Creativity and Innovation

Birchwood School creativity and innovation

Creative Problem Solving Program

We believe there are three important factors behind teaching creativity and innovation. Creative thought is within each child’s grasp. Even though some children are innately more creative than others, creative thinking is composed of skills and strategies that all children can learn to various degrees.

Creativity requires subject specific knowledge. Creativity does not occur in a vacuum. Research shows that the capacity for creativity in any discipline correlates to the creative thinker’s knowledge base.

Meaningful creativity and innovation is frequently a response to a real problem, challenge, or opportunity. This means something in a creative thinker’s environment is forcing her to address a need. It could be as simple as a mother-of-four trying to put a healthy dinner on the table or as complex as a biomedical engineer hoping to develop more effective artificial limps. In either case, the “creator” must have a knowledge base – years of experience in preparing family meals or study to understand body movements. Then the creator must find fresh ways to bring her knowledge to bear on a new problem or challenge.

There are two categories of problems – those thrust upon the innovator and those the innovator discovers in the course of reflection, forethought and inspiration. In either case, research has identified skills and strategies that help the innovator move from challenge to innovative solution. This is our starting point for teaching creativity. We help children identify problems and needs within their own environment that require solutions or improvement.

Problem identification starts the problem solving process. Problem definition lays the ground work for finding solutions. Children derive solutions through a variety of strategies taken from the research work of pioneers in the field of creative problem solving.

From this perspective, much of our problem solving instructions comes from within students’ own lives. We show them how to identify personal problems and opportunities and we illustrate how they can be on the lookout for problems and challenges in the context of their own lives.

The underlying through behind our approach is that students should learn to take charge of their own lives. If they can identify needs, problems and opportunities, they will find ways to grow, mature and lead a satisfying life. In due time, they will learn to apply creative problem solving skills to the profession they choose and thereby make meaningful contributions to their fields.

In middle school children also have the opportunity to participate in Future Problem Solving in which they learn how to approach real world problems. Working in teams of four, students learn the six-step problem solving method used in many government and business think tanks.

Future Problem Solving

In fifth through eighth grade students have the option of joining the Future Problem Solving Program which trains students in the six-step problem solving process used by most government and business think tanks. Working on a team, students learn to search for problems, identify central issues, brainstorm possible solutions, evaluate their best solutions, and elaborate on a workable solution. Students also have the opportunity to compete at the local, state and national Future Problem Solving levels.

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Every child can be creative with practice.