1. The four dimensions that J.P. Guilford uses to
describe creativity are fluency, flexibility, originality, and elaboration.
2. I probably struggle the most with flexibility. Flexibility is the ability to look at a topic from a different perspective, which can be changing your viewpoint, angle, direction, time and many other ways. I tend to find that in my daily life, once I get my mind set on something or some idea, it tends to stay that way. I get wrapped up in my idea to the extent that if I try to change the viewpoint or direction that it might confuse me. I consider myself open to new ideas and new things, but I find it difficult to make that change. For example in English 1102, my professor had us rewrite one of our papers by changing the thesis to the opposite claim. It was probably the most difficult paper I have ever written. I had done so much research on the 1st topic and then I had to completely change my mindset to the opposite angle. I had convinced myself of the 1st angle and it made it very difficult to view it from another perspective. However, if I had been more flexible the essay would not have been near as difficult. Flexibility is something that I definitely need to improve on and become more comfortable with.
3. Wallwisher is a tool that we have talked about in class that would help with the dimensions of creativity. Fluency is considered the ability to generate lots of ideas, practically brainstorming. A teacher could create a wall about a topic on wallwisher, and then have the students post to the wall their ideas about the topic. Wallwisher could also be used to help with the dimension of flexibility. The teacher could make a wall that discusses an issue or topic, and the students could post notes about different ways to solve the problem or about their different views of the topic. They could then look at all the different perspectives and angles of ways to solve the problem or address a certain topic. Through wallwisher students could also demonstrate the dimension of originality, through posting a note that is the first of its kind. Perhaps they have a very original response to the topic of the wall or maybe they respond the problem in a way that even the teacher hasn’t thought of. Wallwisher can help the student see what others have posted, and then they can see that their response is totally different and original. It is a great way to show the dimension of originality. Walwisher can also be used to aid in the dimension of elaboration. Like previously discussed, maybe the wall is about a certain topic or problem. After viewing the wall once, the students could look back and post notes giving more details about the topic or give a more detailed explanation of how to solve the problem. Wallwisher is a great way to incorporate all dimensions of creativity.
4. Tagxedo is an online tool in which students can make word clouds. It allows them to customize the font, theme color, and shape. As a future speech therapist I can definitely use this tool to support creativity with my students. For example, if a student is working on pronouncing a certain letter, he/she could brainstorm a list of words that all contain that certain letter. This would be considered the fluency aspect of creativity. Then the student could plug the words into tagxedo, and choose their theme, font, shape, ect. I would encourage them to choose a shape that also had to deal with the letter they are working on. For example if the student is working on the letter “r” the shape could be a rabbit. Allowing the student to design the word cloud in this way helps the originality aspect of creativity. I would then print the word could and have the student practice the words in the word could and let them take it home to practice there as well. Tagxedo is a great tool that I could use to promote creativity in my speech therapy room.
2. I probably struggle the most with flexibility. Flexibility is the ability to look at a topic from a different perspective, which can be changing your viewpoint, angle, direction, time and many other ways. I tend to find that in my daily life, once I get my mind set on something or some idea, it tends to stay that way. I get wrapped up in my idea to the extent that if I try to change the viewpoint or direction that it might confuse me. I consider myself open to new ideas and new things, but I find it difficult to make that change. For example in English 1102, my professor had us rewrite one of our papers by changing the thesis to the opposite claim. It was probably the most difficult paper I have ever written. I had done so much research on the 1st topic and then I had to completely change my mindset to the opposite angle. I had convinced myself of the 1st angle and it made it very difficult to view it from another perspective. However, if I had been more flexible the essay would not have been near as difficult. Flexibility is something that I definitely need to improve on and become more comfortable with.
3. Wallwisher is a tool that we have talked about in class that would help with the dimensions of creativity. Fluency is considered the ability to generate lots of ideas, practically brainstorming. A teacher could create a wall about a topic on wallwisher, and then have the students post to the wall their ideas about the topic. Wallwisher could also be used to help with the dimension of flexibility. The teacher could make a wall that discusses an issue or topic, and the students could post notes about different ways to solve the problem or about their different views of the topic. They could then look at all the different perspectives and angles of ways to solve the problem or address a certain topic. Through wallwisher students could also demonstrate the dimension of originality, through posting a note that is the first of its kind. Perhaps they have a very original response to the topic of the wall or maybe they respond the problem in a way that even the teacher hasn’t thought of. Wallwisher can help the student see what others have posted, and then they can see that their response is totally different and original. It is a great way to show the dimension of originality. Walwisher can also be used to aid in the dimension of elaboration. Like previously discussed, maybe the wall is about a certain topic or problem. After viewing the wall once, the students could look back and post notes giving more details about the topic or give a more detailed explanation of how to solve the problem. Wallwisher is a great way to incorporate all dimensions of creativity.
4. Tagxedo is an online tool in which students can make word clouds. It allows them to customize the font, theme color, and shape. As a future speech therapist I can definitely use this tool to support creativity with my students. For example, if a student is working on pronouncing a certain letter, he/she could brainstorm a list of words that all contain that certain letter. This would be considered the fluency aspect of creativity. Then the student could plug the words into tagxedo, and choose their theme, font, shape, ect. I would encourage them to choose a shape that also had to deal with the letter they are working on. For example if the student is working on the letter “r” the shape could be a rabbit. Allowing the student to design the word cloud in this way helps the originality aspect of creativity. I would then print the word could and have the student practice the words in the word could and let them take it home to practice there as well. Tagxedo is a great tool that I could use to promote creativity in my speech therapy room.
I really like how you describe Tagxedo and Wallwisher. I feel like I have a better understanding of these tools and also some ideas for using them in the classroom. Your attention to flexibility is also very thoughtful. I enjoyed reading your post very much!
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