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How do the 6Cs look like in the context of IvP classroom, at each part of the Inventive Thinking Process? (e.g., How does courage look like when students are designing a prototype for their idea?)

What observable behaviours will you see the students displaying if they have the 6Cs?

What can I do as a teacher to encourage the students to develop the 6Cs?

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Self-directed learners who are interested to find out more about a problem / solution.

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Strong desire to keep asking questions to find out more

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Strong desire to keep asking questions to find out more

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Asking lots of questions/ Keep questioning

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Seeking to understand the root cause of identified issues by conducting surveys

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Testing if my prototype will actually work

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Testing if my prototype will actually work

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Reflective observers

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Yes, asking questions and challenging the norms.

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Students asking questions beginning with:

" How come....."

" Can I......"

" Why is it..."

" What if we..."

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Wanting to keep improving their prototype with different materials to see how it can work better.

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The willingness to go deeper into a topic / area to explore

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The willingness to go deeper into a topic / area to explore

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consider multiple perspectives

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Observing the world around them and looking at various groups of people and coming back with a whole list of observations to share

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Engaged and always seeking new solutions

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Engaged and always seeking new solutions

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Solve problems without teachers’ probing

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asking questions during prototyping - like why did my idea not work, what would be the best choice of material to make my product

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asking questions during prototyping - like why did my idea not work, what would be the best choice of material to make my product

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Teachers being good role models in being curious

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Did I cover all the bases when defining the problem? 

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Did I cover all the bases when defining the problem? 

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An original idea that takes into account user's needs, having the ability to put oneself in the shoes of the user, even themselves. Ability to refine one's first prototypes

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Ask more open-ended question with enthu spirit

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3. Model what curiosity looks like to students for example, observing/examining and then saying my raw thoughts or questions on the spot

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Community living

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Collaborative learning - sharing between groups and students

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It takes a village

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the confidence to share their idea and prototype - willing to share something 'imperfect' / 'incomplete'

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the confidence to share their idea and prototype - willing to share something 'imperfect' / 'incomplete'

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the courage to fail (&make mistakes) - receptive to feedback

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the courage to fail (&make mistakes) - receptive to feedback

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Build prototypes from the users point of view.

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ability to assess themselves and others, strengths and weaknesses

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ability to assess themselves and others, strengths and weaknesses

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Spend a week observing: a day each for different groups. Example family, peers, teachers, etc.

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the courage to explore into new areas / problems they are not familiar with - risk-taking

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the courage to explore into new areas / problems they are not familiar with - risk-taking

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Be objective when analyse issues/problems. Be fair when making decision.

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Meet the needs to target audiences.

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Coming up with a solution for a particular target group but eventually is able to apply it across different groups of audience

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Coming up with a solution for a particular target group but eventually is able to apply it across different groups of audience

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Help students break away from having the over reliance of seeking answers from their teachers through peer feedback using a template. (I like, I wish, What if?)

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Always trying to problem solve, always trying to decode puzzles

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Always trying to problem solve, always trying to decode puzzles

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Always using the brain to explore and make sense of the world around them

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Always using the brain to explore and make sense of the world around them

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Being open to feedback and seeking ways to improve. Critical thinking is shown most prominently in when across groups, students get to share their ideas and suggest improvements based on fresh perspectives

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Not moving on a linear problem solving process

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Not moving on a linear problem solving process

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curious mind asking, "What if?" and "Why not?

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curious mind asking, "What if?" and "Why not?

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include a curveball (engineered challenge) at the end of the the cycle to create a manageable level of discomfort

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include a curveball (engineered challenge) at the end of the the cycle to create a manageable level of discomfort

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Use of padlet to share their ideas

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Willing and able to revise and re-revise, be it problem statements,  ideas or prototypes

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Willing and able to revise and re-revise, be it problem statements,  ideas or prototypes

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Comfortable to think out of the norm

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Eg 3M adhesive - not a failure but repackaged as an excellent adhesive for post-it notes

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Creating a safe environment

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1. The ability to see the impact of the identified problem on the user ie. How big an impact is the problem? Or is it a minor problem?

2. Support from Branch for schools to reach out to / liaise with organisations, institutions, companies, to understand in-depth, practical problems on the ground.