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Experience with the Pilot Project Indicates That Inservice Training Should Be Continued in the Operational Phase to Improve

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Experience with the Pilot Project Indicates That Inservice Training Should Be Continued in the Operational Phase to Improve DO CUM T RF:SLI M EM 000 319 ED 025 146 24 By- Williams, Frank E. Project. Final Workshops on the Use and Adaptationof New Media for DevelopingCreativity; National Schools Report. Macalester College, St. Paul, Minn. Spons Agency-Office of Education (DHEW),Washington, D.C. Bureau of Research. Bureau No- BR-6-1619 Pub Date Apr 68 Contract- OEC-3-7-061619-0392 Note- 256p. EDRS Price MF-$1.00 HC-$12.90 Bibliographies, Classroom Materials,*Creative Thinking Creativity, Descriptors-Adoption (Ideas), Annotated Schools, Creativity Research, CurriculumEnrichment, Curriculum Evaluation,Educational Strategies, Elementary Teacher Education, InstructionalImprovement, InstructionalInnovation, Experimental Teaching Inservice Teacher Education Learning Processes, *Models,*Pilot Projects, ProductiveThinking, Project Applications, Curriculum, *Teacher Workshops,Training Techniques Identifiers-Blooms Taxonomy, *ClassroomIdeas For Developing ProductiveDiverg Structured by athree-dimensional learning theorymodel, an experimental teacher education project wasdesigned to develop creativityin elementaryschool children. In this model, the interactionof standard curriculumand 23 project-oriented teaching strategies producedthe components ofproductive-divergentthinking: flexibility, elaboration, originality,curiosity, risk-taking,and complexity.The fluency, school National Schools Projectconducted inservice trainingworkshops at six project sites to acquaintteachers and schooladministrators with methodsof eliciting these classified, and field-testedby components of creativethought. Ideas generated, of project teachers duringtraining constituted theanalytic basis for evaluation training effectiveness.Experience with the pilot projectindicates that inservice training should becontinued inthe operational phase toimprove theteacher's familiarity with these progressiveeducational strategies.Appendices to this report during the five generalworkshops; consist of illustrativehandout materials utilized of independent evaluation data collectedat three projectschools; and a sample copy Productive-Divergt Thinking," acollection of "Classroom Ideas for Developing grade teaching ideas. Annotatedreference lists classify 93 '000ksand 47 films by level, thinking process, teaching strategy,and subject area.(TI) P,r; Vv..*:"saw" 1 Final Report Project No. 6-1619 Contract No. OEC 3-7-061619-0392 WORKSHOPS ON THE USE AND ADAPTATION OF NEW MEDIA FOR DEVELOPING CREATIVITY National Schools Project Frank E. Williams Macalester College E 130.25:146 Saint Paul, Minnesota April, 1968 The research reported herein was performed pursuant to a contract with the Office of Education, U. S. Department of Health, Education, and Welfare. Con- tractors undertaking such projects under Government sponsorship are encour- aged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U. S. Department of HEALTH, EDUCATION AND WELFARE Office of Education Bureau of Research U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY. J T I NK NG PR OCESSES N MAE PAEANI ill (i . GeneratiOn of a quantity . Who thinks of the most ideas FLU f: ii T li li 1 V 1 N (i Flow of thought Number of relevant responses Abilityto produce the most in a given time - Number of different-approaches Variety of kinds of ideas F I. f: X 1 E3 Li: lr 11 1 11 14 11)1(i Ability to shift categories Versatility to change in focus Detours in direction of thought ---..... Unusual responses Clever ideas OR 1 Ei 1 N A I. lE li 1 N i( 1 II (I Novel but relevant approaches Production away from the obvious infrequent thought within the group or from one'st own repertoire of responses Embellishing upon an idea Add necessary details to work out a new thought E: LA E) ORA 71 1 V f: Production of detailed steps Embroider upon a simple idea or response to make li li 1 IC 1 DI (i it more elegant Sketch or expand upon thingsor ideas . Sets greater goals for greater gains VI 1 LI.INCit4 E: S S 11.1) Trys out adventurous tasks TAKE: R 1 S P( S Ventures to guess Enjoys activities involving chance Ability to handle involved details PR E: f' E:R E: NC f: F OR Likes to toy with intricate ideas C WE' I. E: )0C 1 lr 1( Can cope with knotty solutionsor problems Challenged by complications "Digs into" difficult problemsor solutions i Thrives on novel routesor choices Exploratory behavior directedtoward acquiring information C UR 1 OS IT 1( Examines things and ideas 