Thinking Creatively Series: Book 1 by Teacher Superstore

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r o e t s Bo r e pFor ages 10-12 yearsok u S

A course in creative and applied thinking skills.

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o c . che e r o t r s super Written by David Stephenson. Illustrated by Rod Jefferson. Published by Ready-Ed Publications (1996). Revised 2007. 11/17 Foley St, Balcatta, Perth, Australia, 6021

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 704 X

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Contents

Introduction: Creative Thinking What are the skills that foster thinking? The Program Classroom climate and teacher attitude

Skill Area

...................................... 4 ...................................... 5 ...................................... 6 ...................................... 7

Fluency

r o e t s Bo r e p ok Skill Area Flexibility u S Skill Area

Skill Area

Teachers’ Notes ................................. 11 Photocopy Activity Cards .......... 12 - 13

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Teachers’ Notes ................................... 8 Photocopy Activity Cards ............ 9 - 10

Originality

Teachers’ Notes ................................. 14 Photocopy Activity Cards .......... 15 - 16

Elaboration

Teachers’ Notes ................................. 17 Photocopy Activity Cards .......... 18 - 19

Skill Area

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Skill Area

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Complexity Teachers’ Notes ................................. 23 Photocopy Activity Cards .......... 24 - 25

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Skill Area

Risk Taking

Teachers’ Notes ................................. 26 Photocopy Activity Cards .......... 27 - 28

o c . Notes ................................. 29 che Teachers’ e r Photocopy Activity Cards .......... 30 - 31 o t r s su per Imagination

Applied Thinking Activities

Future Living

Teachers' Notes ........................... 32-33 Photocopy Activity Pages ............. 34-41 Create Your Own Challenges

.................................... 42

A set of “Task Starters” to initiate ideas

.................................... 43

Record Page

.................................... 44 3

Teachers’ Notes

Introduction: Creative Thinking

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This activity book has been designed to allow and encourage teachers to become totally involved with the teaching of creative thinking skills. The book was developed to complement our highly popular “Creative Challenges”, a publication providing innovative applications of these skills. While there is no one accepted way of teaching “thinking”, we feel that in being provided with an organised and developmental outline of some of the sub-skills, teachers may more readily internalize these skills, allowing a smoother approach to teaching thinking within the classroom.

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While most experts can never agree on a definition, they do agree that “thinking” has a series of sub-skills. For the purpose of teaching them each of these skills can be treated in isolation.

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However, it is the combination and application of several sub-skills simultaneously that leads to a higher plateau of thinking. It is the continual practise of these skills that leads to a student being more productive and creative in his or her thinking.

. tecreative thinking can best be described as “applied problem Our definition of o c solving”. As students develop their thinking skills they begin to provide a multitude . c e of answers and solutionsh to any given problem. As they progress through the r e o t course as set down in this bookr their answers should develop to a level where s s r u e p they become more divergent, complex and original.

Teachers’ Notes

What are the skills that foster thinking?

r o e t s B r e oo Creative Thinking ... The Program p u k S

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This activity book follows the basic principles of lateral thinking educators and writers, Edward de Bono and Joan Dalton, in concentrating on eight processes or skills which foster an increased ability to think creatively and divergently.

In practice these are not encountered as segregated and easily identifiable processes but for the purposes of teaching the skills it is useful to isolate them and identify them as related to either the COGNITIVE (thinking) or AFFECTIVE (feeling) areas.

Cognitive Abilities

© ReadyEdPubl i cat i ons R Fluency - Related to the generating of a quantity of ideas on the premise that more ideas generated, greater likelihood of n originality. •thef o rr ev i ew the pu r pthe os eso l y• R Flexibility - Examining a problem from different perspectives; seeking variety in responses.

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R Originality - Coming up with new or unique solutions to given problems or questions; putting two known ideas together to make a third original one. R Elaboration - Adding to what is already apparent to make an idea more interesting or exciting; seeing relationships to the given idea.

