Creatity in the US -VN

HOW IS CREATIVITY DEVELOPED IN THE US? DOES IT MAKE ANY SENSE FOR VIETNAM?

Dr. Tran Thi Bich Lieu

[email protected]

(2005-06)

Dr. Sarah Mackenzie

[email protected]

(2012)

HOW IS CREATIVITY DEVELOPED IN THE US? DOES IT MAKE ANY SENSE

FOR VIETNAM?

Agenda

What is your creativity quotient?How and why are Americans so prolific with

regard to innovations in many fields? How do American parents, teachers and

schools cultivate creativity? Should developing creative thinking be a

priority for Vietnam? If so, how could we accomplish this?

How creative are you?

• Please complete the test, count your scores and then compare them to the results in the next slide.

• Consider your scores in the various categories.

• In what ways are you creative?

• Please share the factors in your experience that encouraged or discouraged your creativity with your peer.

Everyone can be creative, but what obstacles prevent you from being creative?

A contemporary story of creativity(and entrepreneurship)

USA – A Country of Important Inventions

USA: 5 UK: 18 Germany: 5 France: 7 Other countries: 131- 1800

USA: 2 UK: 9 German: 3 France: 5 Other countries: 21801-1850

USA: 26 UK: 2 German: 8 France: 1 Other countries: 81901-1950

1951-2000USA: 19 UK: 1 German: 1 France: 0 Other countries: 3

Source: History of inventions

What nurtures creativity and inventiveness in the US?

• Environment/Ethos• Policies• Investment• Education

Environment for creativity

History: of Discovery and ExplorationPolitics: Guarantee of Freedom of Expression and Access to InformationDemographics: Melting Pot and the American Dream

Go West, young man!

Culture:

•Individualism•Belief in oneself•Tolerance of eccentricity (ki di)•Risk-taking and learning from failure•Competitiveness AND Cooperation•Focus on the Future

If at first you don’t succeed, try and try again!

Policies

K-12 Education:Increase America’s talent pool by vastly

improving K–12 science and mathematics education.

(10,000 Teachers, 10 Million Minds)

Higher education: Make the United States the most

attractive place for the best and brightest students, scientists,

and engineers from within the United States and throughout

the world. (Best and Brightest)

(Committee on Prospering in the Global Economy of the 21st Century: An

Agenda for American Science and Technology for a Brighter Economic Future)

More Policies

• Research (Sowing the Seeds): invest in long-term basic research

to maintain the flow of new ideas that fuel the economy, provide

security, and enhance the quality of life.

• Economics (Incentives for Innovation): Ensure that the United

States is the premier place in the world to innovate; invest in

downstream activities such as manufacturing and marketing; and

create high-paying jobs based on innovation by such actions as

modernizing the patent system, realigning tax policies to

encourage innovation, and ensuring affordable broadband access.

The Creative Monopoly

• DAVID BROOKS

We live in a culture that nurtures competitive skills. And they are necessary: discipline, rigor and reliability. But it’s probably a good idea to try to supplement them with the skills of the creative monopolist: alertness, independence and the ability to reclaim forgotten traditions.

Everybody worries about American competitiveness. That may be the wrong problem. The future of the country will probably be determined by how well Americans can succeed at being monopolists.

Investment for R&DThe most innovation

Countries 2011

Competition ranking Ranking by GDP/capita HDI Investment(% of GDP)

1.Switzerland 1 17 11(0,903) 2.99

2.Sweden 2 23 10(0904) 3.95($10440.90 mill)

3. Singapore 3 5 26(0,866) 2.5

4. Hong Kong (China) 11 13 13(0,898)

5. Finland 7 34 22(0,892) 3.87

6. Denmark 9 29 16(0,895) 3.06

7. US 4 11 4(0,910) 2.68 ($312,535.40 mill)

8. Canada 10 22 6 (0,908) 1.99 ($21047.60 mill)

9. Netherland 8 21 3 (0,910) 1.83

10.UK 12 37 28(0,863) 1.88 ($33231.20 mill)

11.Iceland 31 25 7(0,908) 3.11

Investment in Higher Education

MIT economist and Nobel Laureate Robert Solow

estimates that more than half of America's economic

growth since World War II can be traced to

technological innovation - much of it spawned through

government-funded, university-based research. (Susan

Hockfield, a guest columnist, is president of the

Massachusetts Institute of Technology, 2008).

Why education for creativity?

“Human creativity is the ultimate economic resource.”

with a very different kind of mind.…These people – artists, inventors, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share its greatest joys.”

