Carolina’s Maker Class: Using Making To Help Children Learn

My UNC Spring 2018 class, “The maker movement and education,” is turning out to be a lot of fun! If you want to learn about how making stuff contributes to learning, you really have to make things yourself. So I’m guiding my students through a variety of making activities that have been influential in re-visioning schools as places where students create.

In Tuesday’s class, pairs of students created cardboard automata, in a making activity created by the San Francisco Exploratorium Tinkering Workshop, by its founders Mike Petrich and Karen Wilkinson. This cool activity captures the hands-on style of inquiry and creativity that the Exploratorium is famous for. And it brings together artistic creativity with the physics of movement and mechanics–an awesome example of STEAM education.

At the end of class, all of my students placed their creations outside the classroom door–check out this collective creation! I highly recommend this awesome book, that shows educators how to use these same activities in their classes: The Art of Tinkering.

Creativity in the Classroom: Everyone Agrees that We Need More

A new study from Adobe, on the importance of teaching creative problem solving skills, found that educators and policymakers agree that we need to weave creativity throughout the school day, in all subjects.

The study surveyed 2,000 teachers a policymakers from the U.K., Japan, Germany, and the U.S. They all say that creative problem solving is a critical skill, especially because of future workforce needs and careers, and they say what schools need to do to better nurture schools for creativity.

• 97% of educators say that creative problem solving is important for students to learn
• 74% of educators, and 76% of policymakers, believe that jobs that require creativity are less likely to be impacted by automation
• 86% of educators say that students with high creativity skills will have access to higher-earning jobs
• 69% of educators say that classroom curricula don’t do enough to teach and foster creativity
• 80% of educators and 67% of policymakers believe that creative problem solving should be integrated into all courses.

The study hasn’t been published yet; keep checking my blog and I’ll let you know more details once the full study is available.

Where Entrepreneurs Have Ideas

Where do successful entrepreneurs get their best creative ideas? Molly Reynolds* interviewed some entrepreneurs to find out. Here are my favorites :

• John Goodman, John Goodman PR: Takes a three-hour walk and that’s “when I have my best creative ideas. My head de-clutters, and I start thinking clearly.”
• Kat Quinzel, Cash Cow: “I get my best ideas when I’m making food. I think it’s because I tend to forget about everything else.”
• Bian Li, The Hungry Lab: His ideas come while scuba diving.
• Allen Klein, author/speaker: “my best ideas come from times when I’m walking my dog.”
• Lisa Kipps-Brown, Glerin Business Resources: “I get my best ideas when mowing the grass with a push mower.”

These stories align with creativity research. Researchers have found that ideas are more likely to come when you take time off from your hard work. We call it incubation. It often happens when you’re doing something physical, like walking or cooking. (Warning! It only happens if you’ve worked hard and long before you take this time off.)

*Molly Reynolds, Kiplinger news service, “Inspiration points: Entrepreneurs reveal what sparks their creativity.” July 2017.

A Writer Is…

William Stafford, on “Writing,” has this to say:

A writer is not so much someone who has something to say as he is someone who has found a process that will bring about new things he would not have thought of if he had not started to say them.

This quotation appears in a book by Carol Burke and Molly Best Tinsley called The Creative Process, filled with exercises for writers they’ve taken from their own workshop for writers. They go on to write:

The perfect stanza or paragraph does not leap fully formed from the writer’s brain; rather it is the result of much experimentation–tightening and expansion, rewording and reordering, through draft after draft. (p. 6)

The writer might put it this way: I don’t know what I’ve got to say until it’s down on paper, but I can’t start getting it down on paper until I know what I’m going to say. (p. 7)

Keep Creativity Alive in Children

I just stumbled on a fascinating essay about creativity in schools. It could have been written yesterday! Read to the end to find out who the famous author is, and what year it was written:

How can we keep creativity alive in children?

Creative children are likely to be unusual children. They get bored with the idea of Jack’s always going up the hill with Jill. They do not accept things as they are; they do not easily settle down to their lessons as they are given to them.

