Standish- Health Care Rights Workshop Series 3More than One Way,

A Teaching Model for Integrating Creativity into Content

Wallace Employees Put Ideas Context
Zubrzycki Teachers International
Series Center
of lessons around 3 for Studies
Visualize in
Inside,
aCreativity
play at Buffalo State,
Fantasy,Buffalo,
Humor NY
© 2008 Keller-Mathers and Murdock. Used by permission.
Maisha Drayton and Catherine Skora in
collaboration with Dr. Susan Keller-Mathers

Keep in mind that: Delivery: Overview of the TIM Observational/Descriptive Studies Utilization of TIM as a Reflecting Process and Framework
• Creative learning and teaching is best enhanced by non authoritarian methods Lesson design is simple & deliberate.
Author Audience Overall Framework
and approaches When used to integrate creativity into content use two sets TIM is a deliberate framework to integrate Nitkowski (2004)
• Creativity can be deliberately taught and learned, not only as a stand alone of objectives. creativity and promote incubation for deep- • Observed and documented the use of
topic, but also by integrating its skills into other content areas Objective I Content Topic or skills er, richer creative learning. It can be utilized TIM for creative learning and teaching, Carr Self/Adults Building Fountain, “How To” Manual for others
• Incubation was a basic mechanism of creative thinking that can be deliberately Objective II Creativity Skill to be taught to plan and deliver discrete learning epi- documented the teacher’s experience © 2008 Keller-Mathers and Murdock. Used by permission.
facilitated by teachers or trainers in instructional situations. sodes such as a with the model at elementary level.
Using dual format design activities for Warming Up,
“It is generally accepted that you can teach for creativity. Teaching creativity as the content of Deepening Expectations, and Extending the Learning. lesson and also for larger frameworks such as • A five-week cross-curricular unit of study
Utilization of TIM Framework and/or Lesson Design
learning starts with the identification of the specific dimensions of creativity for instruction. It may Design Activities that will work BOTH Content and units, blocks of learning and long term cours- focused on science and social studies.
include, for example, creativity processes, dimensions of the creative personality, and affective
Creativity skill at the same time. es and programs. It can also be used to me- • Observations were documented by Author Audience Overall Framework Lessons/
and cognitive skills for creativity. Creativity may be the focus of a lesson and/or weaved into a ta-cognitively process learning experiences teachers as participants and observers Sessions
lesson that focuses on another content area. Rather than assuming creativity is a natural part (what happened, why, where am I in the and student feedback.
the learning process that will ‘just happen,’ teaching creativity allows for greater clarity around Integrating Creativity into Content: What to Select? creative learning process?). Studies de- • Results indicated the presence of Tor- Nitkowski 3rd Grade Students, Teacher Unit on Dessert Regions 13
the essential concepts, the formulation of assessments to examine the degree to which the cre- There are productive frameworks that can be used to determine the creativity scribed include aspects of all of the functions rance strategies and behaviors and as a
ativity goals and objectives are met and deliberate planning for the learner’s creative growth. content you wish to integrate into another content area. It’s important to clearly Olma Adjunct Higher Education Faculty Engaged Learning, TIM 2
Deliberate approaches to teaching creativity vary and require a theoretical foundation and
of TIM. whole there was engagement and moti-
articulate and understand what aspect of creativity you are integrating. Three vation of the learners and the facilitator/ © 2008 Keller-Mathers and Murdock. Used by permission.
framework for creative learning to be more effective. Otherwise creative learning can be hap- productive frameworks are articulated below. They include the classic “Creativ-
hazard, focusing to broadly or narrowly over-emphasizing a particular skill or dimension. In order GARAS (2002) teacher.
ity Skill Set” first identified by Torrance for use in the Incubation Model (Torrance,1979) , • Examined the use of TIM and the integra- Utilization of Creativity Skills as the Focus
to deepen the learning regarding creativity methods and processes, connections need to be
made to uses in varying contexts and areas of learning.” (Keller-Mathers, 2009, p. 198-99) the classic “4P’s” of creativity outlined by Rhodes (1961) and the current T tion of humor and play into CPS training Olma (In progress)
hinking Skills in the Creative Problem Solving Thinking Skills Model for human services employees. • Examined the effect of TIM on adjunct Author Creativity Skills Integrated
Utilization of Creativity Skills as the Focus
Overview of the Torrance Incubation Model
(Puccio, Murdock & Mance, 2007).
• Conducted two-hour workshops with 10 college level faculty teaching pedagogy
employees. to enhance delivery of more engaged
of Creative Teaching and Learning Torrance’s Creativity Skill Set
Author
Man Creativity Skills Integrated
Extend Boundary, Make it Swing Ring, Combine & Synthesize
• Administered Pre and post surveys exam- learning. Cillitioci Visualize inside, keep open, combine & synthesize, Fantasy,
The Problem: recognition or awareness of a situation; definition of the problem ining thoughts about humor, creativity • Examined 17 faculty members through a Dore Inprov skits using most Beyonder skills and other creativity concepts
The Torrance Incubation Model of Creative Teaching and Learning (TIM) is one of the Man Extend Boundary, Make it Swing Ring, Combine & Synthesize
and commitment to deal with it; recognizing the essence of the difficulty and and problem solving. 16 hour, two day Engaged Learning Proj- Sabo Videos of 18 Beyonder skills
few models in the domain of creativity whose major purpose is the design and delivery Cillitioci Visualize inside, keep open, combine & synthesize, Fantasy,
identifying sub problems that are manageable or can be solved. • Participants reported an increased com- ect Pilot program teaching the context © 2008 Keller-Mathers and Murdock. Used by permission.
of creativity content. It was developed by E. Paul Torrance to provide Incubation
a model for Dore Inprov skits using most Beyonder skills and other creativity concepts
integrating creativity content into other disciplines or content areas. Effective use of Produce and Consider Many Alternatives: fluency; amount; generating many and fort level with humor, positive response to of higher education and instruction in the Sabo Videos of 18 Beyonder skills
Promoting Creative Teaching & Learning: The 2010 ICSC TIM Dissemination Initiative
the model presupposes a skill base of pertinent concepts ni
ng
that are basic and varied ideas. humor, and that it stimulated creativity TIM. © 2008 Keller-Mathers and Murdock. Used by permission.
Getting Out of Locked Doors

