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Integrating Creative Thinking Skills into the Higher Education Classroom

Integrating Creative Thinking Skills into the Higher Education Classroom

Cyndi Burnett, Susan Keller-Mathers
Copyright: © 2017 |Pages: 22
ISBN13: 9781522506430|ISBN10: 1522506438|EISBN13: 9781522506447
DOI: 10.4018/978-1-5225-0643-0.ch013
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MLA

Burnett, Cyndi, and Susan Keller-Mathers. "Integrating Creative Thinking Skills into the Higher Education Classroom." Handbook of Research on Creative Problem-Solving Skill Development in Higher Education, edited by Chunfang Zhou, IGI Global, 2017, pp. 283-304. https://doi.org/10.4018/978-1-5225-0643-0.ch013

APA

Burnett, C. & Keller-Mathers, S. (2017). Integrating Creative Thinking Skills into the Higher Education Classroom. In C. Zhou (Ed.), Handbook of Research on Creative Problem-Solving Skill Development in Higher Education (pp. 283-304). IGI Global. https://doi.org/10.4018/978-1-5225-0643-0.ch013

Chicago

Burnett, Cyndi, and Susan Keller-Mathers. "Integrating Creative Thinking Skills into the Higher Education Classroom." In Handbook of Research on Creative Problem-Solving Skill Development in Higher Education, edited by Chunfang Zhou, 283-304. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0643-0.ch013

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Abstract

The Torrance Incubation Model (TIM) provides a simple and highly effective mechanism for integrating creativity into the teaching of any subject. The model provides guidelines for educators who wish to develop their students' creative skills, but struggle to find the space in the curriculum in which to teach creativity as a subject. The TIM allows creativity to be woven into lesson plans by deliberately incorporating one, or more, of the core creativity skills identified by Torrance. This chapter explains the TIM, and provides examples of how it was used to redesign lessons in a higher education class, in order to teach both the subject, and at the same time develop the students' creative capabilities.

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