The good teacher may be genuinely searching for creativity in her pupils. But she is continually defeated in her efforts by the demands of her supervisor, the politics of the local school system, the lack of space, the lack of materials, the lack of assistance, the size of the class. Given these obstacles, she is unprepared to cope with the child who uses his creativity to defeat her. The child who constructs questions that will arouse the boys to raucous laughter, whose raised hand she must therefore distrust; the child who invents secret clubs and ciphers and signals and ceremonies that turn the classroom into something strange and unpredictable.

We fail to see obstructiveness as an aspect of creativity. The teacher cannot risk disrupting the precarious balance of her overcrowded classroom. The best teacher has little time or energy for any kind of creativity, and none for the disruptive sort. But we can remedy these things quite easily and inexpensively. We can build enough schools. We can hire clerks and janitors and guards to take much of the burdensome load off the teacher’s back. We can pay our teachers well enough to keep as teachers all those who really want to teach.

We want people who are original, creative, spontaneous, innovative. But we want them to be produced by teachers whom we condemn in a hundred ways to be overworked and uninspired, unrespected and underpaid. We would like the children of America to be creative, to learn about creativity, while we make the best change they have to learn, to respond to teaching, as uncreative as possible. There is only one sure way to develop creativity in all the different kinds of children in schools. We must cherish the creativity of all those who have elected to become teachers because they want to teach.

If we are to give more than lip service to creativity in children, we must actively support the creativity of the teacher. We must come to recognize fully the creativity of good teaching.

Year: 1962

Author: Anthropologist Margaret Mead, author of the famous book Coming of Age in Samoa (1928)

This article was published as “Where education fits in” in Think magazine, Nov-Dec 1962, pp. 16-21.

SXSWedu 2017 was Awesome!

I spent a stimulating and exhausting week at the South-by-Southwest EDU conference in Austin, TX. It’s the premier event for new and innovative education products. I saw so many fascinating presentations, and everyone I met was super-interesting. I’ll try to capture my experience with just two events.

The first was the SXSW Playground–a big convention center ballroom, filled with fun educational technology. I sat in on a workshop for Bloxels–where you build a videogame world using colored blocks, then you snap a photo of the blocks and the computer turns it into your own virtual world. That’s the picture at the right.

Like the Bloxels, all of the technologies were designed for kids to be creators and make things. The robots and software guided learners as they programmed robots and computer games. One of my favorites was a drone that you can fly around yourself using Snap, a drag-and-drop programming environment that you can learn in a few minutes.

Second, I had a great time leading the workshop “Creative Teaching” along with Tacy Trowbridge from Adobe, and Villy Wang from Baycat. The room was filled to capacity with 60 conference attendees, ready to be active creators. We led them through a tower-building activity using 6 pieces of newspaper and tape. The take-home lessons were about group dynamics, design thinking, and iterative making. Here’s one of the groups, who used an analogy with a Christmas tree skirt for the base of their tower:

Thank you to Tacy and Villy, I learned so much from doing the workshop with them!

It’s always fun to do a book signing. I gave out a bunch of my Zig Zag creativity cards! Keep being creative everybody!

 

 

 

Collaborative Technology Leads to Collaborative Leadership

In my 2007 book Group Genius, I predicted that the organization of the future would drive innovation with collaboration.

In the ten years since, this prediction has largely come true. Yesterday the Wall Street Journal described how several big companies have shifted to a more collaborative, more innovative organizational structure–enabled by collaborative software that didn’t exist back in 2007, like Slack or Microsoft Teams. This is a big reason why I’ve written a second edition of Group Genius (to be published later this year).

New data-driven capabilities are breaking down barriers between formerly siloed business units, flattening out management structures and streamlining production processes, prompting many firms to redraw leadership roles and responsibilities.

Companies moving toward innovative structures include Equifax, Liberty Mutual, and Procter & Gamble. For example, Equifax is moving to “small, cross-functional teams”. And the role of leaders changes, too: “rather than issue top-down directives, these managers instead strive to help self-directed teams leverage collaboration and sharing tools.” Managers are changing from “dictating how things should be done” to acting more like coaches who guide collaborative teams.