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o c . R Curiosity - Using inquisitiveness and wondering to seeke solutions on the c h r basis of a Who? What?e How? Why? approach. t o r s s r u e p R Complexity - Looking for different and sometimes difficult alternatives to Affective Abilities

what is provided. R Risk Taking - Accepting that there may be more than one correct answer and that to be mistaken is not necessarily a sign of failure; exposing oneself to possible criticism. R Imagination - Projecting the mind towards how others may be feeling, or to another place or time; thinking about things beyond real boundaries. 5

Teachers’ Notes

The Program r o e t s Bo r e p ok u S

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The program has been designed to treat each of the skills separately. However, as each skill builds upon another it often is impossible to design activities where skills don’t overlap. Despite this there is still an emphasis on the skill presented in the practice examples.

Further activities are presented under “Applied Thinking Activities” where many sub-skills are required in combination to achieve the best results.

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The use of these activities in the classroom could be through a daily “Think About It” session. It is advised that initially whole class or small group format is most suitable to introduce and practise the skills. Tasks from the “Applied Thinking Activities” section could be carded and students allowed to self select. However, students may need to become more acquainted with the skills before attempting activities like “Curiosity”.

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Teachers’ Notes

Classroom climate and teacher attitude

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A large component of the success of implementing such a thinking program is the teacher’s response to pupils’ thinking. The teacher’s attitude, personal philosophy and teaching methodology must be totally conducive to allowing a “free range” approach to thinking. Educators should consider the following classroom conditions conducive to encouraging creative thinking processes.

Think Time

Self Selection

While all learning and education should be about thinking, it can still be highlighted and formalized into a “use your brain” opportunity session for all.

Once the program has commenced allow latitude for student self selection. Too often we, as teachers, pre-select what all students can and cannot do, i.e. don’t pre-set the limits.

participants to do the same. Accept and respect all opinions and thoughts.

every person’s initial contribution. Highlight unusual, innovative and creative ideas.

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Cagey Questioning

Become skilled in being a catalyst, prompting the continuation of exploring unusual and obscure ideas.

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All evaluation should be informal. Before and after activity comparisons provide ample evidence of skill acquisitions.

o c . Enjoy using e your own mind che Challenge r o activities. They with these t r s supe r provide a different insight into

Provide mental challenges that are different. Non-curriculum challenges are great as starters as students are not locked into preconceived ideas about their possibility of success. (e.g. This is maths, therefore I won’t succeed. I’m hopeless at maths.) Rarely provide answers – only clues to the solutions.

both yours and your students’ thought patterns. The course should not be rushed through but expanded, with 6 to 8 weeks being considered a minimum time frame. 7

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Teachers’ Notes

Fluency

Skill Area

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Fluency

Quantity of ideas

Fluency involves the generation of as many ideas as possible for a given problem or topic. These can be real or imagined, serious or fun.

Teaching Tips © Ready EdP ubl i cat i ons This introductory skill is best done with whole group or small • f o rr ev i e w pur posesonl y• group interaction and brainstorming. It is important for participants to be able to verbalize answers while generating lists.

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Encourage the concept, “If you think it, say it”.

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Verbalization creates a leapfrog approach as it triggers others’ thoughts. These may be at a tangent but can be still regarded as “thinking”.

o c . che e Encourage diversity of thought and response. Provide prompting, r o t but avoid leading towards acceptable or desired solutions. r s super Set time limits only to increase the challenge. Extend these Resist the temptation to become judgemental. Stilted body language and adverse comments quickly stifle creative thinking.

whenever possible to allow time for the more bizarre and divergent thoughts to emerge.

The following pages provide some practice examples of this skill. 8

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Fluency

Problem

List all the things that hunt or can be hunted.

Hunters

Hunted

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List everything that we are able to process and use that comes from trees.

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Fluency

Problem

What could you roll down? What can you roll back?

Roll Down

Roll Back

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What can change in colour?

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. te o Use common points to group the objects into three c . ch e categories. Show the categories in the table. Give a r e super o heading for each category. r st

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Teachers’ Notes

Skill Area

Variety of ideas

This skill is an extension of the fluency skill.

ew i ev Pr

r o e t s Bo r bp ilite ok y u S

Flexi

Teac he r

Flexibility

It allows and encourages students to think at a tangent by finding alternatives and exploring extensions of their ideas.

m . u

w ww

As with the skill of fluency, brainstorming and listing provide the greatest chance of encouraging flexible thinking. Provide longer time limits to allow flexibility of thought and expression to develop.

. te

o c . ch e Play the catalyst role - provide associative questionsr to keep the er o thinking progressing. st super

If long periods of silence occur don’t be tempted to provide leading hints. Gestation time is required.

