Unit III: Intelligence and Creativity

Intelligence
Meaning
The word intelligence is derived from the Latin verb „intellegere‟ which means
understanding. Intelligence is defined as mental capability that involves the
ability to reason, to plan, to solve problems, to think abstractly, to comprehend
complex ideas, to learn quickly and to learn from experience. It is not merely
book learning, a narrow academic skill, or test-taking smartness.

intelligence is a general capacity or ability of an individual. Intelligence can be

acquired and improved with one‘s education, maturity and improved rational or
logical thinking. Similarly, the intelligence rates of individuals may differ
accordingly. Therefore, there are varied tests that measure the intelligence of
each person such as IQ level tests

In simple words, intelligence is nothing but thinking skills and the ability to
adapt to and to learn from life‘s everyday experiences.

According to Alfred Binet intelligence is the ability for judgement or

common sense. Thorndike defines intelligence as “one‟s capacity to deal
effectively with situations”. For Jean Piaget, „intelligence is the ability to
adapt to one‟s surroundings‟.

Nature of Intelligence
Intelligence is not acquired after sustained labour. It is a gift from nature.
Intelligence is not memory. An intelligent person may have poor memory.
Intelligence is not a skill which a worker acquires after planned practice.
Intelligence is not a guarantee of a good behaviour of the individual.

To understand the nature of intelligence we need to know the classification

intelligence as given by E.L. Thorndike and Garret:

1. Concrete Intelligence – It is the ability of an individual to comprehend

actual situations and to react to them adequately. The concrete intelligence is
evident from various activities of daily life. This type of intelligence is
applicable when the individual is handling concrete objects or medicines.
Engineers, mechanics and architects have this type of intelligence.

2. Abstract Intelligence – It is the ability to respond to words, numbers and

symbols. Abstract intelligence is required in the ordinary academic subjects in
the school. This is acquired after an intensive study of books and literature.
Good teachers, lawyers, doctors, philosophers etc. have this type of intelligence.

3. Social Intelligence – It means the ability of an individual to react to social

situations of daily life. Adequate adjustment in social situations is the index of
social intelligence. Persons having this type of intelligence know the art of
winning friends and influencing them. Leaders, ministers, members of
diplomatic sources and social workers have it.

Thus we see the nature of intelligence as the ability for adjustment to

environment, ability to perceive relationship between various objects and
methods, ability to solve problems, ability to think independently, ability to
learn maximum in minimum period of time, ability to benefit from one‘s own
experience and the experience of others.

Therefore, intelligence is an inborn ability of an individual, the distribution of

intelligence is not equal among all human beings. There is wide individual
difference that exists among individuals with regard to intelligence.

Spearman‟s Two Factor Theory of Intelligence

Social awareness, numerical ability and problem solving are not always a good
indicator of whether someone is intelligent or not and neither are confidence
and average academic performance. Let us know about the Spearman's Two
Factor Theory of Intelligence.

Introduction
The degree of intelligence of an individual can be understood by one‘s
perceived behaviour. So how do we understand how intelligence operates?
What is it that makes a person ‗intelligent‘ or ‗unintelligent‘?

These questions can be answered by comprehending the theories of intelligence,

which give an insight into the components or elements of intelligence.

In this topic we will learn about the Spearman‘s two factor theory.
Spearman‟s Two-Factor Theory
Spearman proposed this Two-Factor theory of intelligence in 1904. The theory
is based on factor analysis, which is a statistical procedure that correlates test
scores to identify underlying clusters, or factors. He used factor analysis to
examine relationships between people‘s scores on different tests or sub-tests of
intelligence. He concluded that people who do well on some intelligence tests
also do well on others. Conversely, if people do poorly on an intelligence test,
they also tended to do poorly on other intellectual tests. This led him to believe
that there are one or more factors that are common to all intellectual tasks.

