Glossary

Creativity

Creativity is magnificence originating from within, that is produced using available resources.
Its’ value to society is determined by the shared consensus of the populace.

Key Question: How do I encourage students to bring their imaginations into being by using
available resources?

Creativity is an epiphany, built on previous epiphanies, that reflect an expression of

professional consensus (established expertise) [Thomas Frank, 2013]. It is ideas that seek to
fuse, recombine and reinvent themselves by crossing conceptual borders.
It made up of four P’s: 1) person [originates from within], 2) process [learning, make it
novel and useful], 3) product [innovation, assess worth], and press [provides creative
stimulation, social facilitation of the process and social acceptance of the product] [Batey &
Furnham, 2006].
“Creativity is the process of leveraging available resources to produce amazing things. It
is the interplay between knowledge, resources, habitat, imagination, attitude, and culture [Tina
Seelig, 2012].”
 Habitats are external manifestations of collective imagination, which in turn influences
and stimulates individual imagination. An increase in Knowledge causes an increase in
Resources (the more we discover is the more resources we unlock). In turn, more resources
cause an increase in knowledge accessibility. Culture is the collective attitudes of society. These
attitudes then influence the attitude of the individual.
Tina Seelig encourages educators to include creativity in their lessons, by asking more
open-ended questions with no single right answer. Try to frame the question in such a way,
that the possibilities are basically endless, giving lots of room for creative thought and output.
One benefit of teaching creativity is it maximizes an individual’s potential as they construct new
possibilities and realities.

References:

Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of
the scattered literature. Genetic, social, and general psychology monographs, 132(4), 355-429.
Retrieved from https://www.psychologytoday.com/files/attachments/33524/creativity-
intelligence-and-personality-review-the-scattered-literature.pdf

Frank, T. (2013, October 13). TED talks are lying to you. Retrieved from
http://www.salon.com/2013/10/13/ted_talks_are_lying_to_you/

Seelig, T. L. (2012). InGenius: A crash course on creativity. New York: HarperOne.

See also ( https://www.youtube.com/watch?v=gyM6rx69iqg&feature=youtu.be )

Innovation

Innovation is the imaginative process of creation that results in something novel and tangible
which is perceived to be useful, valuable, applicable and necessary by stakeholders. It is the
capability to produce new ideas (learning) and the capability to transform those ideas into
successful propositions.

Key Question: How will this be beneficial to students and other stakeholders involved?

“Innovation is a process that begins with imagination and results in the creation of
something of value to society. It is composed of the four I’s – Imagine, Invent, Improve and
Inspire (National Science Foundation, 2013).” It is the process of fixing problems with ideas
through persistence, teamwork, refinement and the identification of shortcomings.
“Innovation is the process in which knowledge is absorbed, assimilated, shared, and used
with the aim to create new knowledge. It is the ongoing process of learning, searching and
exploring (Harkema & Browaeys, 2001).”
These definitions show the duality in which we exist. As we are being recreated by the
environment, we are manipulating it to create.
Innovation is knowledge creation, knowledge exchange and adaptation. It thrives in a
culture of diversity and openness, where dialogue is stimulated. This dynamic and complex
process of interaction and learning, results in new products, new techniques, reformed
organizations and new markets.

References:

Harkema, S. J., & Browaeys, M. J. (2002). Managing innovation successfully: a complex

process. Retrieved from http://ecsocman.hse.ru/data/601/645/1219/managin_inn.pdf

National Science Foundation. (2013, December 16). What is Innovation? - Science of

Innovation. Retrieved from
https://www.youtube.com/watch?v=UR83B1UuzCY&feature=youtu.be

Learning

Learning is the constant adaptation of one's reality; based on new information, that affects us
on a physical, emotional, intellectual and/or spiritual level. This information is gathered from
doing, listening, tasting, feeling and observing.

Key Question: How do I identify students preferred mode of receiving information so that I can
connect with them on a real, human level?

