To what extent would creative problem solving instruction entail, cover, and transfer or result in creativity and innovation instruction?
If a person has been taught creative problem solving, to what extent has he been taught in creativity and innovation in general?
If one considers gamification in the context of creativity and innovation, it surfaces a strong practical or empirical context of either known or unknown problems/ contexts - cases where a known problem is given to the player to solve, versus cases where the player must first himself identify a problem to solve. It suggests creativity and innovation instruction can start with already known or evident problems, and transition to self discovering problems. Also that creativity and innovation teaching can be approached from the context of problems and problem solving.
Difficult question...it would be ideal if there is spillover effect in both directions.
Creative problem solving is a daily standard in the visual arts classroom. Innovation is a strategy utilized after the utilization of CPS with S.T.E.M./S.T.E.A.M. components - which can promote the spillover into a positive holistic approach to recycling of the creative process.
in order to answer , we take first Creative problems solving teaching and instruction : we need to instruct and teach -
- Clarify and identify the problem. Arguably the single most important step of CPS is identifying your real problem or goal. ...
- Research the problem. ...
- Formulate one or more creative challenges. ...
- Generate ideas. ...
- Combine and evaluate ideas. ...
- Draw up an action plan. ...
- Do it!
- in order to answer second part , we take - innovation teaching and instruction:
Innovative Teaching Strategies that Improve Student Engagement. Inquiry-Based Learning. Inquiry-based learning is one of the most powerful teaching strategies in the classroom because research tells us that students learn best when they construct their own meaning. QR Codes. Project-Based Learning.
Examples of innovative approaches in teaching and learning include:
- Classroom and course management innovations, including new ways of teaching that promote student engagement, reorganization of a course(s) that improves students’ ability to apply what they learn, course content that clarifies historical changes in theory, novel assignments that lead to increased student engagement, student publications, and/or activities that bring students from diverse backgrounds together.
- Leadership in innovation that forges new paths and inspires others within and beyond the institution, including mentoring colleagues about innovative approaches, working in administrative and service positions to promote innovation, actively participating in committees to promote or create innovation and other pathways that enhance learning.
- Championing new visions of teaching excellence through the scholarship of teaching and learning, including professional contributions to discussions, presentations, newsletters, publications, and other modes for sharing innovation.
In previous years, the adjudicators for this award have adopted a broad interpretation of teaching and learning innovation and have recognized that innovative approaches can also be discipline specific. An approach in one discipline could be very innovative, yet at the same time be potentially less innovative in another.
A good application should contextualize the innovative approaches. It should help the adjudicators understand how the approach, strategies, practices, etc. are innovative.
Evidence of Impact
This is an important aspect of the application. The Innovation in Teaching and Learning is designed to support practices that are impactful on learning. The application should include tangible evidence documenting and supporting the impact and effectiveness of the innovation(s). More weight will be given to actual evidence than general statements of opinion or praise that it is unsubstantiated. Evidence could include feedback from learners (quantitative and qualitative), research data and analysis, student rating of instruction, or measures of change in student achievement and success rates.
A description of past awards related to innovation and letters from past students can also be helpful, but will not be weighted as heavily as direct evidence.
When presenting an innovative approach in the application dossier, applicants should be sure to include the following about his or her innovation:
- The original and evolving goals of the innovation(s).
- A brief description of the innovation(s).
- The underlying philosophy and strategies used to guide, implement and refine the innovation(s).
- A context in which the innovation(s) was conceived and applied.
@Patricia, if possible to state it in this way, if the student has been taught CPS, to what extent (percentage) has he been taught innovation?
"Innovation is a strategy utilized after the utilization of CPS with S.T.E.M./S.T.E.A.M. components"
The residual component seems to be contextualization, or what would you call it?
Prefer to make a clear difference between creativity (invention) and innovation, both in problem solving, teaching and other applications. Concerning gamification, it can serve as a good intersection , in terms of a pilot project to bridge a creative idea and an innovation process in the making.
CPS was always the main goal for achievement. Once the new knowledge and hands-on experiences became comfortable within the students- than at least 70% of their classroom time was spent toward individual/collaborative assignments creating innovative products.
@Stephen can you perhaps explain and elaborate on why you prefer a distinction between creativity and innovation?
I was part of a project (http://mc2-project.eu) that was based on the idea that helping teachers to be creative in their teaching can help students to be creative; for an example paper, see:
Conference Paper Co-designing electronic books: boundary objects for social creativity
Problem solving is one method of teaching and to teach innovatively is to use any method or a combination of methods to teach in a way that the students feel attracted to.
@Alpha, your answer suggests there are other methods to choose from. Can you list these? And what is your creativity or innovation theory base then?
In terms of creativity and mathematical problem solving, this recent book contains chapters on digital tools and affect in the education process of teaching problem solving:
Book Broadening the scope of research on mathematical problem sol...
Brian Barnard Short response to your 2 questions: Innovation is more about results, creativity is more about underlying processes. Concerning teaching, innovation can be best taught by project work. Creativity can be taught in workshops, targeting at breakthrough abilities, i.e. full potential development. Apology for the late response.
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