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E. Paul Torrance was an educator who
worked with challenging students that
had unique ideas.
“Torrance’s research and advocacy helped to redefine intelligence inclusive of creativity, and Black males benefited because their intelligence could be viewed through the lens of different creative strengths versus deficit thinking related to Black people.” “Torrance, in an effort to diversify gifted education programs, helped to reframe how giftedness is defined, measured, and nurtured.” (Grantham 2013)
Create the Desire to Know
Heighten Anticipation and Expectation
Get Attention
Arouse Curiosity
Tickle the Imagination
Give Purpose and Motivation
Hebert, T., Cramond, B., Spiers Neumeister, K., Millar, G., & Silvian, A. (n.d.). The Incubation Model of Teaching. In E. Paul Torrance: His Life, Accomplishments, and Legacy. National Research Center on the Gifted and Talented.
University of Northern Iowa. (2011). Creative Product Problem-Solving Game: Exploring Torrance’s Creative Strengths by Making an Object from a Set of Given Materials. Cedar Falls.
Grantham, T. (2013). Creativity and Equity: The Legacy of E. Paul Torrance as an Upstander for Gifted Black Males. The Urban Review, 45(4), 518-538.
Baer, J. (2011). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The Division 10 debate. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 309-313.
Caropreso, PhD, E. (2011, March 30). Using the Torrance Incubation Model (TIM) to enhance instruction and support creative problem solving An Introduction. Retrieved February 1, 2015, from http://www.powershow.com/view/3bab57-NzI3M/Using_the_Torrance_Incubation
Maker, C., & Schiever, S. (2005). Teaching models in education of the gifted (3rd ed., pp. 1-26). Pro-ed.
The model was developed using classes of students after Torrance saw a need to reach students who were challenging, but had different ideas than the main stream (being white America).
A relatively small amount of research (compared to other models) is available to show the model’s effectiveness as an approach for use with gifted students, but the shear amount of creativity and open-endedness lends the model to gifted learning.
The TIM approach is a qualitatively different, structurally sound program for gifted students. The current Buncombe County classroom does not use creativity at the levels needed for maximum learning to take place in students who are gifted. Each aspect, from beginning to end of this model involves creativity.
The Torrance Incubation Model is applicable in K-12 settings. The model can be used and changed for each grade level. Kindergarten- third grade teachers would need to change a substantial amount of the language of the model for students to be able to be successful in a ‘lighter’ version. In fourth- sixth grades, the language of the model can be used, but with accompanying interpretations. As soon as it seems appropriate, students can be asked to produce their own interpretations of the model. It can also be used for small and large group settings, but there is a component to this model that does not seem to allow for individual tutoring. There is a strong ‘group interaction’ component that would be denied in an individual setting.
Torrance Center at the University of Georgia
http://www.coe.uga.edu/directory/units/torrance-center
Torrance Incubation
Model Specialist,
Susan Keller-Mather,
Ed. D.
Dr. Caropreso of Watson School of Education
at UNC Wilmington
http://www.powershow.com/view/3bab57-NzI3M/Using_the_Torrance_Incubation_Model_TIM_to_enhance_instruction_and_support_creative_problem_solving_An_Introduction_powerpoint_ppt_presentation
Plugging In The Sun- engage in hard work, follow up on information; find & explore resources
Shaking Hands with Tomorrow- relate to own future; enlarge, enrich, make more accurate images of the future; search for alternative solutions to future problems
Having A Ball- use of humor, laughter, fantasy; attend to having fun uses of the mind
Singing In One’s Own Key-personalize information; relate personal experience to information; see implications of information for current or future problems
Building Sand Castles- use information as the basis for imagining, fantasizing, searching for ideal approaches; going beyond the known, familiar
The rubric is based on the following skills and strengths: Resistance to premature closure
Fluency Flexibility Originality Fantasy
Elaboration Three-dimensionality Humor
Internal visualization Breaking boundaries
Unusual visualization Movement or action
Speech or sound Colorfulness Humor
Emotional expressiveness Abstract ideas
Story-telling articulateness Parody
Richness of imagery
Effectiveness of title
The Torrance Incubation Model’s purposes match the needs of students as all students must continue on the creative path… Along with effective instruction, this model “will prepare learners to respond flexibly and reflectively to the increasingly complex and rapidly evolving world of the 21st Century.” (Caropreso, 2011)
Delving Deeper- beyond the surface; diagnose difficulties; integrate available information; elaborate; diverge
Looking Twice- defer judgment; keep open; search for information; evaluate-reevaluate information
Listening for Smells- sense of congruence; use, integrate information from multiple sensory experiences
Crossing Out Mistakes- make guesses, check, correct, modify, reexamine, discard, refine, improve
Cutting Holes to See Through-summarize; simply; direct, focus attention on relevant, promising, specific information
Cutting Corners- avoid, discard irrelevant information; make mental leaps; make decisions
Getting In Deep Water- search for unanswered questions; taboo topics; confront the unimaginable; being overwhelmed by complexity; being deeply absorbed in surrounding events
Getting Out of Locked Doors- solve the unsolvable; open new vistas; go beyond “more & better” of the same solutions
Materials are available to implement the model at low or no cost. Recycling items is of key importance because of the creativity factor in repurposing an item. Services, however, seem to be lacking. Although E. Paul Torrance was a prolific writer and a pioneer in creativity teaching and learning, only a handful of experts seem to be currently available.