On the basis of his research, he promotes that each individual activity involves a
general factor ‗g‘ which it shares with all intellectual activities. Apart from ‗g‘,
it also shares a specific factor ‗s‘ which belongs to a specific ability of that
individual to deal with specific problems. (e.g. vocabulary, mathematics, spatial
abilities)

‗g‘ belongs to the general intelligence which is a common thread that run
through all the tasks that the individual performs through the course of his life.
The quantity of this ‗g‘ depends on the amount of cerebral cortex energy present
and the maximum quantum of this is predetermined. To what extent an
individual uses this energy depends on the environment, upbringing, education,
friend-circle, motivation, etc that it reacts when subjected to.

Apart from this general factor ‗g‘, an individual may have a specific ability to
deal with a particular situation/problem. This specific ability can be given as s1,
s2, s3 etc.

The total ability or intelligence 'A' of an individual, thus, can be expressed by

the following equation:

g + s1 + s2 + s3 + ... = A
Illustration of Spearman's two-factor intelligence theory.
Each specific ability ‗s‖ share the general factor ―g‖.

For example, an individual who is an IIT graduate could also be a good writer
and end up being an author, an editor or a columnist. An astronaut could also
have specific singing abilities. Thus the engineer has a general factor
intelligence ‗g‘ and a specific ability ‗s1‘ to crack the CET and hence ended up
being an IIT graduate, and so is the case with the astronaut.

This two-factor theory of Spearman has been criticized on various

grounds:

Spearman held that intelligence may be expressed in terms of two factors, but as
we have seen above, there are not only two but several factors (g, s\, s2, s3...).

According to Spearman, each job requires some specific ability. This view was
untenable as it implied that there is nothing common to different jobs except a
general factor and professions such as those of nurses, compounders and doctors
could not be put in one group. In fact, the factors s1 + s2 + s3... are not mutually
exclusive. They overlap and give rise to certain common

Educational Implications and relevance of Spearman‟s Two –

Factor Theory:
1. The theory gives a better insight to the teacher about the nature of
intelligence.

2. The general ability differs from individual to individual.

3. The specific abilities also differ from individual to individual.

4. ‗S‘ factor varies in degrees. Therefore, it can be modified by learning or

habitual training

5. A child requires different amounts of ‗G‘ and ‗S‘ factors for achieving
success in different Subjects.

6. We require a high quality of ‗G‘ factor for our success in life.

7. Both ‗G‘ and ‗S‘ have a high correlation.

8. This theory could be used to guide, construction of a set of ability test

Conclusion: Thus we see that spearman did not believe in the concept that
mental power as independent of one another. According to him they are unitary.

Thurston‟s Group Factor Theory

Louis Thurston came out with the group factor theory (1937) saying that
Intelligence is a cluster of abilities. These mental operations then constitute a
group. A second group of mental operations has its own unifying Primary
factor; a third group has a third Primary factor and so on. Each of them has its
own primary factor. Each of these primary factors is said to be relatively
independent of others. He pointed out that there were Seven Primary Mental
Abilities and later on added two more. They are:

1. Verbal comprehension Factor. This factor involves a person‘s ability to

understand verbal material. It is measured by tests such as vocabulary and
reading comprehension.
2. Verbal fluency Factor. This ability is involved in rapidly producing
words, sentences, and other verbal material. It is measured by tests such
as one that requires the examinee to produce as many words as possible
beginning with a particular letter in a short amount of time.
3. Numerical Factor. This ability is involved in rapid arithmetic
computation and in solving simple arithmetic word problems.
4. Perceptual speed Factor. This ability is involved in proofreading and in
rapid recognition of letters and numbers. It is measured by tests such as
those requiring the crossing out of As in a long string of letters or in tests
requiring recognition of which of several pictures at the right is identical
to the picture at the left.
5. Inductive reasoning Factor. This ability requires generalization—
reasoning from the specific to the general. It is measured by tests, such as
letter series, number series, and word classifications, in which the
examinee must indicate which of several words does not belong with the
others.
6. Spatial visualization Factor. This ability is involved in visualizing
shapes, rotations of objects, and how pieces of a puzzle fit together. An
example of a test would be the presentation of a geometric form followed
by several other geometric forms. Each of the forms that follows the first
is either the same rotated by some rigid transformation or the mirror
 image of the first form in rotation. The examinee has to indicate which of
the forms at the right is a rotated version of the form at the left, rather
than a mirror image.
7. Memory Factor. It means the ability to recall and associate previously
learned items effectively or memorize quickly.