r
Be Flexible: creating variety in and helped promote ideas. • Debrief with participants, a session ques-
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necessary to teach as creativity content. Thus, using the TIM requires a clear
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E. Paul Torrance inspired decades of thought and action related to

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tionnaire, and participant reflections indi-

Getting in Deep Water

content; producing different

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understanding of the distinctions between theExtcreative process of using the model

Cutting Holes to See Through

i ’s

Process
d l ne nd th
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creativity, creative learning and the Incubation Model of Teaching.

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Person
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Giordano (in progress)

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cated TIM assisted with changes in class-

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categories; changing one’s

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Cutting Corners

itself and the creativity content it seeks to deliver. Since 1987, a deliberate initiative at
n
Ha Si Bu Pl Sh

Operations As his student, Mary Murdock spent 23 years at ICSC applying and further
Crossing Out Mistakes

Characteristics
the International Center for Studies in Creativity (ICSC) provided further development mental set to do something They Perform • Designed and delivered college level room delivery of content from a lecture
Listening for Smells

Of People developing Torrance’s classic model. She sparked the rise of an entire
freshman English lessons using the TIM oriented design, to more engaged learn-
Heightening Anticipation

of the model, curricular applications, research and dissemination ofioTIM. differently; perceiving a problem Create the Desire to Know

community of passionate TIM users whose thoughts and action related to

Looking Twice

ns
from different perspectives. and compared the interaction to non- ing opportunities for students.
Digging Deeper

Heighten Anticipation & Expectation

at
ct
creative learning and teaching is framed with this classic model.
What is it? A model for creative teaching & learning
Get Attention
e

Be Original: moving away from the TIM lessons. • Participants also indicated they were
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Product
Arouse Curiosity
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Original Purpose: Design and delivery of creativity content D

