They tend to project themselves into different roles using analogies, starting with a vision and working backward, imagining they are the objects being considered. Creative people take risks and frequently push the boundaries of their perceived limits. They are intrinsically rather than extrinsically motivated, working on the task because of the aesthetic challenge rather than the material rewards. Creative people are open to criticism. They hold up their products for others to judge and seek feedback in an ever-increasing effort to refine their technique.
They enjoy figuring things out by themselves and continue to learn throughout their lifetimes. They see the congruity and intricacies in the derivation of a mathematical formula, recognize the orderliness and adroitness of a chemical change, and commune with the serenity of a distant constellation. Flexible people seem to have an almost uncontrollable urge to go beyond established limits. They accept confusion, uncertainty, and the higher risks of failure as part of the normal process, and they learn to view setbacks as interesting, challenging, and growth producing.
However, they are not behaving impulsively. Their risks are educated. They draw on past knowledge, are thoughtful about consequences, and have a well-trained sense of what is appropriate. They know that not all risks are worth taking!
It is only through repeated experiences that risk taking becomes educated. It often is a cross between intuition, drawing on past knowledge, and a sense of meeting new challenges.
At the buzz stop. Another unique attribute of humans is our sense of humor. Laughter transcends all cultures and eras. Its positive effects on psychological functions include a drop in the pulse rate, the secretion of endorphins, and increased oxygen in the blood. It has been found to liberate creativity and provoke such higher-level thinking skills as anticipation, the identification of novel relationships, visual imagery, and analogy.
People who engage in the mystery of humor have the ability to perceive situations from an original and often interesting vantage point.
Having a whimsical frame of mind, they thrive on finding incongruity and perceiving absurdities, ironies, and satire; finding discontinuities; and being able to laugh at situations and themselves.
Share your energies with the group. No one must feel alone, cut off, for that is when you do not make it. Humans are social beings.
We congregate in groups, find it therapeutic to be listened to, draw energy from one another, and seek reciprocity. In groups, we contribute our time and energy to tasks that we would quickly tire of when working alone.
In fact, we have learned that one of the cruelest forms of punishment that can be inflicted on an individual is solitary confinement. Probably the foremost disposition in the post-industrial society is the heightened ability to think in concert with others and to find ourselves increasingly more interdependent and sensitive to the needs of others.
Problem solving has become so complex that no one person can go it alone. No one has access to all the data needed to make critical decisions; no one person can consider as many alternatives as several people can.
Intelligent people are in a continuous learning mode. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways.
People with this Habit of Mind are always striving for improvement, growing, and learning. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn. A great mystery about humans is that we confront learning opportunities with fear rather than mystery and wonder. Managing Impulsivity Model the use of patience in the classroom, including wait time during discussion, or using helpful sentence stems that reflect intentional choice such as "After reviewing all of the possible solutions.
Listening to Others with Understanding and Empathy Identify the most common "listening set-asides" in conversation so that students can begin to recognize common "errors" that occur in everyday communication. Thinking Flexibly Use RAFT assignments Role, Audience, Format, Topic where students must consider a situation, letter, speech or poem from a perspective other than their own, or that of the original speakers.
Striving for Accuracy and Precision Use "three before me," a strategy that insists on any important assignment being checked by at least three other people before being handed in.
Questioning and Posing Problems Create a "parking lot" area in the classroom -- stocked with post-it notes -- where students can post questions that may not fit into the pace or format of a given class.
Thinking and Communicating with Clarity and Precision Remind students to avoid the vagueness and abstraction -- and imprecision -- of terms like always, never, all, everybody, teachers, celebrities, technology, they, we, should and must.
Gathering Data Through All Senses Playfully allow students to "cite" sources from sensory data in addition to traditional textual sources. Creating, Imagining and Innovating Offer persistent sources of inspiring thought, design, art or multimedia through writing prompts, discussion points or simply as a daily class closure.
Responding with Wonderment and Awe Don't just allow opportunities for student choice in topics, formats or learning pathways -- insist on it. Taking Responsible Risks Create an environment where failure is analyzed, not punished. Finding Humor Point out humor where it is not immediately apparent, especially in stories and examples from your own life. Thinking Interdependently Using digital and social media imposes at least a topical need for interdependence from the beginning.
