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PLT- Creativity & Motivation Presentation

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Teresa Pérez

on 19 June 2015

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Transcript of PLT- Creativity & Motivation Presentation

Creativity & Motivation
Creativity
 Process of forming original ideas through exploration and discovery
 Provide children with realistic meaning making experiences.
 Experience that will engage children’s mind, heart, bodies and thoughts
 Can be anything, arts, music, drama, dance, science, play (Wright. 2010)
 Creativity develops from their experiences with the process.
 Can’t be confused with talent, skill or intelligence.
 Not about better than others
It is about thinking, exploring, discovering, imagining, developing ideas. (Marry. 2008)

What is
motivation?
A motive is an impulse that causes a person to act (Sparknotes, 2013) but motivation is an internal process that energies, directs and maintains behaviour over time (Duchesne, et al, 2013).
Jenny Wang, Jaydene Lucas, Lisa Zhao, Melissa Norfork, Alicia Langton, Karen Xing, Rachel Cortez and Teresa Perez
Motivation
The important of motivation in an early childhood environment
Group discussion
Give some examples of type of motivation techniques used by teaches in the centre
Motivation techniques
- Prepare children to learn
- Ensure children are aware of
their responsibility
- Change the style and content
- Explain the purpose
- Keep things positive
Selfworth theory of motivation
- The self worth motivation theory was a way of determining students need to avoid failure and protect their self worth (Covington, 1992).

- Covington combined the approach success and avoid failure, to explain the reason behind why learners weren’t motivated.

- There are two type of ‘motivational learners’


Overstrivers and Failure avoiders

Atkinson and achievement motivation
John Atkinson and David McClelland describe the need for achievement motivation, it is a stable personality characteristic that drives some learners to strive for success (Bochner, Duchesne, Krause & McMaugh, 2013).

Atkinson explained achievement motivation under two terms:
Approach Success & Avoid Failure

The student motivation and engagement wheel
- Martin (2003) tested and evaluated a concept of student motivation, it is known as the ‘student motivation and engagement wheel.

- The concept was to gather information from theories of motivation

- Martin (2003) describes the role of
boosters
and
guzzlers
and
mufflers
as factors that support his motivation theory

Let's remember and discuss (WB)
- Examples of intrinsic motivation
- Examples of extrinsic motivation
- Examples of motivation techniques


Question to ask: Think of any other techniques?

- Who is responsible for motivation? Parents? Self? School? Teachers?
- Are girls motivated different to boys?
- What can we do to encourage motivation across genders?

The relationship between motivation and creativity
Does creativity influence motivation?
Or is creativity influenced by motivation?

CREATIVITY
How can teachers
encourage creativity?
 Giving children open-ended responses, allows children to evaluate their own creativity.
 Provide a classroom environment that allows children to explore and play without undue restraints.
 Adapt to children's ideas rather than trying to structure the children's ideas to fit the adult's.
 Accept unusual ideas from children by suspending judgement of children's divergent problem solving.
 Allow time for children to explore all possibilities, moving from popular to more original ideas
 Drawing is good example of been creative.

Creativity and theories
Mihaly Csikszentmihalyi’s FlOW
Crikszentmihalyi defines flow as ‘the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it’
Components
of flow:
- Clear goals every step of the way
- Immediate feedback to your actions
- Balance between challenges and skills
- Action and awareness are merged
- Distractions are excluded from consciousness
- No worry of failure
- Self-consciousness disappears
- The sense of time becomes distorted
- The activity becomes ‘autotelic’– meaning it is an end in itself

How teachers set up opportunities for children in their centre to experience FLOW?
- Always continue to nurture children’s interests in different areas.
- Focus on the inherent satisfaction of learning.
- Build positive relationships.
- Foster deep concentration.
- Make them laugh.
- Encourage choice.
- Challenge children but not too much.

References
How would you determinate if a child is being creative?
This quote from J.P Guildford successfully defines creativity:

‘Creative thinkers are flexible thinkers they readily dessert old ways of thinking and strike out in new directions. In the area of creativity one should certainly expect to find a trait of originality’. (Linderman & Herberholz, 1975)

There are many theories contributed to the understanding of creativity, J.P. Guildford’s structure of intellect model lead the way based on multiple intelligence (Guildford, 1987). His model reveals a wide range of abilities in which he abstracted within three dimensions:
To achieve a state of flow,
Cziksentmihalyi has defined the following elements:

• There are clear goals every step of the way.
• There is immediate feedback to one’s actions.
• There is a balance between challenges and skills.
• Action and awareness are merged.
• Distractions are excluded from consciousness.
• There is no worry of failure.
• Self-consciousness disappears.
• The sense of time becomes distorted.
The activity becomes an end in itself. (The pursuit of happiness, 2013)


This theory encourages parallel thinking and ways to exert the thinking process in innovative ways. Thinking hats encourages groups of people working together to think in a cohesive manner.

Edward De Bonos –Six thinking hats :
And finally Howard Garner’s theory on multiple intelligences focuses on viewing intelligence as a range of cognitive abilities (modalities) as apposed to one single ability:
Most theorists agree that the creative process constitutes the following components:

- Imagination

- Originality

- Productivity

- Problem solving

And of course the result being- an outcome of valuable originality! (Sharp, 2004)

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