“People have models in their minds, which determine how they perceive reality. These
models are based on ideas, values and norms developed through experience, dialogue and
interaction (Harkema & Browaeys, 2001).” Learning is thus, the constant development of our
mental models.
 Real learning requires doing, listening, and observing content that connects with the
receiver on physical, emotional, intellectual and spiritual levels (Ben Johnson, 2013).
A frequently overlooked method of learning is the act of teaching. Yes, we learn as we
teach and by being taught ourselves. “The one who explains the most, learns the most, because
explainers have to gain an understanding in a form clear enough to explain. Also, they have to
figure out how to link their frame of reference to the worldview of the person receiving the
explanation so that it makes sense to that person (Wharton University, 2008).”

References:

Harkema, S. J., & Browaeys, M. J. (2002). Managing innovation successfully: a complex

process. Retrieved from http://ecsocman.hse.ru/data/601/645/1219/managin_inn.pdf

Johnson, B. (2013, June 28). Great Teachers Don't Teach. Retrieved from
https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Wharton University. (2008, August 20). ‘The Objective of Education Is Learning, Not
Teaching’. Retrieved from http://knowledge.wharton.upenn.edu/article/the-objective-of-
education-is-learning-not-teaching/

Teaching

Teaching is the process of engineering learning experiences, so that knowledge and skills can be
transferred from the knower to the not-knower, with the goal of making the knowledge and
skills understood.

Key Question: How do I connect with various preferred modes of receiving information, so that
it stimulates further exploration of the content?

“Teaching is the flow of knowledge and skills from one individual to another (Ben
Johnson, 2013).”
Teaching is explaining content, of which one possesses extensive knowledge, with the
goal of the receiver understanding. The explanation should stimulate and generate questions that
would increase curiosity and cause further exploration of the content. Teaching is thus creating a
link between one’s mind with another. It is the mutual exchange of information, stimulating
inquiry and encouraging discovery. It is the smile that inspires effort, the meaningful
relationships that encourage not-knowers to engage in fearless discovery.
“Teaching is the transmission of cultural wealth including: institutions and practices, rites
and rituals, beliefs and skills, attitudes and values, world views, localized modes of thinking and
the behaviour of members of that society (Jane Martin, 1996).
The beginning of mass education marked the start of standardized knowledge, and
standardized teacher training in the art of standardized transmission (Wharton University,
2008).” This phenomenon has caused teaching to be predominately viewed as lecturing or the
telling of information. This has resulted in students performing well based on their ability to
memorize content, which they quickly forget. Thus, for learning to occur, students need to be
engaged with the content. This engagement can be achieved through the four aces of teaching: 1)
outcome [clear learning goals], clarity [explicit explanations and circular scaffolding],
engagement [give students the opportunity to experience or practice] and enthusiasm [need to
exuberate confidence and competence] (Bulger, Mohr & Walls, 2002).

Additional resources:
https://www.youtube.com/watch?v=l1-zTiVl-BM
What makes good teaching? Harvard Education

https://www.youtube.com/watch?v=7BawjUMMjWY
Nicole Meyer – Colorado College Education Department

References:

Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Stack the Deck in Favor of Your Students by
Using the Four Aces of Effective Teaching. The Journal of Effective Teaching,5(2). Retrieved
from http://www.uncw.edu/jet/articles/bulger/

Johnson, B. (2013, June 28). Great Teachers Don't Teach. Retrieved from
https://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson

Martin, J. R. (1996). There's Too Much to Teach: Cultural Wealth in an Age of

Scarcity. Educational Researcher,25(2), 4-10. Retrieved from
http://journals.sagepub.com/doi/pdf/10.3102/0013189X025002004
Wharton University. (2008, August 20). ‘The Objective of Education Is Learning, Not
Teaching’. Retrieved from http://knowledge.wharton.upenn.edu/article/the-objective-of-
education-is-learning-not-teaching/