Development of Creativity Development of Creativity and Giftednessand Giftedness

By:By:

Dr. H i d a y a t, Dpl.S.Ed.Dr. H i d a y a t, Dpl.S.Ed.(Lecturer of Special Education& Psychology UPI Bandung)(Lecturer of Special Education& Psychology UPI Bandung)

Three-Ring ConceptionThree-Ring Conception about Giftedness about Giftedness(Renzulli, (Renzulli, 1979)1979)

Creativity Task Commitment

Above Average Ability

Giftedness ConceptGiftedness Concept

Giftedness

creativity Motivation and environment

Above average

ability

diligence endurance, ambition, emotion stability, environment acknowledgement, optimal support

think divergent, originality, fantasy, flexibility, full of ideas

Intellectual talent, art talent, psychomotor talent, social talent

Multi Factor Model of GiftednesMulti Factor Model of Giftednes

School Peers

Family

Exceptional Abilities

CreativityMotivation

Creativity ConceptCreativity Concept

productproduct: a work considered creative if it is a : a work considered creative if it is a new or original creation and gives meaning new or original creation and gives meaning to a person in/or for his environment.to a person in/or for his environment.

process:process: being busy actively which shows being busy actively which shows fluency, flexibility and originality in thinking fluency, flexibility and originality in thinking and acting. and acting.

Personal:Personal: creativity shows personal creativity shows personal uniqueness in his ideas and expressions.uniqueness in his ideas and expressions.

presspress: is inner and outer condition which : is inner and outer condition which encourage someone towards creative encourage someone towards creative behaviour. behaviour.

Creativity ProcessCreativity Process

• Order

• Logical

• in order

• language

* mathematical

• Active

• Inovative

• Deviation

• Creative

• Holistic

Language repository

Language use

Linda Verlee Williams (2001), Teaching for the Two-Sided Mind.

multiple intelligencemultiple intelligencess

Visual/spatial Intelligence, Visual/spatial Intelligence, is the ability to see visually. is the ability to see visually. Someone who has this intelligence tends to think patterns in Someone who has this intelligence tends to think patterns in images..images..

Verbal/ Linguistic Intelellegence, Verbal/ Linguistic Intelellegence, is the ability to use is the ability to use words and/or language.words and/or language.

Logical/ Mathematical intelligence, Logical/ Mathematical intelligence, is someone’s is someone’s ability to use reasoning, logical and numbers. Student who stands ability to use reasoning, logical and numbers. Student who stands out in this intelligence tends to think conceptually in logical and out in this intelligence tends to think conceptually in logical and numerical framework use in making the connection between numerical framework use in making the connection between some information obtained. some information obtained.

Bodily/Kinesthetic Intellegence, Bodily/Kinesthetic Intellegence, is the ability owns is the ability owns by someone in organizing his body motoric movementby someone in organizing his body motoric movement

Musical/ Rhythmic IntellegenceMusical/ Rhythmic Intellegence, , is the is the ability to create and appreciate music. ability to create and appreciate music.

Interpersonal Intellegence, Interpersonal Intellegence, is the ability to is the ability to relate and connect also understand people relate and connect also understand people outside ownself.outside ownself.

Intrapersonal Intellegence, Intrapersonal Intellegence, is the ability to is the ability to reflect and aware of ownself. reflect and aware of ownself.

Behaviorsm & Construsivism Behaviorsm & Construsivism Learning TheoryLearning Theory

behaviorist behaviorist

sees learning as an imitating activity, while sees learning as an imitating activity, while constructivist sees learning process as constructing constructivist sees learning process as constructing process.process.

Views knowledge as something objective, definite Views knowledge as something objective, definite and settled. Learning process seen as transferring and settled. Learning process seen as transferring the knowledge to learner, so learning means the knowledge to learner, so learning means gaining knowledge. gaining knowledge.