“The future belongs to a very different kind of person…

Simultaneously, creativity exists in the manager as well as in the artist…The more open and free form creativity is what the artist displays, while the manager, who is creative with sales strategies or dealing with people, is being creative in a different, more refined and focused way. It’s not usually looked upon as creativity, but it is. Marshall Barnes

Creative qualities – Can we develop them?

HOW DO PARENTS AND TEACHERS NURTURE CREATIVE MINDS?

You can't make your child creative, he simply is creative. ~ David Peat

Let them play

Encourage risk-taking

Allow exploration and experimentation; cultivate engagement

Support perseverance

• Recognize all the people and experiences that made you who you are— genius didn’t spring spontaneously

• 10,000 hours to be an expert

Embrace ambiguity and chaos

Tinkering school ~Gever Tulley

Help them seek intrinsic (not extrinsic) rewards (Explore oneself)

As adults we have internalized authority; we have roles, models, values that are not are own, goals that are placed upon us. All this can destroy creativity. The deadline, the writer's block, the program's goals - all can kill. By contrast, creativity is unconditioned, it is its own reward. But external goals, rules, etc. that become internalized can destroy creativity and cripple the mind. David Peat

Recognize individual “intelligence”

Use the latest brain research

Recent Research Suggests Teaching Suggestions

The brain performs many functions simultaneously. Learning is enhanced by a rich environment with a variety of stimuli.

Employ a layered curriculum to reach all kids recognizing that it’s more than just time.. some have to do things, some have to hear, not enough to read

Learning engages the entire physiology. Physical development, personal comfort, and emotional state affect the ability to learn.

Create a sense of community and connection with students—when they feel safe the amygdala is less involved and opportunity for learning is greatly increased.

The search for meaning is innate. The mind's natural curiosity can be engaged by complex and meaningful challenges.

Motivation and attention come from helping children find meaning for themselves

The brain is designed to perceive and generate patterns.

Present information in context (real life science, thematic instruction) so the learner can identify patterns and connect with previous experiences.

A school using brain-based learning concepts

Teacher practice and creativity

• Teaching creativity requires that we “go deep” with children rather than providing them with more information. And, given that human performance is not directly teachable, it means setting the conditions under which creativity flourishes. It also means, as in the case of the modern art example, that we may not know creativity until we see it. None of these methods fits well with a data-driven, standards-based accountability system. Thom Markham

• Speak the language of creativity.

• Emphasize questions and inquiry.

• Project Based Learning

• Use breakthrough assessments.

• Don’t label students as “smart.”

• Encourage open-ended and “out of the box” thinking.

• Address important, real questions.

• Rubrics with a “what’s cool” category.

Suggestions for teachers from Thom Markham

Teach to the iceberg

Below the tip of the iceberg is 90% of the human being. Teaching creativity requires shifting our attention to the process of inner discovery, allowing students time to reflect, discuss, and brainstorm, as well as using proven methods for getting the creative juices flowing, such as mindfulness, meditation, silence, or structured interactive exercises.

Focus on the whole child

Kĩ nănggiảngdạyvà đánh giá TK 21

http://www.marzanoresearch.com/reproducibles/teaching_assessing.aspx

Cognitive Skills:Kĩ năngnhậnthức

Conative skills:Kĩ năngtự nhận thức

• Analyzing and utilizing information Phântíchvàsửdụngthông tin

• Addressing complex problems and issues problem-based learning

• Chú trọng các vấn đề phức hợp và học tập dựa trên vấn đề

• Creating patterns and mental models

• Sáng tạo các mẫu, các thiết kế và mô hình cảm xúc, trí tuệ

40

Cognitive Skills: Kĩ năngnhậnthức

Specific Cognitive Skills

Chi tiếtkĩnăngnhậnthức

Analyzing and Navigating digital resources (Duyệt các nguồn tài liệu)

Utilizing InformationPhântíchvàsửdụngthông tin

Identifying common logical errors (Xác định các lỗi logic thông thường)

Addressing Generating conclusions (Đưa ra kết luận)

Complex Presenting and supporting claims (Trình bày và hỗ trợ kết luận)

Problems & Issues Focus (Tập trung)

ĐặtvàGiảiquyếtvấnđề Divergent and convergent thinking (Suynghĩgiốngvàkhácnhau)Problem solving protocol (Các bước giải quyết vấn đề)

Creating Identifying relationships between ideas (Xác định mốiquanhệgiữacácýtưởng)

Patterns and Creating graphic representations (Trình bày đồ họa)

Mental Generating mental images ( hình dung hình ảnh)

Models Conducting thought experiments (Tiếnhànhthínghiệmgiảtưởng)

Sángtạomôhìnhvàmẫu Performing mental rehearsal (Tiếnhànhluyệntập)

41

• The aspect of mental processes or behavior directed toward action or change and including impulse, desire, volition, and striving. Các khía cạnh của quá trình tâm lý hoặc hành vi trực tiếp hướng về hành động hay sự thay đổi bao gồm ý chí, mong muốn và phấn đấu.