Later on other factors were added on like Deductive Reasoning (P) –

Ability to use the generalized results correctly and Problem solving ability
factor (PS) -Ability to solve problem independently.

Educational Significance and Implications

1. Thurston contributed greatly to the measurement of attitudes. In
psychology, the ‗Thurston scale‘ developed in 1928 was the first formal
techniques for measuring of attitudes.
2. Thurston‘s theory of intelligence was a major influence on later theories
of multiple intelligences, such as those of Guilford, Gardner, and
Sternberg.
3. Thurston has been noted for developing a comparative judgment scaling
technique. The rank scale can be used to rank all possible feelings related
to an issue and to categorize people expressing an opinion based on the
rank of that opinion. It is used today mainly in basic research.
4. Thurston held that if the individual wants to perform any particular
activity, one or more of these factors or abilities are involved. Some of
them are more important than others.

Guilford‟s Model of Intellect

Joy Paul Guilford was a US psychologist, best remembered for his
psychometric study of human intelligence, including the important distinction
between convergent and divergent production. His "Structure of Intellect"
model organized these various abilities along three dimensions: content,
product, and process. He sought to develop tests for each combination of the
possibilities on these three dimensions, expecting that a person could be high on
some of these abilities while being low on others. According to him,
Intelligence depends on:

 Mental operations (process of thinking)

 Content (what we think about)

  Product (result of our thinking)

By Content he meant that different people seemed to pay more attention to and
think more effectively about different kinds of information. There are 5 kinds of
Contents

1. Visual - Information perceived through seeing

2. Auditory - Information perceived through hearing.

3. Symbolic content - arbitrary signs such as numbers or codes

4. Semantic content - word meanings

5. Behavioral content - nonverbal information involved in human

interaction such as emotion

The Products dimension relates to the kinds of information we process from the
content types. There are 6 kinds of Products

1. Units refer to the ability to perceive units in a content area. This might be
symbolic units such as words, visual units such as shapes, or behavioral
units such as facial expressions.

2. Classes refers to the ability to organize units into meaningful groups and
to sort units into the right groups.

3. Relations pertains to the ability to sense the relationships between pairs

of units.

4. Systems consist of the relationships among more than two units.

5. Transformations is the ability to understand changes in information,

such as rotation of visual figures, or jokes and puns in the semantic area.

6. Implications refers to expectation. Given a certain set of information,

one might expect certain other information to be true.

The Operations dimension describes what the brain does with and to these types
of information. There are 5 kinds of Operations

1. Cognition = knowing, discovering, being aware

2. Memory = retrieving information

 3. Divergent thinking = generating multiple responses or decisions

4. Convergent thinking = reducing information to one single accepted

solution

5. Evaluation = judging the appropriateness of information

These three factors combine to identify 150 different skills. i.e 5 x 6 x 5

=150 distinct mental abilities Guilford‘s Structure of Intellect can be
diagrammatically shown as:
 Howard Gardner‟s theory of multiple
intelligence.
The human ability to solve problems or to make something that is valued in one
or more cultures.

The theory of multiple intelligence is Howard Gardner‘s theory that proposes:

 That people are not born with all of the intelligence they will ever have.

 It says that intelligence can be learned throughout life.

 Claims that everyone is intelligent in at least nine different ways and can
develop each aspect of intelligence to an average level of competency.