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obvious; breaking away from habit Results and Press
Tickle the Imagination

Give Purpose and Motivation

• Developed TIM and non-TIM lessons inte- more mindful of their methodology and The current initiative, lead by long time TIM collaborators and ICSC faculty
Torrance Incubation Model
bound thinking; statistically infrequent Outcomes grating skills into the lessons. teaching Susan Keller-Mathers and Cyndi Burnett, articulates the next level of
Integration of creativity content into other domainOPareas IC
of Teaching and Learning
Environment,
• Deliberately chose literature students of- delivery modes.
responses; the ability to create novel, development. It was Dr. M’s intent to inspire and grow colleagues and to
© 2008 Keller-Mathers, S. & Murdock, M.
T Context, Climate,
Multi Purpose Application
Content
Goal
different or unusual perspectives. Culture, Press
Creativity Goal
ten consider “dry”. that end, she was quite successful. Her words ring loud and clear to all of
Can be used to deliver any content area! Highlight the Essence: identifying • Surveys completed showed TIM behav- Standish-Wallace (2004) us “TIMers” who know that our fine work regarding creative teaching and
Dynamics between content & process form the what is most important and absolutely iors were present. • Integrated the TIM framework and skills learning, no matter how good it is, is underutilized if we don’t “Get out
unique metacognitive framework that makes essential; discarding erroneous or relevant information; refining are dealers, • Students were able to identify strategies into a mandated training for not-for-profit there and make the world a better place.” In the spirit of Dr. M’s call to
the model so effective in integrating abandoning unpromising information; allowing a single problem or idea to in warming up activities, and reported employees to strengthen learning of con- action, the initiative focusing on taking the ICSC work to the next level of
creativity into other content areas become dominant and synthesizing all of this at the same time. being more engaged and involved in tent and teach creativity concepts. dissemination of best practices.
Elaborate-But Not Excessively: adding details or ideas--developing them; filling in TIM lessons. • Observed mandated training for 27 em-
Includes… • Students rated their instructors higher ployees using the TIM and integrated two The current initiatives builds from the foundational work of Dr. E. Paul Torrance
details for possible implementation. and his colleagues at the University of Georgia, the influential work of
3 Stages when delivering lessons using TIM. creativity skills.
Keep Open: resisting premature closure; resisting the tension to complete things in Dr. Mary Murdock in utilizing and further developing Dr. T’s original model
Cognitive Strategies • Participants also completed survey to
the easiest, quickest way. and the current thinking of Dr. M, her long time collaborators Dr. Keller-
Delivery System Michaels (2006) evaluate teaching, retention, and use of
Incubation
Be Aware of Emotions: recognizing verbal and nonverbal cues; responding, Mathers and Cyndi Burnett and all the “TIMers”. The dissemination initiative
• Examined corporate trainers’ response to the
trusting and using feelings to better understand people and situations. grew out of three needs:
g and use of TIM and training design meth- information three weeks after the train-
ni
n
Put Your Ideas in Context: putting parts of experience into a bigger framework; 1) develop a more deliberate collaborative environment, including
Getting Out of Locked Doors

e a r
odology. ing.
putting experiences together in a meaningful way; making connection between
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• Trained 17 customer service training pro- • Results indicated a positive response to strengthening the current informal network for sharing current
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Getting in Deep Water

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things; giving situations and ideas a history, and background, a story.
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Cutting Holes to See Through

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thinking and initiatives related to creative learning and teaching

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fessionals in the concepts and structures the content and process of TIM.
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Combine and Synthesize: making new connections with the elements within our
vin gi ild gg a
Cutting Corners

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Ha Sgi Bu Pl Sh
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of TIM. • All but four of the 52 behaviors on the ob- in general and TIM specifically;
Crossing Out Mistakes

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Getting Out of Locked Doors

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perceptual set; combining relatively unrelated elements; hitchhiking; making the
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• Trainer designed and implemented train- servational tool to heighten anticipation,

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2) disseminate to the larger creativity community best practices from

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familiar strange and the strange familiar.