Learning Continuously Intermittently revisit old ideas, writing and projects to identify areas for development, improvement or revision. One perceptual orientation is what Jean Piaget called, egocentrism— perceiving from our own point of view. It is intuitive, holistic and conceptual. Since we often need to solve problems with incomplete information, we need the capacity to perceive general patterns and jump across gaps of incomplete knowledge or when some of the pieces are missing.
Yet another perceptual orientation is micro-centric—examining the individual and sometimes minute parts that make up the whole.
It requires attention to detail, precision, and orderly progressions. Flexible thinkers display confidence in their intuition. They tolerate confusion and ambiguity up to a point, and are willing to let go of a problem trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity and repertoire.
While there are many possible perceptual positions—past, present, future, egocentric, allocentric, macro centric, visual, auditory, kinesthetic—the flexible mind is activated by knowing when to shift perceptual positions. Some students have difficulty in considering alternative points of view or dealing with more than one classification system simultaneously.
It is our ability to plan a strategy for producing what information is needed, to be conscious of our own steps and strategies during the act of problem solving, and to reflect on and evaluate the productiveness of our own thinking. Probably the major components of metacognition are developing a plan of action, maintaining that plan in mind over a period of time, then reflecting back on and evaluating the plan upon its completion.
Planning a strategy before embarking on a course of action assists us in keeping track of the steps in the sequence of planned behavior at the conscious awareness level for the duration of the activity. It facilitates making temporal and comparative judgments, assessing the readiness for more or different activities, and monitoring our interpretations, perceptions, decisions and behaviors.
An example of this would be what superior teachers do daily: developing a teaching strategy for a lesson, keeping that strategy in mind throughout the instruction, then reflecting back upon the strategy to evaluate its effectiveness in producing the desired student outcomes.
Intelligent people plan for, reflect on, and evaluate the quality of their own thinking skills and strategies. Interestingly, not all humans achieve the level of formal operations Chiabetta, And as Alexander Luria, the Russian psychologist found, not all adults metacogitate Whimbey, The most likely reason is that we do not take the time to reflect on our experiences. Students often do not take the time to wonder why we are doing what we are doing.
They seldom question themselves about their own learning strategies or evaluate the efficiency of their own performance. Some children virtually have no idea of what they should do when they confront a problem and are often unable to explain their strategies of decision making Sternberg and Wagner, We want our students to perform well on complex cognitive tasks.
A simple example of this might be drawn from a reading task. This inner awareness and the strategy of recovery are components of metacognition. Embodied in the stamina, grace and elegance of a ballerina or a shoemaker, is the desire for craftsmanship, mastery, flawlessness and economy of energy to produce exceptional results. People who value accuracy, precision and craftsmanship take time to check over their products.
They review the rules by which they are to abide; they review the models and visions they are to follow; and they review the criteria they are to employ and confirm that their finished product matches the criteria exactly. These people take pride in their work and have a desire for accuracy as they take time to check over their work.
Craftsmanship includes exactness, precision, accuracy, correctness, faithfulness, and fidelity. For some people, craftsmanship requires continuous reworking. Mario Cuomo, a great speechwriter and politician, once said that his speeches were never done—it was only a deadline that made him stop working on them! Some students may turn in sloppy, incomplete or uncorrected work.
They are more anxious to get rid of the assignment than to check it over for accuracy and precision. They are willing to suffice with minimum effort rather than investing their maximum. They may be more interested in expedience rather than excellence.
The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, a new possibility, to regard old problems from a new angle, requires creative imagination and marks real advances…..
One of the distinguishing characteristics between humans and other forms of life is our inclination, and ability to FIND problems to solve. Effective questioners are inclined to ask a range of questions. Some students may be unaware of the functions, classes, syntax or intentions in questions. They may not realize that questions vary in complexity, structure and purpose. They may pose simple questions intending to derive maximal results.