 Intelligence, as defined by Gardner, is the ability to solve problems or

fashion products that are valuable in one or more cultural settings.

The 9 intelligences included in Gardner‘s theory are:

1. Verbal/ Linguistic

2. Visual/ Spatial

3. Interpersonal

4. Musical/ Rhythmic

5. Logical/ Mathematical

6. Intrapersonal

7. Bodily/ Kinesthetic

8. Naturalist

9. Existentialist

Principles of Multiple Intelligence Theory:

1. Intelligence is not singular: intelligences are multiple.

2. Every person is a unique blend of dynamic intelligences.

 3. Intelligences vary in development, both within and among individuals.

4. All intelligences are dynamic.

5. Multiple intelligences can be identified and described.

6. Every person deserves opportunities to recognize and develop the

multiplicity of intelligences.

7. The use of one of the intelligences can be used to enhance intelligence.

8. Personal background density and dispersion are critical to knowledge,

beliefs, and skills in all intelligences.

Linguistic Intelligence:

Linguistic Intelligence (Word Smart) is the capacity to use language, your

native language, and perhaps other languages, to express what's on your mind
and to understand other people. Criteria Used for Linguistic Intelligence

 Can understand words and manipulate the structure of language

 Has highly developed communication skills including writing, speaking,

and story-telling

 Knows and correctly uses rules of grammar

 Enjoys reading, writing, and speaking

 Has a large vocabulary

 These people would do well in these careers: Author, Journalist, Poet,

Playwright, Radio Announcer, etc

Logical-Mathematical Intelligence:

 Logical-mathematical intelligence is the capacity to use numbers

effectively and reason well.

 Someone who has this kind of intelligence is able to see cause and effect
really well; also, they are able to identify a problem and solve it right
there on the spot.
  People with this intelligence think by reasoning, and they love
experimenting, questioning, figuring out logical puzzles, and calculating.

These people would do well in these careers: Accountant, Auditor, Banker,

Bookkeeper, Businessperson, Computer Analyst, Computer Programmer, etc

Spatial Intelligence:

Spatial intelligence is the brain‘s ability to perceive and interpret visual stimuli.
In other words, it‘s how our minds process what we see. Although not very
recognized, spatial intelligence is very important in the arts and in everyday
life.

Why is spatial intelligence important?

 We visually perceive and interpret the world around us is an important

quality to have.

 In the arts, the ability to transfer a vision to a painting, sculpture, or film

is a key quality.

 Careers such as architecture require a person to transfer a vision of a

structure into a blueprint.

 Spatial intelligence is even used by average people to remember small,

but important facts; like how to travel from your school to your house.
Everyone uses spatial intelligence in everyday life.

 Possible Careers: Architect, Cartographer(Map Maker), Drafter,

Engineer, Fine Artist, Graphic Designer, Fashion Designer, etc

Bodily-Kinesthetic Intelligence:

 It is expertise in using one‘s whole body to express ideas and

feelings. Examples: acting, dancing, sports, and using body language

 It is the ability to use one‘s hands to produce or transform things.

Examples: sculpting clay and hands-on learning

 Possible Careers: Actor, Athlete, Carpenter, Choreographer (creates and

arranges dances), Craftsman, Dancer, Farmer, Forest Ranger, etc

Musical Intelligence:
Being musically intelligent means that you are able to distinguish the sounds
around you and that you have the ability to make your own melodies. Even if
you are only singing a song or making music, you are using your musical
intelligence. If you are musically intelligent, you are able to:

 Perceive

 Discriminate

 Transform

 Express

All kinds of musical forms Possible careers: Song Writer, Performing Musician
, Piano Turner, Singer, Musical Theater Actor/ Actress , Studio Engineer,
Instrument Manager

Interpersonal Intelligence :

 Interpersonal intelligence, (people smart), is understanding other people.