Cutting Holes to See Through

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Heightening Anticipation

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ing modules using TIM as a framework. deepen expectations, and extend the
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Getting in Deep

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ICSC scholar/practitioners throughout the world who are using TIM;
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Cutting Corners

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Visualize It-Richly and Colorfully: using vivid, exciting imagery; creating colorful
Crossing Out Mistakes

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Digging Deeper

io
• Michaels designed a four-hour introduc- learning were observed.
Heighten Anticipation & Expectation
Looking

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unanswered questions, confronting the
Listening for Smells

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3) provide support for the future development and dissemination of the
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and exciting images that appeal to all five senses.
Get Attention
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tory TIM workshop, integrated with skills. • There were indications that content
Heightening Anticipation

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Create the Desire to Know
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unimaginable.
Looking Twice

Arouse Curiosity s

ICSC’s communities work related to creative learning and teaching

g on
Enjoy and Use Fantasy: imagine, play and consider things that are not concrete
Digging Deeper

in
Heighten Anticipation & Expectation

• Workshop participants indicated a tactic learning continued beyond classes at

i
at
en Tickle the Imagination
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Getting Out of Locked Doors - solving the or do not yet exist.
Get Attention

in general and TIM specifically.

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understanding, and current uses of TIM home, work, and decision making.
Arouse Curiosity
Give Purpose and Motivation
Torrance Incubation Model i ng
Tickle the Imagination
unsolvable, opening up new vistas, going p en

P I C
of Teaching and Learning
Give Purpose and Motivation
Torrance Incubation Model Make It Swing! Make It Ring: using kinesthetic and auditory senses; responding to
D
ee
stages and strategies. The initiative focuses on five main areas including: writing, research,
TO beyond the same. © 2008 Keller-Mathers, S. & Murdock, M.

sound and movement.

of Teaching and Learning
PIon
TO C Goal
C tent • Participants also indicated TIM would practices, products and network. Many of the activities described are
Combinations of any or all of these
© 2008 Keller-Mathers, S. & Murdock, M.