View mind as a learning structure plagiarist. In the View mind as a learning structure plagiarist. In the implementation of the daily learning, a clever implementation of the daily learning, a clever student is a student who can think, act, and behave student is a student who can think, act, and behave like the teacher.like the teacher.

Think that students have the same understanding Think that students have the same understanding with the teacher towards the knowledge being with the teacher towards the knowledge being learned. learned.

ContrustivismContrustivism

View knowledge as non objective, temporary View knowledge as non objective, temporary and always change. and always change.

Teaching defines as an activity of discovering Teaching defines as an activity of discovering the meaning, therefore learning means the meaning, therefore learning means knowledge. knowledge.

Knowledge becomes meaningful if it is useful in Knowledge becomes meaningful if it is useful in daily life. daily life.

View mind as a media that interprets so there’s a View mind as a media that interprets so there’s a unique meaning. unique meaning.

A picture of a child holding an old lady could be A picture of a child holding an old lady could be interpreted differently.interpreted differently.

We could say, a child help an old lady crossing the We could say, a child help an old lady crossing the street. street.

Also could be interpretted a mother with her child is Also could be interpretted a mother with her child is crossing the street. crossing the street.

Think that studnts mau have different knowledge on Think that studnts mau have different knowledge on something that they are learning. something that they are learning.

Creative ThinkingCreative Thinking CREATIVE is from the wordCREATIVE is from the wordTO CREATE TO CREATE which is which is

shortened from:shortened from:

C – COMBINE. Can I combine something with other? R - REVERSE . Can I reverse some parts or process?E - ELIMINATE. Can I eliminate or erase some parts or

process? A – ALTERNATIVE. Can I use different ways, materials, etc

with other? T - TWIST. Can I twist something with bond?

E - ELABORATE. Can I elaborate or add something?

Creative thinking must be able to:Creative thinking must be able to:

1. Fantasize or express extraordinary or 1. Fantasize or express extraordinary or unusual ideas.unusual ideas.

2. Incubate or able in one idea for some 2. Incubate or able in one idea for some time. time.

3. Dare to take different risks with what 3. Dare to take different risks with what people usually think. people usually think.

4. sensitive towards nature and human. 4. sensitive towards nature and human.

5. Easily fascinated to play with odd ideas. 5. Easily fascinated to play with odd ideas.

Orders in CreativityOrders in CreativityExpression " If ......... then ........" is an exercise which makes Expression " If ......... then ........" is an exercise which makes us imagining.us imagining.

Fill in the blanks by adding ONE wordFill in the blanks by adding ONE worda. If there are no birds in this world, then _____a. If there are no birds in this world, then _____ And it means____________And it means____________b. If there is no moon in this world, then ____________b. If there is no moon in this world, then ____________ And it means____________And it means____________c. If there is no oil in this world, then ___c. If there is no oil in this world, then ___ And it means ____________And it means ____________d. If there is no whale in this world, then _________d. If there is no whale in this world, then _________ And it means _____________And it means _____________

Solving problem creativelySolving problem creatively

Instuction:Instuction:1. Please make three ideas or more in changing the breakfast package which 1. Please make three ideas or more in changing the breakfast package which

will attract more people. will attract more people. a. _____________________________________________________a. _____________________________________________________b. ______________________________________________________b. ______________________________________________________c. ______________________________________________________c. ______________________________________________________2. Please make three ideas about practical and durable furniture.2. Please make three ideas about practical and durable furniture.a. a. __________________________________________________________________________________________________________________b. _______________________________________________________ b. _______________________________________________________ c. _______________________________________________________ c. _______________________________________________________

Think creative: think in reverseThink creative: think in reverse

Instruction Instruction 1. Write down three things that you CAN’T take the picture with.1. Write down three things that you CAN’T take the picture with.a. ________________________________________________a. ________________________________________________b. ____________________________________________b. ____________________________________________c. __________________________________________________c. __________________________________________________2. Give three reasons why someone is reading the newspaper from the top to the 2. Give three reasons why someone is reading the newspaper from the top to the

bottom. bottom. a. _________________________________________________a. _________________________________________________b. ________________________________________________b. ________________________________________________c. __________________________________________________________c. __________________________________________________________3. Write down three advantages of walking against the traffic. 3. Write down three advantages of walking against the traffic. a. ________________________________________________a. ________________________________________________b. ________b. __________________________________________________________________________________________c. ___________________________________________________c. ___________________________________________________