It‘s an ability we all need, but is at a premium if you are a teacher,
clinician, salesperson, or a politician. Anybody who deals with other
people has to be skilled in the interpersonal sphere.

 Possible Careers: Public Relations, Salesperson, Sociologist, Therapist,

Teacher, Travel Agent

Intrapersonal Intelligence :

 Intrapersonal intelligence is self-knowledge and the ability to act

adaptively on the basis of that knowledge. This intelligence includes
having an accurate picture of oneself (one‘s strengths and weaknesses);
awareness of inner moods, intentions, motivations, temperaments, and
desires; and the capacity for self-discipline, self-understanding, and self-
esteem. Essentially, it‘s how well you know yourself.

 Possible Careers: Entrepreneur, Program planner, Psychiatrist,

Psychology Teacher, Researcher, etc

Naturalistic Intelligence:
  Naturalist intelligence designates the human ability to discriminate
among living things (plants, animals) as well as sensitivity to other
features of the natural world (clouds, rock configurations).

 Naturalistic intelligence is the ability to understand, relate to, categorize,

classify, comprehend, and explain the things encountered in the world of
nature.

 People who exhibit developed naturalistic intelligence include: Farmers,

Ranchers, Hunters, Gardeners, Botanists, Geologists, etc

Existential Intelligence:

 Individuals who exhibit the proclivity to pose (and ponder) questions

about life, death, and ultimate realities.

 Existential Intelligence is sensitivity and capacity to tackle deep questions

about human existence

 People who exhibit developed existential intelligence

include: Theologians, Philosophers, Spiritual advisors

In a nutshell…

 Verbal/Linguistic - "Word Smart"

 Logical/Mathematical - "Math Smart"
 Musical/Rhythmic - "Music Smart"
 Bodily/Kinesthetic - "Body Smart"
 Visual/Spatial - "Art Smart"
 Naturalist - "Nature Smart"
 Intrapersonal - "Self Smart"
 Interpersonal - "People Smart"
 Existential - "Wandering Smart"

Concept of Mental Age (M.A.) and Intelligence

Quotient (I.Q.)
Mental Age:
Mental age refers to the calculation of intelligence that shows how individual
child is performing according to their age. It is based on intellectual
development.

In categorizing children of different abilities Binet developed a scale of units

he called mental age. A Child‘s intelligence was determined by the mental age
level which he could attain on the test. A ten years old child who was able to do
all the tests meant for ten years old children was said to be normal or average. If
he could do the test meant for a higher age level his mental age was said to be
more than his chronological age and he was described as a bright child. If he
was unable to do the tests meant for his own age level, the child‘s ―mental age‖
was said to be lower than his chronological age and he was described as slow or
retarded. Mental age is a simple and useful concept. You can easily interpret it,
when deal with children differing in metal ability.

Key Points

 The concept of 'Mental age' was introduced by Alfred Binet, a French

psychologist.

 According to Binet, ‗Intelligence means the capacity to judge well, to

reason well, and to comprehend well‘.

 He is also known for developing the first intelligence test, Binet-Simon

scale with Simon in 1905.

 Mental age is used to measure 'Intelligence Quotient' which is

commonly known as IQ.

Chronological Age: (C.A.)

Chronological age is nothing but the actual calendar age of the child. The real
age of the child in mental into consideration for test is called chronological age.

Intelligent Quotient ( I.Q.):

 In 1912, William Stern suggested the concept called Intelligent
Quotient (IQ). It refers to the score of a standardized test that assesses
and measures human intelligence.
The intelligent quotient represents the degree of brightness possessed by an
individual. It expresses intelligent as the ratio of the metal age of the
chronological age. When the mental age is divided by the chronological age and
the quotient is multiplied by 100 the result is I.Q. Terman refined the formula
by multiplying the ratio with 100. So the formula of finding out I.Q is.