The following pages provide some practice examples of this skill.

Flexibility

Problem

Find ten other uses for umbrellas.

• ______________________________________________ • ______________________________________________

r o e t s Bo r e • ______________________________________________ p ok u • ______________________________________________ S

Teac he r

• ______________________________________________

ew i ev Pr

• ______________________________________________ • ______________________________________________ • ______________________________________________ • ______________________________________________

• ______________________________________________

w ww

• _____________

. te

_________________________

m . u

Say how each of your school subjects is similar to, or different from, the members of your family.

o c . • _____________ c_________________________ e her r o t s super _________________________ • _____________

_________________________

_________________________ _________________________

• _____________

_________________________ _________________________

Flexibility

Problem

When is being good bad?

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

Teac he r

_________________________________________________________ _________________________________________________________

ew i ev Pr

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

Give some different reasons why Prince Charming was a sore loser.

o c . che e r o t r s super

Teachers’ Notes

Skill Area

Originality

u S

New ideas

ew i ev Pr

Teac he r

r o e t s y Bo t r i l a gine Orip o

Students are often hampered by feeling that they cannot possibly generate an original thought. This is particularly true with creative expression where the students may announce, “I can’t think of anything!”

With the continual exposure to TV, films, radio and books it is sometimes difficult for students to show true originality. To the individual, however, all ideas still seem original – the skill can only be developed with positive teacher responses to ideas, however stale they may seem.

Introduce this skill via these two simple, yet effective, activities. Enjoy them and their results.

m . u

Instructions “Sit quietly, close your eyes and stop thinking. Don’t think about anything for two minutes.” At the end of the time selected, discuss what happened. Were students able to “stop” thinking? Allow them to describe what happened in their minds. What pictures were created? Why couldn’t they stop thinking? The thoughts they were generating were probably all similar. However everyone’s could be regarded as original.

Instructions Make your instructions clear. “Sit quietly, close your eyes and for two minutes think of nothing other than Cinderella – only Cinderella.”

w ww

Activity 1

. te

o c . che e r o t r s super

Again after the prescribed time, discuss what happened. Most students wouldn’t have been able to hold their mind on a single idea for this period of time. Did they think about the Prince, shoe, pumpkin, etc.? These weren’t asked for. This activity should prove to students that their mind has a “mind of its own”. The activity makes them start thinking about “thinking”.

(n.b. The two activities shouldn’t be tried too often as they lose their impact.) 14

Originality

Problem

Explain how your ancestors may have earned your surname and what it means.

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

Plan an event to demonstrate and celebrate your importance.

o c . che e r o t r s super

Originality

Problem

Redesign the family pet dog to be useful in an armed holdup.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u Draw and S explain your best idea.

w ww

. te

m . u

Create a new game using some of these things:

o c . che e r o t r s Explain the rules and how tos play, score and win. r up e

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Teachers’ Notes

Elaboration

Skill Area

r o e t s Bo r e p ok u S Adding to ideas

The skill of elaboration is hard to define as it is often incorporated during flexibility activities.

ew i ev Pr

Teac he r

Elaboration

If practised it results in the exploration of possibilities well beyond conventional and accepted thoughts.

Teaching Tips

m . u

© R e a d y E d P u b l i c a t i o n s This is the skill of inventors who successfully combine attributes of various objects to overcome current problems, inventing newl • f o r r e v i e w p u r p o s e s o n y• solutions and products on the way.

w ww

This skill can best be described as the “What if ...?” continuum. When students are comfortable with a solution to a problem, challenge their thinking with a “what if” clause.

. te e.g. “What if your nose was on your knee?” o This approach creates problems and obstacles requiring. more c c e elaborate thought previously. hthan r e o t r s by the teacher The “what if” hurdle cans beu continually presented per and is only limited by your ability to elaborate.

The following pages provide some practice examples of this skill.

Elaboration

Problem

Can you redesign shoes for other purposes?

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

. te

m . u

Change this into something highly entertaining.

o c . che e r o t r s super

Elaborationn

Problem

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Redesign your school chair to create a bomb shelter. Draw, label and explain all its features.

_____________________________________________________________________________

m . u

You trade places with your school principal for a week.

w ww

Detail in a written report how you would change the school for everyone (especially yourself) without: •extra cost •extra time off •upsetting the staff or the students. Remember you return to normal in a week’s time. Present this report to your teacher.