My own research on collaboration and creativity explains why and how this works: Innovation emerges, bottom up, from improvisational, nonlinear, and unpredictable processes. The organizations that can channel and foster this bottom-up, emergent process, will be the winners in the innovation competition of the future.

The organizational structures and cultures that lead to innovation have always been collaborative, distributed, and improvisational. Even before the Internet, a few rare organizations were able to design for innovation and collaboration. But today, Internet-based collaboration software is making it a lot easier for companies to shift to innovative organization designs.

The Path to Creativity

In Austin, Texas, “Voice and Exit” is a cool gathering of tech visionaries and experts in human flourishing. At 8:30 Friday night, I kicked off a series of 10-minute talks, in front of 300 hipsters, in a converted produce market in Austin’s East Side–surrounded by fair trade coffee tables, massage artists, virtual reality rooms, and hammocks. Here’s how I started the 10-minute talk. It’s the core message of my ZIG ZAG creativity advice book:

Creativity is not mysterious. Creativity is not a rare insight, that comes to you suddenly, once in a lifetime, to change the world. It’s just the opposite. Creativity is a way of life. It’s a process. The process starts with an idea. But it’s not a big insight–it’s a small idea. And that small idea can’t change the world by itself. In the creative life, you have small ideas every week, every day, even every hour. The key is to learn how to bring those ideas together, over time, and that’s the essence of the creative process. The latest creativity research shows the daily practices that exceptional creators use to keep having those small ideas, and how to bring them together in a creative process that consistently leads to successful creative outcomes.

For the whole talk, wait a couple of weeks and the video of my talk will be posted online. I’ll let you know!

Sawyer keynote at IDEAS conference in Calgary, Canada

I just delivered the keynote address “Educating for Innovation” at this big event in Calgary, with teachers, school leaders, education professors, and policy types:

After the keynote, I did a breakout session where I shared my research on how art school professors teach. Then, I asked the audience to work in small groups to apply these practices to their own teaching in math and science. They all had great ideas about how to teach for creativity! The lessons from art and design pedagogy are really powerful.

The Brick Test: The Most Unusual Use EVER

One of the oldest tests for creativity is the “brick test.” It originated in the 1950s, and it’s pretty simple: Take five minutes, and write down as many uses as you can think of for a brick. It’s called a divergent thinking  test, which means it measures your ability to generate lots of ideas. And, you get extra points if your list has brick uses that most other people don’t think of. These are called unusual uses.

My wife and I had an interesting experience with bricks recently, and it confirms a central finding of creativity research: The more knowledgeable you are about something, the more likely you are to be creative with it. Even bricks.

Here’s how it happened. For some reason, the house we’re renting has a big stack of red bricks in the back.

After a few months, my wife and I started thinking of ways use the bricks. The first was when my wife volunteered to organize the annual Halloween dance at my 11-year-old son’s school. To decorate the school gymnasium, she bought some large inflatable witches and scary monsters. They were over ten feet high. But they’re light and unstable, and they fall over really easily (especially with kids dancing around). The solution? Bricks to weigh them down. But, young children could bump their toes on a brick and get hurt. So, wrap each brick in bubble wrap.

 

 

 

 

Here’s another use. We had an ice storm recently, so we got our generator ready just in case we lost power. To make sure all of the fuel would flow into the engine, we need to tilt the generator. A red brick is just what we needed:

 

 

 

 

A third use: At Christmas, my wife arranges a display of Christmas village buildings. She wanted the houses in the back of the display to be elevated. Bricks work great:

 

 

 

 

I saved for last the most unusual use EVER for a brick. Drum roll please! I recently started repairing accordions. One of the first tools you need is a test bellows. You find an old accordion bellows, put boards to seal up both ends, and drill a tiny hole in the middle. You use this to direct air at one selected note in a reed block. To make the bellows work, I needed something really heavy inside, to hold down the bottom board. Here’s mine, with a red brick inside. (It’s so unusual it probably doesn’t make sense unless you repair accordions). Here it is:

 

 

 

 

Here are a few more uses. I’m sure we’ll think of more soon. “Necessity is the mother of invention”–necessity, plus a pile of bricks.