BPS-HS.4Cs.CI.01

Under Development

(CI) Creativity and Innovation

Idea Generation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
  
  • Shows an impressive level of depth of understanding of the problem, investigation, or challenge.=Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution.
  • Takes an original, unique, imaginative approach to idea generation.
  • Demonstrates a complete understanding of all the characteristics of divergent thinking skills, such as:
    • Fluency—generates a high volume of new ideas in response to open-ended questions or problems;
    • Flexibility—openness to examining ideas in unexpected ways;
    • Originality—generating options that are unusual or statistically infrequent;
    • Elaboration—making ideas richer or more complete;
    • Metaphorical thinking—using comparison or analogy to make new or unique connections, making the strange familiar, or the familiar strange.
  • Demonstrates a sophisticated understanding of mindfulness; uses all appropriate senses to discover details that might go unnoticed.
  • Finds important, interesting, and relevant information that others did not find from sources that others did not think of using.
  • Asks sophisticated, open-ended questions that lead to the generation of original ideas.
P Proficient
-
 

"The Standard"

  • Effectively finds a compelling problem or area of focus that demands their attention. Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
  • Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod).
  • Generates a sufficient volume of new ideas. Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
  • Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand.
  • Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions.
A Approaching Proficiency
-
 
  • Somewhat effectively, finds a compelling problem or area of focus that demands their attention. Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
  • Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task.
  • Communicates some new ideas, but the volume is not sufficient to spark a creative process. Asks, “Is my idea really new?” Learning from research about precedents is not sufficient to inform the creative innovation process.
  • Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or expanded enough to show a relationship to the creative challenge at hand.
  • Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions.
N Novice -
 
  • Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided.
  • Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy.=Generates few ideas.
  • Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand.
  • Shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas.
  • Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process.

 

Resources

Link to District Rubric

» HS Success Skills