. te

o c . che e r o t r s super

Teachers’ Notes

Skill Area

Curiosity

r o e t s Bo r e p ok u S Wondering about ideas

ew i ev Pr

Teac he r

y t i s urio

The skill of curiosity, or the ‘feeling’ skill, is best handled in a small group situation. It involves all the previous skills.

R R R R

Fluency - The more ideas you have the more likely many are of value. Flexibility - Thinking about the impossible can often create the possible. Originality - What improvements can be added? Will it work? Elaboration - Is there an unusual solution?

The skill encourages children to inquisitively go beyond the accepted and seek out more information.

The classroom climate (Page 6) should be totally conducive to students openly discussing “feelings” without fear of reprisal or ridicule.

. te

Activity Show a picture of a person crying; initiate discussion around these points:

m . u

w ww

Just as students have developed due to their experiencing increasingly complex thinking skills, the teacher’s role has also continually evolved.

3What could have caused this person to cry? 3What could happen to change this? 3What would happen if they continued to cry? 3What makes you cry? 3When did you cry last? 3Can you ever cry from being happy? 3Why could this be? (e.g. Finding a lost brother.) 3Is there a pattern to what makes you cry?

o c . e Teachers may wish to c share their own hmodel, r o feelings and become the rolee t r s super thereby encouraging discussion.

This activity should have no time limits, allowing the students to continually refer back if and when they have the desire. Thinking and talking about feelings As with most “feelings” activities debrief the requires time for students to correctly students with a “what makes you laugh/ formulate what they want to express. happy” discussion.

Curiosity

Problem

What would happen if all the dogs in the world looked identical?

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

Teac he r

_________________________________________________________ _________________________________________________________

ew i ev Pr

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

What might happen if you grew to be three metres tall?

o c . che e r o t r s super

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Curiosity

Problem

What if ants were the size of cats?

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

Teac he r

_________________________________________________________ _________________________________________________________

ew i ev Pr

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

What will life be like in 100 years?

o c . che e r o t r s r up Detail a person’s day in this s future life.e

_________________________________________________________ _________________________________________________________

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Complex

ity

Teachers’ Notes

Skill Area

Complexity

r o e t s B r e oo Generating alternative ideas p u k S

Teac he r

ew i ev Pr

With this skill the emphasis is on seeking different, and often difficult, alternatives to problems posed. There is also a requirement to classify the data and undertake evaluation of the ideas presented. Classification can be according to pre-set categories or left for student devised criteria. The evaluation is then carried out to examine the appropriateness of the classification categories.

Classify 20 objects in the classroom. Complete the activity three times. Choose 20 different objects each time.

. te

m . u

w ww

1. Classify with the categories - Natural, Man-made. 2. Classify with the categories - Big, Small. 3. With no categories provided - students classify and discuss the categories they generated.

o c . che e r o t r s super

With other thinking tasks the SCAMPER technique (as outlined by Bob Eberle) provides students with action categories to spur thinking. S C A M P E R

Substitute replace an object with another. Combine put two or more things together. Adapt change to suit a different purpose. Modify change or alter/Magnify - enlarge parts of or whole. Minimise play down aspects to less importance. Put it to other uses - use for purposes not originally intended. Eliminate remove parts. Reverse turn around or put opposite, invert. Rearrange - change sequence or order of parts.

When faced with a problem, students can often “kick start” their thinking by using the SCAMPER acronym. 23

Complexity

Problem

List the five most important discoveries/inventions in the world.

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

Justify your choices to your group or class.

w ww

•Good outcomes: _____________________________

__________________________________________________________

. te

m . u

What if it was daylight forever?

o c . che e r o t r s •Problems: __________________________________ super __________________________________________________________ __________________________________________________________

Complexity

Problem

What problems would be created by a year-long worldwide drought?

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

What if every occupation was paid at the same rate?

o c . che e r o t r s super

Teachers’ Notes

Skill Area

Risk Taking

p ok u SExposing ideas to criticism

ew i ev Pr

Teac he r

r o e t s Bo r Risk Taking e

This skill implies taking an emotional risk to state opinions or guess options. Often the fear of potential criticism creates this risk, stifling the most divergent or creative thinking. Again it is the responsibility of the teacher and group to create a positive climate of acceptability whereby everyone’s view is sought and accepted.