I.Q =

Or I.Q =

The fraction is multiplied by 100 in order to remove the decimal point and to
give the I. Q. a value of 100 when mental age is equal with chronological age.
This if the M. A. is above the C. A. then I. Q. will be above 100. If the M. A. is
less than the C. A. the resulting I. Q. will be less than 100. thus the scale has the
same meaning from one age to another. I. Q, may also be regarded as an index
of brightness. The following table shows the relationship between I.Q. and the
degree of brightness given by Dr. Merrily based on the studies by Terman.

I.Q. Classification Percentage of

Range populations

140and above Verysuperior 1.5

129-139 Superior 11

110– 119 High- Average 18

90– 109 Average 47

80– 89 LowAverage 14

70– 79 Borderlinedefective 6

Below70 Mentallydefective 2.5

The lowest classification mentally defective sometimes subdivided into three
classes as:

Moron I.Q. – 50 – 70

Imbecility I. Q. – 20 – 50

Idiot I. Q. – Below 20

CREATIVITY
According to Drevdahl, ''Creativity is the capacity of a person to produce
composition, products or ideas Which are essentially new or novel and
previously unknown to the producer''

R.Stanger and T.F Karwoski state, ''Creativity implies the production of a

totally or partially novel identity''

R.C Wilson, J.P Guilford, and P.R Christesen define creativity in these works''
The creativity process is any process by which something new is produced
an idea or an object including a new form of arrangement of old elements.

Creativity is the ability of a person to develop or enhance the existing process or

system so that its performance or outcome is increased. It mainly refers to
bringing a new utility or even enhancing the current utility of the product or
process.

Creativity is a continuous process and never ending because creativity is all

about improving and enhancing the current form or process and no can say that
there is no further possibility of developing or enhancing anything further, with
each passing day we came across new feature or newer ways of utilizing the
same concepts which is there for quite a time, there are always a newer model
or machine or vehicle in the market which is enhanced and more refined than its
predecessor, for example the basic concept is same behind all the mobile phones
still we see new models coming in the market every now and then and all of
them are different mainly more developed than previous model.
Nature of Creativity

1. Creativity is the capacity to accept challenges.

2. Creativity is the freedom to exercise choice

3. Creativity is the readiness to change self and the environment

4. Creativity knew no special medium, place person, or time.

5. Creativity is a process as well as a product

6. Creativity is a complex, dynamic and serious process.

7. Creativity is the result of some interaction

8. Creativity is the ability to synthesize ideas or objects.

9. Creativity is the ability to create new ideas theories or objects.

10. Creativity is the ability to develop something original

11. Creativity has several dimensions.

Difference Between Creativity and Intelligence

Definition

Creativity is the ability to perceive things in a novel manner, create new ideas
and concepts, and thus, to make innovative creations while intelligence is the
ability to acquire knowledge and to utilize it accordingly. Therefore, creativity
requires different thinking.

Usage

Creativity is primarily used with the concepts of imagination, talents and

innovativeness while intelligence is used in a wider scope along with the aspects
of creativity, knowledge, logic, rational thinking, etc.
 Techniques and methods of fostering creativity
 Brainstorming
 Problem Solving
 Group discussion
 Quiz
 Play way
BRAINSTORMING Method
Brainstorming term was first developed by Alex Faickney Osborn in the year
1942. He was the founder and executive of US advertising agency BBDO. The
brainstorming as a creative technique was inspired from the working
atmosphere or BBDO.

The concept of brainstorming includes defining a simple or a complex problem

for which solutions are generated with different ideas that are later accepted or
rejected. The participants in the process of brainstorming present and reveal
new ideas as potential solutions for a specific problem. In this process,
brainstorming helps the stimulation of the human mind towards creative
problem-solving. This creative thinking technique as a group activity usually
starts with a gathering of a group of people. After this the group is presented
with a problem whose details are also mentioned and then the possible solutions
were welcomed by the group members, In this problem is no right or wrong
solutions all the solutions are accepted and thoroughly discussed one by one and
at the end most suitable solution on which majority agrees accepted as the
solution of that problem.

