocations, and do these avocations impact their thinking and teaching?

• Are trans-disciplinary thinking skills used by accomplished, successful teachers?

Interviews with Teachers • 8 National Teacher Winners/Finalists • In-depth interviews of 1.5 - 2 hours each • Recorded, transcribed, coded • Semi-structured interview protocol •

Creative avocations, interests, thinking skills, and influence on classroom practice

Qualitative Analysis Data coded for important themes

Some themes based on research questions Some emergent themes

Qualitative Analysis • Three iterations of data coding to determine relevant, important themes

• Inter-coder reliability of 76% • Cresswell’s (1998) verification techniques •

Bias clarification, peer review, member checks, & rich, thick description

Some Emergent Themes Cross curricular teaching

Real world learning

Taking intellectual risks

Mark

Music (guitar, piano, composing); Visual Arts (drawing, sketch, graphic arts); Photography (digital and darkroom); Physical/Athletic (rock climbing)

Sandra

Reading (varied subjects); Games, Film, Writing, Technology; Physical/Athletic (running, kickboxing)

Carrie

Writing (creative writing, non-fiction, poetry); Reading; Word Games/Puzzles

Jack

Music (singing, composing); Travel; Community Service/Volunteer work

Julia

Visual Arts (drawing and sketching); Sewing; Reading (varied subjects); Physical/Athletic (nature walks and hiking)

Mia

Music (piano and the violin); Cooking; Gardening (all aspects including landscape architecture); Running (long distance, competitive)

Marie

Music; Reading; Cooking; Physical/Athletic (yoga, walking)

Adam

Music (composing rhymes, raps); Reading; Physical/Athletic (competitive surfing, swimming); Travel

Creative Avocations

Substantive creative interests... incorporated into effective teaching practice

Music & Art “When we were learning right, and obtuse and acute angels, my class and I came up with a song and a dance to Beyonce's “I'm a diva” but instead of “I'm a diva” we created a whole dance to "I'm an angle". Using all different learning styles, audio, auditory, visual, kinesthetic, tactile, the kids were creating a song of their own...at test time you see them at their desk, they are bopping out the song and singing it, so you know they remember it - they own it.” -- Mia

Teaching Science With Art â&#x20AC;&#x153;Cell parts, the difference between plant and animal cells. That's one of the standards that we have to teach. So I have students create an advertisement, trying to sell cell parts that plant cells have, that animal cells don't have. Like chloroplasts, for photosynthesis. Animals don't have them, but what if you could sell those to an animal cell? How would you try and convince an animal cell that it needs chloroplasts? Or a cell wall? Why would it be beneficial? So we take a look at actual advertising techniques and ads, and consider what a good advertisement looks like?â&#x20AC;? -- Mark, recent National Teacher of the Year

Em bo Th die ink d ing

tin

g n i y a l P

vi n g

rac

st Ab

Per cei

Patterning

Synthesis

Modeling

Embodied Thinking “As far as movement, there’s the number line dance that we do with hand signing. To remind the students that when you move to the left of the line, you're going to the negative...“Negative to the left, positive to the right, it's the number line dance, I could dance all night.”…Actually, students taking a test, they're doing the hand signals to remember where they're going.” -- Adam “When we were doing the order of the planets from the sun, I would have the kids get up and form a human solar system. It was important to me to find ways to use the body to help teach concepts - that movement is so important.” -- Jack “I do things like, encouraging students to try and interact not only by taking on the persona of an object or an organism, but also then in more traditional lab settings to actually get their hands right in there. What does that substance feel like? If we're doing erosion and deposition, get in there and work with the sand. I want them to be engaged and using their physical senses as much as possible.” -- Mark

Modeling “When we're studying polyhedrons, making them with toothpicks and gumdrops…we're making little models to give a demonstration of how they work or look. And we do stuff like that all the time. Again, the students are creating something, they're using their hands, they're talking about it, and they have that accountable talk. They're using all different modes of thinking within modeling.” -- Mia “We also talk about real life representations of number lines like thermometers, and profit and loss, and things like that. Or when we're calculating perimeter and area, I actually have them build models. We have a math project where the students build, design their own dream house where they have to calculate square footage and things like that. So they actually make a model. Models should happen all over mathematics.” -- Adam

