“Creativity is

intelligence having fun”

(A. Einstein)

FLIP: Finding Learning Innovative Paths

Erasmus + strategic partnership, Key action 2
15th November 2016
Please write a One
Sentence Definition
of
CREATIVITY
 Webster’s Dictionary: Artistic or intellectual
inventiveness
Creativity involves the generation of new ideas
Brings into existence something new.
SOCIAL FACTORS
 Creativity is fostered by an
environment.
 Creativity must be valued by
a community.
 Creativity is shaped by those
who evaluate it.
 Skill: Learned capacity or talent to carry out pre-
determined results.

 Talent: Natural endowments of a person.

 Personality: Patterns of relatively enduring

characteristics of human behavior.
 Humans have intellectual skills that allow
them to have creativity . . .

 Choosing  Translating
 Predicting  Recalling
 Interpreting  Manipulating
 Choosing: To select from a number of possibilities
and pick by preference.

 Predicting: To state, tell about, or make something

known in advance, on the basis of special
knowledge.

 Interpreting: To explain and understand the

meaning of something and to conceive the
significance of it.
 Translating: To transform something from one state
to another.

 Recalling: To remember and bring back to mind a

previous subject or situation.

 Manipulating: To handle, manage, or use

(sometimes with skill) an object in a process or
performance.
With these skills we are able to . . .

 select knowledge and use it toward a

specific goal.
 interpret communication and share it.
 remember previous knowledge and
use it skillfully.
Use 1 or more of the 6 intellectual
skills to come up with a creative idea
 Scientific: inventions or medical cures.

 Artistic/Musical: beautiful paintings,

sculptures, or songs.

 Creative Writing: novels, short stories, and

poems.
 “Towards the 21st century school by competence-
centred learning”, Erasmus+ strategic partnership, key
action 1
Languages:
- You can have any three things you want. In return you must
give away three things that are about the same size as the
things you get. What do you get and what do you give away?
- What are the ten most important jobs in the world? Do you
want to do any of these jobs when you are an adult?
- If you could talk to trees what do you think they might say?
Create a conversation between you and a tree.
Biology:
- Explain a flower to someone who has never seen or
heard of one before.
- Are you more like a river, a lake, an ocean or a
waterfall? Why?
- Write a story about a zoo without using the names of
any animals.
Physics/Sciences:
- How would life be different if there were no
electricity? List three different ways.
- Which do you think is more important: motorized
vehicles like cars and airplanes or computers? Why?
Maths:
- Are you more like a square or a circle? Why?
Sports:

- How would the game of soccer be different if the ball

was shaped like a cube?
- What would happen if all the bowling ballsand
bowling pins in the world suddenly became alive?
ART:
- If people could not see colours, how would traffic
lights work? Design a traffic system that does not rely
on colours.
- Imagine the world we live in just in black and white.
How do you think people would feel?
 Think of a
personality that
deserves to have
his/her face on a
bill. Give reasons
for your choice.
1. Students are given random sentences from an
article;
2. They have to write an article including all the
sentences;
3. They work in groups;
4. Each group reads the variant they wrote.
Sentences:
1. Decided not to commit suicide;
2. Depressed
3. Took a lift
4. A ledge on the 85th floor
5. 300 m below
6. Hard at work in his office
7. I poured myself a stiff drink
8. Opened by Bill Stackman
9. Safety fence
“John Helms, a young artist, found himself all alone in New york city at
Christmas time. He had no money and was so depressed that he decided to
kill himself.
Helms, aged 26, took a lift to the top of the Empire State Building. For a few
moments he looked over the safety fence, then he said a short prayer
before throwing himself off.
A short time later he awoke to find himself on a ledge on the 85th floor,
blown there by strong winds. He took a look at the cars crawling along Fifth
avenue about 300metres below and decide d not to commit suicide after all.
He knocked on the window, which was opened by Bill Stackman who had
been hard at work in his office. ` I couldn`t believe my eyes, said bill. `You
don`t see a lot of guys coming in through the windows of the 85th floor. I
poured myself a stiff drink and one for him too…`
So the story had a happy ending. When the story was reported on the radio
hundreds of families called Helms to offer him a home for the holidays, so
he was able to enjoy Christmas after all.”
 Creative activities

“Towards the 21st century school by competence-centred

learning”, Erasmus+ strategic partnership, key action 1
A CLIM – topic consists of 7 classes
1st class is an introduction to the topic.
5 different activities on the topic
7th class is a synthesis session.
Each activity takes around 55 minutes, depending on the
age of the students.

The groups remain unchanged during the entire topic but they
rotate 5 times, untill each group has carried out all the activities.
 A CLIM rotation
1st class: Introdution of the topic

7th class: Synthesis

All 5 tasks have…
A-activity:
Discussions about the topic
Answering questions about the topic
Research on the topic
Finding information about the topic
Reading tasks
….

B-activity:
Make a newsreport about your task
Make a play / song about the topic
Make a poster / flyer
….
Instructions:

Each student will be given an envelope containing two or three

pieces of a puzzle, but don't open it until the teacher say so. The
object of this exercise is to put these pieces together in such a
way that each member of your group ends up with a complete
square. There are a few rules to make the exercise more fun.
1. This exercise must be played in complete silence. No talking.
2. You may not point or signal to other players with your hands
in any way.
3. Each player must put together his or her own square. No one
else may show a player how to do it or do it for him or her.
4. This is an exercise in giving. You may not take a piece from another player, but
you may give your pieces, one at a time, to any other members of your group, and
other group members may give pieces to you. You may not place a piece in
another person's puzzle; players must complete only their own puzzles. Instead,
hand the piece to the other player, or place it beside the other pieces in front of him
or her.
Remember, the task is not finished until each of you at your table has a completed
square in front of you. When all of you have finished, raise your hands.
 One person plays the role of the master designer. This person has to instruct
the other group members as to how to replicate a design he or she has created with the
pieces (all or part of them), but the master designer cannot do this task for them. Group
members cannot see what the others are doing, nor can they see the design of the
master. However, group members may ask questions of the master designer.
If you find someone who can answer one of the questions with “YES”, you write his/her
name in the box. If you have a full row (vertical or horizontal) , you should shout
“BINGO”. After that you can continue to try to fill as many rows as you can.

Can play an Likes to play Speaks more Has good Likes to travel
instrument tennis than three organization
languages skills
Has studied Speaks German Likes cats more Likes outdoor Likes to read
for more language than dogs activities before sleeping
than 3 years
 
Is married Likes the rain Is a good driver Always watches Has 3 children
the news or more

Is a good Likes to listen to Is good at sports Has birthday in Likes to eat

listener Rapp music October lamb

Has a relative Has travelled to Has artistic skills Eats often in Would like to
who lives Africa front of TV live in Spain
abroad