Content
Goal
Creativity Goal
Look at It Another Way: benefit their program design and facilita- being developed in one or more areas currently. Current work includes
Creativity Goal
strategies result in behaviors and thinking Cognitive Thinking Skills Associated With CPS
being able to see things tion of learners. an updated book on TIM (Keller-Mathers) and an edited collection of
Stage 1: Heightening Anticipation that go beyond the basics and require
from a different visual Type of Thinking Definition
Variety of TIM Uses in ICSC Studies and Applications TIM practitioner’s experiences (Keller-Mathers & Burnett).
higher level thinking and processing.
Purpose: Motivate & engage learners in a perspective; being able Diagnostic Making a careful examination of a situation, describing the nature of a
Discovery & exploration are characteristics
creative way by setting up learning situation References:
problem, and making decisions about appropriate process steps to be
to see things from a Focus of TIM Topic Participants
of the participatory nature of this stage. taken
to connect deliberate psychological different psychological Accurso, M. (2005). The Torrance Incubation Model of Murdock, M. C. & Keller-Mathers, S. (2002a, Fall).
Tolerance for ambiguity is essential for Visionary Articulating a vivid image of what you desire to create
Teaching in the middle school social studies setting. Teaching for creativity: Where there’s a will, there’s
state of readiness to pertinent content perspective or mindset.
the teacher and the learner. (Murdock, & Strategic Identifying the critical issues that must be addressed and pathways
Educational/Classroom Social Studies, Art, Science, elementary through
Unpublished Master’s project. Buffalo, NY: Buffalo a way. National Association of Gifted Children’s
Strategies: Create the desire to know Visualize the Inside: needed to move towards the desired future State College. Celebrate Creativity, 12(2), 3-4; 10-12.
Keller-Mathers, 2002) English and Cross-curricular university students
Heighten anticipation & expectation, paying attention to the Ideational Producing original mental images and thoughts that respond to Cellitioci, J. M. (2005). Utilizing science enrichment Murdock, M. C. & Keller-Mathers, S. (2002b, Fall).
Personal Growth, Constructing a fountain, 18 Self, Adults programs as a vehicle for encouraging meaningful Foundations of the Torrance Incubation Model:
Get attention, Arouse curiosity, tickle the Stage 3 : Extending The Learning
important challenges
internal dynamic work- Evaluative Assessing the reasonableness and quality of ideas in order to develop Creativity Skill Beyonder skills videos family conversation and creativity skill development. Identifying and using a creativity skill set. National
imagination, and give purpose & motiva- Purpose: Continue participation alter- ings of things; picturing workable solutions Development Unpublished Master’s project. Buffalo, NY: Buffalo Association of Gifted Children’s Celebrate
State College. Creativity, 12(2), 5-6; 13.
tion. This last strategy is designed “to pre- nating with anticipation. At this point the or describing the inside Contextual Understanding the interrelated conditions and circumstances that will Training and Development Rights/Responsibilities, TIM, Corporate and not-for- Dore, D. (2007). Improvisation within the research and Nitkowski, K. (2004). Documenting the use of the teacher’s
pare learners to make connections be- anticipation is related to connections of things. support or hinder success Creative Problem Solving profit employees concepts of creative studies. Unpublished Master’s experience with the use of the Torrance Incubation
tween what they are expected to learn and uses. Result of continued alternation Breakthrough-Expand Tactical Devising a plan that includes specific and measurable steps for attaining Performing Arts Improv games/performance, Adults, Teacher’s of project. Buffalo, NY: Buffalo State College. Model of Learning and Teaching. Unpublished
Carr, P. (2006). Designing and building an indoor water Master’s project. Buffalo, NY: Buffalo State College.
and something meaningful in their lives” a desired end and methods for monitoring its effectiveness children’s literature/theater young Children
is that the model cycles around toward the Boundaries: think- Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007) production
fountain using the Torrance Incubation Model. Olma, J. (in progress). Identifying the impact of the
(Torrance & Safter, 1990, p.7) Unpublished Master’s project. Buffalo, NY: Buffalo Torrance Incubation Model on teaching pedagogy
warming up to the new things that will be ing outside prescribed © 2008 Keller-Mathers and Murdock. Used by permission. State College. and outcomes of adjunct instruction trained in the
Stage 2 : Deepening Expectations connected with the warm up effect requirements; changing Garas, T. (2002). Determining the impact of emphasizing Torrance incubation model on their return to their
humor/playfulness when teaching the CPS process. college classrooms. Unpublished Master’s project.
Purpose: Sustain motivation created more intense. (Murdock, & Keller-Mathers, 2002) the paradigm or system within which a problem resides. Utilization of TIM Framework, Lesson Design and Creativity Skill Unpublished Master’s project. Bufalo, NY: Buffalo Buffalo, NY: Buffalo State College.
by strategies in Stage 1 and use that Strategies: Five strategies represented Let Humor Flow and Use It: perceiving incongruity; responding to a surprise; State College. Sabo, S. L. (2003). Warming up to leaping beyond.
as metaphors in this stage are powerful Integration
motivation to encourage deeper recognizing and responding to perceptual and conceptual discrepancies. Giordano, L. (in progress). The significance of the TIM in Unpublished Master’s project. Buffalo, NY: Buffalo
higher education: Can it be effective across State College.
exploration of a topic. in their combination and describe an Get Glimpses Author Audience Overall Framework Lessons/ Integrated Skills discipline and educational levels? Master’s project. Standish-Wallace, S. (2004). Using the Torrance Incubation
intense focus on activities that promote Some Key Affective Skills that Support CPS
This is accomplished by alternating between of the Future: predict, Sessions Buffalo, NY: Buffalo State College. Model in a mandated setting for adult learners.
Keller-Mathers, S. (2009).Creative Teaching. In B. Kerr (Ed.) Unpublished Master’s project. Buffalo, NY: Buffalo
anticipatory and participatory strategies. continued creative learning strongly Affective Skill (CPS Step) Definition
imagine and explore Encyclopedia of Giftedness, Creativity, and Talent State College.
Strategies: Choices of 8 strategies enough to keep learners engaged and Curiosity (Assessing Situation) A desire to learn or know; Inquisitive
things that do not yet (pp. 197-200). Thousand Oaks, CA: Sage. Torrance, E. P. (1979). An instructional model for
active long after the formal “lesson” is Accurso 7th Grade Social Studies 9 Look Another Way, Keller-Mathers, S &. Murdock, M. C. (2002, Fall). Teaching enhancing incubation. Journal of Creative
represented as metaphors. Dreaming (Exploring the Vision) To imagine as possible your desires and hopes exist; wonder and Constitution Unit Highlight Essence the content of creativity using the Torrance Behavior, 13(1), pp. 23-35.
Digging Deeper - diagnosing difficulties, over. Sensing Gaps (Formulating To become consciously aware of discrepancies between what dream about Incubation Model: Eyes wide open to the Torrance, E. P. & Safter, H. T. (1999). Making the creative
Garas Human Service Creative Problem 3 Humor & Playfulness
Having a Ball – fun, humor, laughter Challenges) currently exists and what is desired or required
integrating information. possibilities; view Employees Solving Workshop
possibilities of learning. National Association of
Gifted Children’s Celebrate Creativity, 12(2), 7-9.
leap beyond. Buffalo, NY: Creative Education
Foundation.
Playfulness (Exploring Ideas) Freely toying with ideas
Looking Twice - keeping open, search for Singing in One’s Own Key – personalize events as Series Man, K. (2006). Exploring the use of the Torrance Torrance, E. P. & Sisk, D. (1997). Gifted children in the
formul Resisting the urge to push for a decision
new information. information open-ended. Gilliano Higher Education English Classes 2 TIM 2 Look Another Way, Incubation Model in the design of lessons in Art regular classroom. Buffalo, NY: Creative Education
Explore. Unpublished paper. Buffalo, NY: Buffalo Foundation.
Listening to the Smells - making use of Building Sandcastles – imagine, fantasize, Sensitivity to Environment
(Exploring Acceptance)
Awareness of your physical and psychological surroundings
Source: Torrance & Safter (1999)
Students lessons, 2 non-TIM Fantasy
State College. Zubrzycki, T. (2006). Increasing thinking at the Theatre of
search for ideal Michaels Corporate TIM Workshop for 1 Look Another Way,
senses. Tolerance for Risk (Formulating Not being shaken or unnerved by the possibility of failure or setbacks
Trainers Trainers Highlight Essence
Michaels, J. (2006). Making the TIM more accessible and Youth through use of the Torrance Incubation