Teaching Tips © Ready EdP ubl i cat i ons Encouragement is a necessary tool to create trust. •f orr evi ew pur posesonl y• Care must be taken to acknowledge all the answers when commencing

w ww

m . u

a topic. If a teacher comments on answer 1 as “good” but doesn’t reply on answer 2, the second student is likely to feel that the ‘no comment’ signifies an inferior response. Therefore, nod, smile, acknowledge, agree and signal continually to make students feel comfortable and wanting to contribute.

Activity . t Using thee front page of a local newspaper, group the stories o c . presented into c “Good News/Bad News” categories. e her r R Discuss o t s super Which are there most of? Why is this? What would happen if there was only good news? Can bad news be someone else’s good news or benefit someone else? Sometimes? Always? (E.g. Floods destroy crops - this suddenly creates price rises and markets for other suppliers. Harsh, but reality!)

Risk Taking

Problem

Plan a realistic three week snow skiing adventure holiday for all your family. Your budget is $5000 per person. Where will you go, how will you get there, what do you need ...?

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

. te

m . u

This is a part of the most remarkable machine ever invented. Complete the drawing and explain the invention’s uses.

________________________________________

o c . che e r o t r s super

Risk Taking

Problem

The ten most dangerous things in the world are:

• ______________________________________________ • ______________________________________________

r o e t s Bo r e p ok • ______________________________________________ u S • ______________________________________________ • ______________________________________________

ew i ev Pr

Teac he r

• ______________________________________________

w ww

_________________________________________ _________________________________________

m . u

My greatest qualities are:

Explain these to a good listener.

. te o _________________________________________ c . c e her r _________________________________________ o t s super _________________________________________

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Teachers’ Notes

inatio

Skill Area

Imagination

r o e t s Bo r e p ok u S Thinking beyond the idea

ew i ev Pr

Teac he r

Imag

This skill is the “user friendly” skill where the students are required to openly present fanciful solutions to problems. Unlike risk taking they are not providing their ‘opinion’ but rather a whole range of imagined ideas.

Teaching Tips

m . u

This can become the fun skill.

w ww

Choose topics that allow students to explore the unusual and bizarre.

Activity . Rt Develop the problem used in Elaboration: e o c “What would happen if your nose was on your knee?” . c e r R Treat as a h small group brainstorming activity. e o t r s simaginative per R Enjoy the creative and u issues that evolve. R Supply the “what if” hurdles: “What if you wore glasses?” “Which knee?” “Was it a permanent condition?”

Imagination

Problem

Imagine a life without talking. Devise new ways of communicating for situations like ordering food, arguing with a parent, giving directions ...

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

o c . che e r o t r s super

m . u

You’ve been granted three wishes to change the world for the better. Describe the wishes you decided on.

Imagination

Problem

You are a member of the disappearing rare white rhino herd. Construct a pleading letter to the world telling why you need to be a protected species.

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

Teac he r

_________________________________________________________

ew i ev Pr

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

Imagine life without circles. How different would it be?

o c . che e r o t r s super

Teachers’ Notes

Applied Thinking Activities

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The activities contained in this section are a “potpourri” designed to challenge and stimulate thinking in all students at all levels.

w ww

m . u

. te o They can be presented as: c . e R blackboardc topics for individual groups. her r o t s super R activity cards for self selection. R extension challenges for individuals.

The Applied Thinking Activities work wonderfully well when taken home to involve family participation. They are also ideal for before-course and after-course comparisons of progress made as a result of undertaking the Creative Thinking Skills course contained in this book.

Teachers’ Notes

The following section allows application of all the subskills in the formulation of solutions for given practical thematic problems.

Upper Primary Level, Learning Centre Theme:

s r e p u S

Bo ok ew i ev Pr

Teac he r

Future Living or e t

w ww

. te

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Fluency

Future Living

Our world is changing rapidly. Communication, transport, population growth and technology are all areas of rapid change. This unit will require you to analyse these areas as they may affect you in the future.

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People’s occupations will be very different in the future. List all the current occupations that may not exist in the year 2100.

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List any new occupations that may be created in the next 100 years.

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Flexibility

Future Living

As the world’s population grows and ages, the planet’s resources are being stretched to the limit. Governments will be faced with the problem of feeding and housing mass populations. Explain several original theories on how this problem could be overcome sensibly.

