Principal - Crayola Supplement - September/October 2016 - 22

U NCOV E R & U NL E AS H STU DENTS' C R EATIV E POTENTIAL

unlimited? What is the scale of
this invention? Could it be massproduced? What would your online
jingle or print advertisement be to
market your invention?
5. Notice, Wonder (process focus).
Invite students to read a short
paragraph, view an image, or listen
to a piece of music that connects to
the topic of classroom discussion.
Ask them to list what they notice.
Next, ask them to list what the
passage, image, or musical selection
made them wonder.

E.M. Downer Elementary School,
San Pablo, California

There are times when our students
simply need to be reminded to be
creative. A study we conducted in
1992 provides evidence to illustrate
this point. "Problem-Finding Skills as
Components in the Creative Process"
examined the effect of explicit versus
standard instructions on student
creativity using a divergent thinking
task, which is indicative of creative
potential. Students were randomly
divided into two groups. One group
was asked to generate solutions to
real-world problems that were creative,
and to give solutions that no one else
would think of. The second group was
simply asked to generate solutions.
Interestingly, students instructed
to be creative generated responses
that were significantly more original
and creative than students in the
standard instruction group. These
findings clearly underscore that each
of our students has creative potential.
Strengthening their ability to practice
strategies for creative thinking
keeps them cognitively flexible and
prepares them for a future filled with
tremendous opportunity.
Ivonne Chand O'Neal is chief research
officer of creativity testing services and
co-editor of the forthcoming Arts
Evaluation and Assessment: Measuring
Impact in Schools and Communities.

Coronita Elementary School,
Corona, California

22

Principal Special Supplement n September/October 2016

Caption

Mark A. Runco is a distinguished research
fellow for the American Institute of Behavioral
Technology and Research and a professor
at the University of Georgia, Athens.
www.naesp.org


http://www.sciencedirect.com/science/article/pii/0191886993901856 http://www.sciencedirect.com/science/article/pii/0191886993901856 http://www.naesp.org

Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

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Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
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Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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