Four components need to consider in designing Four components need to consider in designing Leaning StrategyLeaning Strategy

1.1. Learning purpose;Learning purpose;2.2. Characteristics of the students;Characteristics of the students;3.3. The Available Resources and Facilities, including the learning The Available Resources and Facilities, including the learning

materials, the numbers of the learning group, and the resource materials, the numbers of the learning group, and the resource availability. availability.

4.4. The type of the learning strategy. The type of the learning strategy. THREE TYPES OF LEARNING STRATEGYTHREE TYPES OF LEARNING STRATEGY Cooperative Learning Strategy:Cooperative Learning Strategy: The basic core is the spirit of working together, The basic core is the spirit of working together,

heterogeneous groups. heterogeneous groups. Competitive Learning Strategy:Competitive Learning Strategy:

There’s a sudden competition, not monotonous, between There’s a sudden competition, not monotonous, between individual/ group. individual/ group.

Individual Learning Strategy/ Individualized Teaching:Individual Learning Strategy/ Individualized Teaching:teacher teaches differently to each students even though they are in the teacher teaches differently to each students even though they are in the same classroom.same classroom.

Individualized Teaching could be applied through:Individualized Teaching could be applied through: Various activities,Various activities, Adaptation of the activity with the child’s ability. Adaptation of the activity with the child’s ability. Involve students in designing the learning topics. Involve students in designing the learning topics. There’s a learning interaction based on active learning/listening,There’s a learning interaction based on active learning/listening,

Design AnalysisDesign Analysis

1. Why does pencil usually have six sides not ten? 1. Why does pencil usually have six sides not ten? _________________________________________________________________ _________________________________________________________________ __________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ 2. Why does tree have thousands of leaves and not only four or five leaves? 2. Why does tree have thousands of leaves and not only four or five leaves? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________3. Why the newspaper page is wider than the book page? 3. Why the newspaper page is wider than the book page? ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________4. Why are there more cups made of clay than steel? 4. Why are there more cups made of clay than steel? ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________5. Why does red is used to represent danger? 5. Why does red is used to represent danger? ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________

Learning StrategyLearning Strategy Method or technique in delivering the material to the Method or technique in delivering the material to the

students so the learning objective obtained. students so the learning objective obtained.

In wider meaning it includes method, approach, resource In wider meaning it includes method, approach, resource and media choice and success assessment. and media choice and success assessment.

The principles which determine the learning activities which The principles which determine the learning activities which are able to design the learning experience – obtain the are able to design the learning experience – obtain the learning objectives. Kaidah-kaidah yg bersifat menentukan learning objectives. Kaidah-kaidah yg bersifat menentukan utk merancang aktivitas pembelajaran yg dpt menciptakan utk merancang aktivitas pembelajaran yg dpt menciptakan pengalaman belajar - mencapai tujuan pembelajaran,pengalaman belajar - mencapai tujuan pembelajaran,

Connect with the model and learning method. Connect with the model and learning method.

Five Model of LearningFive Model of Learning Exposition modelExposition model

Teacher centered, classical, conventional material. Teacher centered, classical, conventional material. Behavior modelBehavior model

the learning process is tight and reinforcement.the learning process is tight and reinforcement. Cognitive development modelCognitive development model

potential development and children development of potential development and children development of thinking. thinking.

Interaction model. Interaction model. the learning process happens as the result of interaction the learning process happens as the result of interaction between the child and the society. between the child and the society.

Transaction modelTransaction modelStudent / Child centered, students interaction with the Student / Child centered, students interaction with the environment. environment.

THE ENDTHE END

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