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Originality

Future Living

As our amount of leisure time increases, our desire to be entertained is also increasing. Combining current and future technology such as computers, lasers, holograms, etc. create new and diverse forms of entertainment for the year 2100.

New Types of Entertainment

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New Sports

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New Hobbies

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Elaboration

Future Living

Combined with an increased population, people are also living for longer. What problems does this create in areas like pensions, job sharing, taxes, health care ...?

R Create specific questions on these problems. R Interview 5 people and summarise their opinions. R Present a report (written or oral) elaborating on these problems and your perceived solutions.

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Curiosity

Future Living

Space probes are now finding many new solar systems and planets. Scientists are more sure of the probability of alien life. Research all the most recent findings.

Explain in detail your researched theories on the likelihood of alien life.

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Complexity

Future Living

Ever heard the saying “necessity is the mother of invention” ? What do you think it means? With increasing population, traffic congestion, pollution and overcrowded cities, we are now developing the communication technology to work from home. Is this the “necessity of invention” in action?

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Explain and expand on how necessity could have shaped working patterns by the year 2100. ________________________________________________________

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________________________________________________________ ________________________________________________________

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________________________________________________________ __________________________________________

__________________________________________ __________________________________________ __________________________________________ __________________________________________ 39

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Risk Taking

Future Living

Transport systems, both public and personal, will be vastly different by 2100. Draw, label and explain the function and format of the average family “vehicle” in the year 2100.

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The Family Vehicle of 2100

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Draw one form of public transport that will be used in 2100.

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Imagination

Future Living

As medical knowledge advances, people are living longer. One advantage of everyone living longer and longer is that you can have more birthday parties.

Plan ahead for your 100th birthday. Fill in all the categories below.

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When: ______________________________________________________

___________________________________________________________

Who will come: _______________________________________________ ___________________________________________________________ ___________________________________________________________

© ReadyEdPubl i cat i ons Presents expected: _____________________________________________ •f orr e vi ew pur posesonl y• ___________________________________________________________ ___________________________________________________________

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___________________________________________________________ ___________________________________________________________

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Entertainment: ________________________________________________

Food: ________________________________ _____________________________________ _____________________________________ _____________________________________

Teachers’ Notes

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Create Your Own Challenges

Having completed the thinking tasks provided in this book teachers may want to create their own. If possible provide local or topical activities. Use the table on the next page to create an ongoing supply of thinking tasks that allow stimulation and practice of the skills involved in the process of CREATIVE THINKING.

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Teachers’ Notes Skill

Fluency Quantity of ideas

Task Starters using creative thinking skills

• List all the ...

• How many ... ?

• What are all the ... ?

• What are the things ... if ... ?

• Write 10 ...

• Tell how you felt when ...

r o e t s Bo r e ok Flexibility up S • What are some reasons for ... ?

• What are the alternatives to ... ? • How many different ways ... ? • Give 5 different reasons for ... ?

• What are the consequences of ... ?

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Variety of ideas

• Compare a ... with a ... - How are they alike/different?

Originality

• Plan an ...

• Compose a song ...

• Invent a ...

• Think of unusual ways to ...

New ideas

• Create a ...

• Use all of these to make a ...

•f orr ev i ew pur pos esonl y• • Who am I? I lived ... • Substitute ... • Adapt ...

Adding to ideas

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Wondering about ideas

Complexity . t

• What would happen if ... ?

• What if ... ?

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Curiosity

• Where might ... occur?

• Why do you think ... ?

• Just suppose ...

• Decide on the reasons for ... • What questions can be asked to • What are the considerations if find out about ... ?

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Generating alternative ideas

Exposing ideas to criticism

... ?

• What are the consequences of ... ?

• Rank ...

• Decide ...

• Justify ...

• Give reasons for ...

• Say why ... is the best/worst. • Would you rather be ... or ... ?

Imagination

• Imagine that ...

• What would it be like if .... ?

• Think of ...

• Pretend ... ?

Thinking beyond the idea

• You are a (dog/horse/tree ...) ... how do you feel about ... ? 43

Record Page

As you work your way through this CREATIVE THINKING course record your progress on this chart. It might be interesting for you to make a note of what you thought, both about the activities and how your thinking was developing.

Skill/Activity

What Did I Think?

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Date

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