We Teach Who We Are “Outside pursuits always factor into your thinking about your classroom or your students - all the time…I think that we teach who we are, and I know that I teach who I am. So, if I am really into kickboxing, I see how facets of that experience connect to things that we're learning in class. If I am reading about Frank Lloyd Wright, which is what I'm doing right now, then I see how something about Frank Lloyd Wright applies to something that we're studying. I think that's true all of the time, that whatever it is that interests you…how that energy manifests itself in the fabric of the classroom.” -- Sandra, National Teacher of the Year Winner

Thank You

Danah Henriksen: henrikse@msu.edu

Trans-disciplinary creativity by design: The case of an intensive face to face program

Mike DeSchryver

Trans-disciplinary creativity by design: The case of an intensive face-to-face program â&#x20AC;&#x201C; Mike DeSchryver, Sean Leahy, and Leigh Graves-Wolf

Explicit goals relative to trans-disciplinary creativity: (1) facilitate a deep theoretical understanding of transdisciplinary creativity and its component elements (2) instantiate trans-disciplinary creative thinking through innovative educational technology assignments (3) experiment with time structures more consistent with concerted trans-disciplinary creativity than traditional classrooms

In the context of: (a) design (b) creativity (c) vision & leadership

90 minute crash course in design thinking http://dschool.stanford.edu/dgift

ab 13

Reading the text

b 13

b 123

Design Challenges

http://sassta.weebly.com/index.html abc 123

Design Challenges

http://sassta.weebly.com/index.html abc 123

Vision Statement

abc 23

Thank You! Mike DeSchryver desch2m@cmich.edu Sean M. Leahy leahysea@msu.edu Leigh G. Wolf gravesle@msu.edu

Thank You

Mike DeSchryver: deschryver@gmail.com

Q&A (first round) These presentations can be downloaded from punyamishra.com

Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

Back in 15 minutes

Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

“Genius means little more than the faculty of perceiving in an unhabitual way.” -- William James “The creative person wants to be a know-it-all. He wants to know about all kinds of things, ancient history, nineteenth century mathematics, current manufacturing techniques, hog futures. Because he never knows when these ideas might come together to form a new idea.” -- Carl Ally

Trans-disciplinary creativity by design: The case of an online ed tech course

Kristen Kereluik

21st Century Teaching & Learning

Itâ&#x20AC;&#x2122;s all about content... (Partnership for 21st Century Skills; Metiri Group; European Union; AACU; Gardner, H.)

Trans-Disciplinary Content

7 trans-disciplinary habits of mind (for the 21st Century)

Based on RootBernsteinâ&#x20AC;&#x2122;s 13 Thinking Tools

7 trans-disciplinary habits of mind (for the 21st Century)

Perceiving, Patterning, Abstracting, Embodied Thinking, Modeling, Playing Synthesizing

Sparks of Genius + 7 Trans-disciplinary Habits of Mind =

Creativity in Teaching and Learning

Example Assignments

How Do I Love Thee: Let Me Count the Ways

How Do I Love Thee: Let Me Count the Ways Content area specific activities around 7 habits

1. Perceiving =

Observing & Imaging

Intent to focus on, attend to, and curiosity about information

Ability to bring to mind observed impressions/ sensations

1. Perceiving

2. Patterning Identifying a repeating form or a plan in a seemingly arbitrary arrangement of things or processes. Recognizing is an analytical act, forming new patterns is a creative act.

2. Patterning

3. Abstracting Concentrate on one feature of a thing or process, in order to boil it down to basics and grasp its essence. Key aspect of abstracting is finding analogies between seemingly disparate things.

3. Abstracting Eat Like a Car Does...When It's Empty! Energy transfer is very simple you see Almost everything does it, even you and me! When we eat food we’re transferring energy, Our body uses it to walk, talk, and even see. Similar to how a car needs gas to go Our bodies need food don’tcha know When a car’s low on gas, a fill up is in need If you don’t, someone else takes the lead When you don’t eat you could crash Your temper might flare and people see your wrath ... So make sure you fill up when your body tells you to But not too much cause then the energy you don’t use Gets transferred to your sides, gut, chin, or hips And if you’re not careful, even your lips!

4. Embodied Thinking Kinesthetic Thinking & Empathizing

Thinking with the body

Imagining oneself in anotherâ&#x20AC;&#x2122;s position

4. Embodied Thinking

6. Playing Playing is something that we do just “for the fun of it”. Simply put, “play” is using knowledge, body, mind and abilities for the pure enjoyment of using them.