1 Preference for the unknownor the unfamiliar__, 1 I _ apaci y to won er about things which may somewhere MODEL FOR TEACH I NG PRODUCT I VE-D IVERGENT TH I NK NG D1r- D2-'43 DIMENSION 1 DIMENSION 2 Subject Matter Classroom Teaching Content Language A t_ Inje- .Parad Analogies SfUdies,'// Sensing deficiencies Sciencr inking of possibles v c tivequestions Il t>isl e listing 11 611.5Atiliti;rroTihoutab 7. Exploring mysteryof things 8. Reinforcingoriginality DIMENSION 3 Examples of change Organized random search Productive-Diverent 0 Thinirocesses I. Examples of habit 12. Skills of search Fluency 13. Tolerance forambiguity Flexibility 14. Intuitive expression Elaboration 15 Process of invention development Originality 16. Adjustment to Curiosity 17. Study creativepeople Risk Taking 18. Interact with pastknowledge Complexity 19. Evaluate situations 20. Receptive tosurprise 21. Creative readingskill 22. Creativelistening skill 23. Visualizationskill- FINAL REPORT Project No. 6-1619 Contract No. OEC 3-7-061619-0392 WORKSHOPS ON THE USE AND ADAPTATION OF NEW MEDIA FOR DEVELOPING CREATIVITY National Schools Project Frank E. Williams Macalester College Saint Paul, Minnesota April, 1968 The research reported herein was performed pursuant toa contract with the Office of Education, U. S. Department of Health, Education, and Welfare. Contractors undertakino such Projects under Government sponsorship are encouraged to express freely their professional udg- ment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. 6 ACKNOWLEDGEMENTS The data which has been collected and dissiminated under the nameof the National Schools Project during the term of thiscontract far exceeded our expectations, and many morepeople became involved with and contributed toward this work than was initially anticipated. First, we are indeed indebted to the two main sources offinancial support for the National Schools Project. To the Bureau of Research, Division of Elementary and Secondary Education of the United StatesOffice of Education and our assigned Project Officer, Miss VerylSchult, we are of course indebted. Under our Contract No. OEC 3-7-061619-0392 it was possible to purchase media materials for use in project schoolsand funds were made'available forconsultants, travel, and an administrative assistant, who helped in disseminating plans and materials betweenproject schools. To Mr. DeWitt Wallace, Co-chairman and Co-editor of THEREADER'S DIGEST, Rleasantville, New York, who has contributed aenerously over thepast three years for the salary of theproject's principal investigator, we are deeply indebted since he made it possible for the MacalesterCreativity Project to come into being and its office to participate inthis research activity. Certainly this financial support from contract funds of theOffice of Education and from Mr. Wallace's personal interest andcontributions for the development of creativity in school classrooms aidedtremendously toward our work of conducting teacherin-service training workshops throughout the country and analyzing their effectiveness in termsof behavioral changes of teachers and their classroom practices as well as changesof thinking behaviors of their pupils. Also, all of the cooperating project school districts in some way contributed additional financial supporttoward the overall success of this work. Each project school district contributed financially to the project in various ways; such as, release timefor train- ing teachers, consultants honoraria, evaluation studies oftraining effective- ness and pupil change, materials andequipment for project schools, special teacher institutes or workshops, and travel and expenses forlocal school representatives to attend national creativity workshops, institutes ormeetings with which the project was affiliated in Utah, Minnesota and NewYork. Without this tremendous support from all people and aaencies togetherthis research project could not have accomplished what it was able to doin such a short period of time. Much hard work beyond the normal duties of a schooladministrator has been done by all of the project school principals whoplanned and organized groups of teachers for these workshops andin some cases who conducted their own follow-up teacher in-servicetraining sessions between workshops. The project is indeed indebted to these principals at eachproject site. Mr. Robert Phillips, Medford, Oregon; Mr. Lynn Stoddard,Clearfield, Utah; Miss Irma Henry, Edwardsville, Illinois; Miss June Otterness,Hutchinson, Minnesota; Sister Paul Mary, Saint Paul, Minnesota; and Dr. DanielWeponer, Williamsville, New York. ii For the very well-known and professional staff of consultants who contributed
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