Crossing Out Mistakes - understanding Plugging in the Sun – work hard, find & a Plan) useful in organizational training. Unpublished Model. Unpublished Master’s
Standish- Health Care Rights Workshop Series 3 More than One Way, Master’s project. Buffalo, NY: Buffalo State College. International Center for Studies in Creativity at Buffalo
your feelings in response to new use resources • Openness to Novelty
• Tolerance for Ambiguity
• Ability to entertain ideas that at first seem outlandish and risky
• Deal with uncertainty and to avoid leaping to conclusions Wallace Employees Put Ideas Context Murdock, M. C. & Keller-Mathers, S. (November 10, 2001). State, Buffalo New York.
information, modify & refine. Shaking Hands with Tomorrow – relate to • Tolerance for Complexity • Ability to stay open and persevere without being overwhelmed by Zubrzycki Teachers Series of lessons around 3 Visualize Inside, Time is on your side: Integrating creativity into By Maisha Drayton & Catherine Skora in collaboration
large amounts of information, interrelated and complex issues, and content. Invited Master Class presentation at the with Dr. Susan Keller-Mathers
Cutting Corners - summarizing, focusing, future vision, that which has not yet (Support all steps)
competing perspectives a play Fantasy, Humor National Association for Gifted Children’s Annual
discarding. occurred. (Murdock, & Keller-Mathers, 2002) Creative Leadership: Skills That Drive Change by Puccio, Murdock, & Mance (2007) © 2008 Keller-Mathers and Murdock. Used by permission. Conference, Cincinnati, OH.