Quite a bit of training is needed for the special teacher or regular classroom teacher to implement the model effectively. In the present situation, a series of short staff development sessions spanning 1 or 2 school years would be the ideal training situation.
Stage I: Heightening Anticipation
Purpose- Engage learners & connect deliberately psychological readiness to pertinent content “just as a sports figure or actor or dancer would do in physical exercise” (Hebert)
The model’s purposes match school philosophy very well according to the mission and vision statements of the Buncombe County School System, yet in reality, the situation is one of assessment and data and thus does not converge neatly with this creativity model.
There are 3 stages to the Torrance Incubation Model...
Stage I: Heightening Anticipation
Stage II: Deepening Expectations
Stage III: Keeping It Going
Each stage must be included in order, but not all items need to be included within each stage.
TIM’s purposes do not appear to match parental values or teacher characteristics very well- this is based on my own interactions and observations of the multitude of parents and teachers with which I have been in contact over a 10 year period in the Buncombe County School System. Many parents and teachers believe in a fixed mind-set in regards to creativity as well as a misinformed view of the importance of creativity.
This Model “can address any content at virtually any developmental level.” (Caropreso, 2011)
Content modifications
are excellent in the Torrance Incubation Model as it can include any subject at nearly any level. The model centers around abstract concepts, themes, and theories.
“According to Torrance and Safter, no longer should incubation and getting beyond "aha" be regarded as a regressive thought process or as a chance matter. It should be regarded as a higher level thought process that goes beyond logical, rational processes, and one that can be enhanced through practice and instruction.” (Hebert)
The Torrance Incubation Model is a framework for teachers to create lesson plans that is all about motivating and inspiring students to a higher level in thinking about any given content area by using creativity. This energy and momentum enables learners to organically think about the content on their own, without being prodded to do so.
In 1992, he developed the Torrance Tests of Creative Thinking with Safter. These tests contain verbal and figural items that are designed to measure creativity. A true leader in the field of creativity in teaching and learning, he was also critical of his own work stating that he “discouraged the use of composite scores for the TTCT. He warned that (doing this) may be misleading because each subscale score has an independent meaning.” (Baer 2011)
It is truly complex having 19 separate abstract parts to the model with any content topic to be chosen along with 20 skills & strengths. This model has endless possibilities for variety. The model is organized for learning value around key concepts and abstract ideas. Such concepts can include the study of people and the analysis of their problems, thus stimulating social and psychological development.
The model can easily be adapted to all content areas or subjects covered and just as easily adapted to individual differences among students. Because the Incubation model can be used sparingly, it would dovetail nicely with other models to provide a comprehensive program.
Once staff training is completed, students would be readily able to begin the process of opening up in creative ways, although it could be a challenge if students are used to assessment and testing as they are today.
Adapting this model to the present administrative structure of schools and the BCS program is one of the challenges of implementation. TIM does not translate the learning that takes place in students into data packets from multiple choice tests very easily.
Process modifications
are excellent in TIM, limited only to the imagination of the participants and the teacher. Most of the individual parts of this model center on the use of information, not merely on the acquiring of information. Many steps ask the learner to go beyond what is seen into a place where they can “solve the unsolvable”, the ultimate in open-endedness. Discovery is palpable when students are asked to “confront the unimaginable”, leading to learning independence. Evidence of reasoning exists when students “cross out mistakes”, make guesses, check, correct, modify, reexamine, discard, refine, and improve.
Process Modifications
Students have freedom of choice as they choose which way they will go with their research and product. Although, they can learn this gradually by receiving direction from the teacher until they become more independent. Group interaction happens as much or as little as any particular learning outcome needs. Individual projects, small or large group projects, critiques, and structured and unstructured learning may all be included. Pacing can be as quick as the teacher and student can go to reach content learning targets so that time can be taken to “deepen expectations and keep the learning going.” This model allows for a variety of ways to deliver and receive instruction as well.
Learning Environment Modifications
The atmosphere should be of acceptance rather than judgment. Students are asked to go beyond previous limits in exploring their own thoughts. Judgment would demolish this process. TIM requires students to think deeply, therefore varied groupings and high mobility are a must in order to meet learning targets and “go beyond.”
Product Modifications
As learning progresses, students have options to create a product based on their own learning, thus leading to self-selected formats. There are no less than 20 skills & strengths in which appropriate assessment can take place. Students may choose their own focus items from these 20 or a teacher can guide them and limit the skills and strengths chosen.
Learning environment modifications
are excellent in the Torrance Incubation Model because the teaching and learning can take place under any possible environment that one would find teachers and students. Each student could also work on individual assignments or in small groups. Other models or portions of models could also be included as needed, although this model can stand alone. It is learner-centered and encourages independence. The physical and psychological environment is one of openness, complexity, and flexibility.
Product Modifications
are excellent in TIM. In “shaking hands with tomorrow”, students make more accurate images of the future and search for alternative solutions to future problems. Throughout the research, there was no mention of the Torrance Incubation Model addressing real audiences. This would be an instance where a teacher should combine this model with another model that shows strengths in this area. The Torrance Incubation Model is transformative. Students are asked to “refine, improve, evaluate, and make decisions” among others.
Mathematics: "One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from." -CCSS
ELA: "They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews." -CCSS
Carly Penny, SPED 575-50, Module 1
"Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program."
"Gifted learners possess the ability to think with more complexity and abstraction and learn at faster rates; therefore, they require challenging, differentiated curriculum and instruction which are developmentally appropriate and will prepare them for the 21st century."
-NC AIG Program
"3.2. Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning."
-NAGC Programming Standards