Knowledge and Understanding of Self (intrapersonal)

Nhận thức và hiểu biết bản thân

Knowledge and Understanding of Others (interpersonal)

Nhận thức và hiểu người khác

42

Conative skillsKĩ năngtựnhậnthức

Specific Conative SkillsKĩ năng tự nhận thức đặc thù

Understanding and Becoming Aware of the power of interpretations (Cókhả�năngdiễ ngiả�i)

Controlling Oneself

Cultivating useful ways of thinking(Nuôi dưỡng suy nghĩ tích cực)

Nhận biễ�t và kiễ�m soát bả�n thân

Avoiding Negative Ways of thinking(Tránh suy nghĩ tiễu cực)

Understanding and Perspective takingCùng thảm giả

Interacting with others

Responsible interactionTrách nhiệm tương tác

Nhận biễ�t và tương tác với người khác

Controversy and conflict resolutionTrảnhluậnvàgiả�iquyễ�txungđột

43

Can we teach creativity in Vietnam?• Lão nông lớp bốn và Chiếc máy thái hành tự động ! ( Onion Cutting Machine -

farmer)• Chế tạo máy rửa bát mang thương hiệu Việt Nam (Dish washer: farmer)• Máysấytầngsôitạohạt do Việt Nam chếtạo (Drying machine - engineer)• Sinh viên chế tạo xe chạy xăng- điện (Car runs by both petrol & electricity by

students)

Please do a SWOT analysis for developing creativity in Vietnam

Strengths

Weaknesses

Threats

Opportunities

Be creative!

Links for Creativity• www.iferd.edu.vn• Rising Above the Gathering Storm: Energizing

and Employing America for a Brighter Economic Future http://books.nap.edu/catalog/11463.html

• www.edutopia.org/• www.waldorfearlychildhood.org/article.asp?id=8

Conclusion

• Creativity definitions• Factors impacting creativity• How to develop creativity

US inventions and inventors by yearsInvention Year Author

Cộtthulôi 1752 Benjamin Franklin

Tàungầm 1755 David Bushnell

Kínhhaitròng 1780 Benjamin Franklin

Tàu thủy (gắn động cơ hơi nước, sau đó được Robert Fulton cải tiến)

1786 John Fitch

Máytỉahạtbông 1793 Eli Whitney

Chânvịt 1084 John Stevens

Máy đánh chữ 1829 William A.Burt

Nhựatổnghợp Bakelite Leo Hendrik Baekeland

Ốngchânkhông 3 cực (triode) Lee De Forest

US inventions and inventors by yearsInvention Year Author

Máy điều hòa không khí 1911 Willis Carrier

Đèn hơi thủy ngân 1912 Peter Cooper Hewitt

Phươngpháp cracking dầumỏ William Meriam Burton

Máythusóngvôtuyến (radio) 1913 Ernst Alexanderson, Reginald Aubrey Fessenden

Súng trường tự động 1916 John Moses Browning

Ống Coolidge William David Coolidge[2]

Ống điện tử iconoscope Vladimir Kosma Zworykin

US inventions and inventors by yearsInvention Year Author

Bom hydro 1952 Edward Teller và Stanislaw Ulam

Pin mặttrời 1954 Bell Telephone Laboratory

Mạch điện tử tích hợp (IC) 1958 Jack Kilby, Robert Noyce

Diode phátquang (LED) 1962 Diode phátquang (LED)

Hiểnthịtinhthểlỏng (LCD) 1964 George Heimeier

Gene nhântạo 1970 HarGobind Khorana

Tàuvũtrụ con thoi 1981 NASA

….

Some samples of US inventions

…steam boat, automobile, stop sign, shredded wheat, telephone, submarine, zipper, bottle cap, refrigerator, telegraph, tractor, ice cream scoop, the internet, i-phone, post-its, computer, TV, video games, laser disk, photocopier, traffic lights, airplanes, A-bomb, cruise control, remote control, microwave oven, electric guitar, deodorant, fiberglass, X-ray, beach ball, computer, sunglasses, shopping cart, chair lift, Ferris wheel Phillips head screw, trampoline, black light, golf cart, toilet brush, bubble gum, assembly line, thumb tack, key punch, laxative, Teddy Bear, hearing aid, periscope, air conditioning, tea bag, banana split…