When confronted with a discrepancy, they may lack an overall strategy of search and solution finding. Intelligent human beings learn from experience. When confronted with a new and perplexing problem they will often draw forth experience from their past. They call upon their store of knowledge and experience as sources of data to support theories to explain, or processes to solve each new challenge. Furthermore, they are able to abstract meaning from one experience, carry it forth, and apply it in a new and novel situation.
Too often students begin each new task as if it were being approached for the very first time. It is as if each experience is encapsulated and has no relationship to what has come before or what comes afterward. That is, each event in life is a separate and discrete event with no connections to what may have come before or with no relation to what follows. Furthermore, their learning is so encapsulated that they seem unable to draw forth from one event and apply it in another context.
All I know is what I have words for. Enriching the complexity and specificity of language simultaneously produces effective thinking. Language and thinking are closely entwined.
Like either side of a coin, they are inseparable. When you hear fuzzy language, it is a reflection of fuzzy thinking. Intelligent people strive to communicate accurately in both written and oral form taking care to use precise language, defining terms, using correct names and universal labels and analogies.
They strive to avoid overgeneralizations, deletions and distortions. Instead they support their statements with explanations, comparisons, quantification, and evidence. We sometimes hear students and other adults using vague and imprecise language.
They describe objects or events with words like weird, nice, or OK. They call specific objects using such nondescriptive words as stuff, junk and things. They punctuate sentences with meaningless interjections like ya know, er and uh. The brain is the ultimate reductionist. It reduces the world to its elementary parts: photons of light, molecules of smell, sound waves, vibrations of touch—which send electrochemical signals to individual brain cells that store information about lines, movements, colors, smells and other sensory inputs.
Many scientists say we actually have nine senses: External senses that are engaged from external sources include sight, sound, taste, touch, and smell. They provide information about the outside world. Pain, balance, thirst and hunger are considered to be our internal senses. They provide information about the body and its needs. For example, the sense of hunger shows that the body needs food. Intelligent people know that all information gets into the brain through these sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual, Most linguistic, cultural, and physical learning is derived from the environment by observing or taking in through the senses.
To know a wine it must be drunk; to know a role it must be acted; to know a game it must be played; to know a dance it must be moved; to know a goal it must be envisioned.
Those whose sensory pathways are open, alert, and acute absorb more information from the environment than those whose pathways are withered, immune, and oblivious to sensory stimuli do.
Furthermore, we are learning more about the impact of arts and music on improved mental functioning. Forming mental images is important in mathematics and engineering; listening to classical music seems to improve spatial reasoning. Social scientists solve problems through scenarios and role-playing; scientists build models; engineers use cad-cam; mechanics learn through hands-on experimentation; artists experiment with colors and textures.
Musicians experiment by producing combinations of instrumental and vocal music. Some students, however, go through school and life oblivious to the textures, rhythms, patterns, sounds and colors around them. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination. All human beings have the capacity to generate novel, original, clever or ingenious products, solutions, and techniques—if that capacity is developed. Creative human beings try to conceive problem solutions differently, examining alternative possibilities from many angles.
They tend to project themselves into different roles using analogies, starting with a vision and working backward, imagining they are the objects being considered. Creative people take risks and frequently push the boundaries of their perceived limits Perkins They are intrinsically rather than extrinsically motivated, working on the task because of the aesthetic challenge rather than the material rewards. Creative people are open to criticism.
They hold up their products for others to judge and seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
They seek problems to solve for themselves and to submit to others. They delight in making up problems to solve on their own and request enigmas from others.
They enjoy figuring things out by themselves, and continue to learn throughout their lifetimes. We want our students, however to be curious; to commune with the world around them; to reflect on the changing formations of a cloud; feel charmed by the opening of a bud; sense the logical simplicity of mathematical order. They see the congruity and intricacies in the derivation of a mathematical formula, recognize the orderliness and adroitness of a chemical change, and commune with the serenity of a distant constellation.
We want them feel compelled, enthusiastic and passionate about learning, inquiring and mastering. Flexible people seem to have an almost uncontrollable urge to go beyond established limits. She provides consulting services for school districts, state departments of education, professional organizations, and public agencies internationally.
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