Three facets of creative
thinking
2
Novelty and value
value 2
it may be fun, it may provide a sense of accomplishment, it may
solve a naturally occurring problem, it may be a form of self-
expression, it may provide a new perspective that influences how
people think about something or the actions people take. An idea
can have an impact on the individual student, classmates, a larger
group of peers, in one’s community, or on a global level.
examples
degrees of novelty 2
There are degrees of
novelty—an idea may be
new to that student or it
may be new to their peers; it
may be novel for their age
group, or it may be novel to
a larger community. It may
be new in a particular
context or absolutely new
examples
Generating ideas
3
forms
free play, engagement with
someone else’s ideas, a
naturally occurring problem
or constraints, or interest or
passion
3how to
providing the incubation
time for the unconscious to
work, and quieting the
filters and censors in the
conscious and subconscious
minds that tend to prevent
novel ideas and inspirations
from rising to the conscious
mind (e.g., by doing relaxing
or automatic activities).
3
Developing ideas
4
process
After students get creative
ideas, they evaluate them,
decide which ones to
develop, refine them, and
work to realize them in
some way.
4
evaluate decide develop refine work
requirement
sustaining perseverance,
using failure productively
over time.
generating additional
creative ideas to come up
with solutions to problems
along the way.
4
• sustaining persecerance
• using failure productively over time
• generating additional ideas to solve
the problem along the way
6
#additional
examples 3
degrees of novelty
value
4
process
