6Cs of Inventive Thinking by GEB

Instructions

moe_gebr — 2023-11-07 03:29:48 UTC

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?

2023-11-09 07:37:21 UTC

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

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

Testing if my prototype will actually work

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Reflective observers

violet_tan1 — 2023-11-09 07:37:57 UTC

Yes, asking questions and challenging the norms.

2023-11-09 07:38:21 UTC

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.

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

mijiworkshop — 2023-11-09 07:38:51 UTC

Ask question

2023-11-09 07:39:10 UTC

consider multiple perspectives

santha_selva_ra — 2023-11-09 07:39:23 UTC

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

Engaged and always seeking new solutions

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Solve problems without teachers’ probing

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

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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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

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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Being inclusive

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Build prototypes from the users point of view.

the courage to bounce back from failure

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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.

thinking deeper

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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.

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

mijiworkshop — 2023-11-09 07:53:44 UTC

multiple perspectives

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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?)

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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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

Not moving on a linear problem solving process

mijiworkshop — 2023-11-09 07:56:25 UTC

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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Use of padlet to share their ideas

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

Being flexible with solutions

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

Absence of a pre-identified end point

mijiworkshop — 2023-11-09 07:58:56 UTC

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Creating a safe environment

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