7. Synthesizing Teach children about heat transfer using multi-sensory perception. Transform complex scientific concepts to simple and basic expressions http://bit.ly/bj93

Elevator pitch

White paper

Pulling it all together

TPACK

Itâ&#x20AC;&#x2122;s all about transdisciplinary content...

Thank You

Kristen Kereluik: kereluik@msu.edu

Mapping trans-disciplinary creativity: A multidimensional research study

Laura Terry

Mapping trans-disciplinary creativity: A multi-dimensional research study Laura Terry & Dr. Danah Henriksen

CEP 818

Em bo Th die ink d ing

g n i y a l P

ing

eiv

in act str

Per c

Patterning

Synthesis

Modeling

What is

creativIT y?

I know it when I see it! (Justice Potter Steward 1964)

Creativity Defined (Mishra & Koehler, 2008)

Novel

Fresh, unusual, unique, surprising, startling, astonishing, astounding, germinal, trendsetting, radical, revolutionary, influential, pioneeringâ&#x20AC;Ś

Effective

Valuable, important, significant, essential, necessary, logical, sensible, relevant, appropriate, adequate, effective, functional, operable, useful, user-friendly

Whole

Organic, ordered, arranged, organized, formed, complete, elegant, graceful, charming, attractive, refined, complex, intricate, ornate, interesting, understandable, meaningful, clear, self-explanatory, well crafted, skillful, well made, meticulous, careful

Thus a creative product is

Novel Effective Whole

Novel 1

5 Effective

5 Whole

Coding Methods

1st iteration: preliminary coding 2nd iteration: inter-coder reliability .87 3rd iteration: full data coding

Abstracting

Embodied Thinking

Modeling

Play For this activity learning digital photography I would use play to teach students how shutter speeds work. The creative understanding is achieved through the technique of light writing. Students use flashlights, holiday tree lights, laser lights, and glow sticks in a dark environment. They spin and twirl the lights while trying multiple shutter speed settings on their camera. Â Playing with the lights and the camera all at once incorporate a fun experience that teaches ratios of light, f-stop openings, and length of shutter speeds.

Preliminary Results Language arts and fine arts Math Patterning Abstracting

Thank You Laura Terry: terrylau@msu.edu

Synthesis: Making the pieces fit

Punya Mishra

Capturing creativity

An idea…

Growing into a research program...

Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

INTERACTIVE: Process of combining two or more disciplines, or fields of study. Using the epistemologies/methods of one discipline within another (Biochemistry, Ecophilosophy, Astrophysics) HOLISTIC: Approaches that transcend boundaries of conventional disciplines. Focus on an issues both within and beyond discipline boundaries with the possibility of new perspectives

Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

Em bo Th die ink d ing

tin

g n i y a l P

vi n g

rac

st Ab

Per cei

Patterning

Synthesis

Modeling

And a Masterâ&#x20AC;&#x2122;s level course...

An ebook Written/edited by students

A pedagogical approach:

Deep Play

Seeking to construct new ways of seeing the world, new approaches to using technologies, to develop creative pedagogical solutions

A database of creative assignments connected to the 7 cognitive skills

Creativity Faculty Learning Circle

And now research

(evaluating creative artifacts created by teachers)

Publications Mishra, P., Koehler, M.J., & Henriksen, D. (2011). The Seven TransDisciplinary Habits of Mind: Extending the TPACK Framework Towards 21 st Century learning . Educational Technology, 51 (2) 22-28. Mishra, P., Henriksen, D. & The Deep-Play Research Group (2012). On being (in)disciplined . TechTrends 56(6), 18-21. Mishra, P., & The Deep-Play Research Group (2012). Crayons are the Future . TechTrends, 56(5), 13-16. Henriksen, D., & Mishra, P. (2012). Learning from the best: 5 themes for more creative teaching. Educational Leadership.

Coming soon to SITE

Coming soon to SITE Creativity Special Interest Group

Thank You Punya Mishra: punya@msu.edu

Discussion

Teresa Foulger

Q&A

(second round) These presentations can be downloaded from punyamishra.com

Thank You Teresa Foulger: teresa.foulger@asu.edu

Thank You punyamishra.com