So we can conclude that there are 3 stages of Brainstorming which is as follows:

 Generation of ideas
 Discussion of the produced ideas
 Final evaluation of the presented ideas
TYPES OF BRAINSTORMING
Group Brainstorming
Group brainstorming helps people to activate their minds and think freely since
during these group sessions there isn‘t a criticism of ideas. When 6-8 students
brainstorm together, they spontaneously exchange ideas that tend to grow and
converge.

Individual Brainstorming
Individual brainstorming, on the opposite, involves storming by yourself. It is
known that individual brainstorming can stimulate the production of a wider
and better array of ideas.

CHARACTERSTICS OF BRAINSTORMING
 It is defined as a creative activity that encourages creative thinking from
all participants
 This activity allows the creation of an open and relaxed atmosphere that
stimulates everyone‘s participation.
 It creates an environment in which people feel comfortable enough to
share their opinion and point of view.
 Group brainstorming can also be beneficial for establishing closer and
effective relationship with other members.
  Learning can be improved by practicing brainstorming because it gives
the chance for improvement in the processes of lateral, analytical and
critical thinking.
 Individual brainstorming while studying is an effective way of producing
ideas, measuring comprehension and in the end, analyzing knowledge.
 By concentrating on ideas that revolve around the important aspects of
the central topics, students can grow their ambition for learning and
discovering new ideas.
 It can also improve the student's reading and writing and comprehension
skills.

PROBLEM SOLVING Method

One of the methods of fostering creativity in student is with Problem Solving. In
this process students were present with a simple problem and asked to give the
possible solution to the problem and when student successfully able to solve the
problem then either they were asked to come up with an alternative solution to
the existing problem or they can be presented with a new problem which is little
difficult to solve then the previous problem and this time student has to put
more efforts in thinking and trying to solve the problem and this process can be
continued, through this way teacher tries to make student give more efforts to
logical thinking and attention to details as through this they will come up with a
solution also upon solving the problem it will enhance their confidence.

Teachers can utilize this method not only in classroom but outdoors as well, for
example teacher can take students on a camping and there they may ask
students to perform several task or complete several obstacles according to the
instruction or they may be assigned to handle any monitored issues like building
a bridge or cooking food etc. where they were expected to come up with better
process which can be utilized to complete the task.
 CPS (creative problem solving) Model
The approach was originated by Alex Osborn in the 1940s, and further
developed by Osborn and Sidney Parnes.

1. Clarify:- In this stage person has to identify the problem , goal and
challenges. Why this is important is because if you do not know your
problem properly you may end up not solving it totally or may get
deviated to a different solution which do not effectively ends the problem
and same applies to other aspects as well so you have to be clear about
what is the issue? What are the challenges? And what you want to
achieve?.
2. Ideate:- In this state ideas are generated to solve the problem and to
achieve that person can go with Group Brainstorming or Individual
Brainstorming to come up with several ideas to solve the issues. This is
the stage where person has to come up with creative ideas for the same
problem.
3. Develop:- This is the most crucial stage where person has to evaluate
his ideas and select the most suitable one for the solution and why this
 stage is important is because it helps the person decide which ideas lacks
where and which idea is the most effective one to go with.
4. Implement:- After selecting the most effective solution for the problem
now the time is for its implementation. It involves identifying resources
and actions to implement the solution.

PLAY WAY Method

Playing requires attention, acceptance of the unknown, offers the challenge and
develop the ability to use creative thinking. In order to play a game, in general,
we also need to understand its rules or offer new ways of doing things. During
the play a child is developing many different functions that are foundational for
brain development. Play helps to build the relations between neurons, which
improve our memory and allow easier, steady connection between right and left
brains.

A teacher can follow below mentioned steps to awake creative

spirit of the children.
I. Let them choose. If you build something, then they will follow to
recreate it with their own capabilities. It more or less like showing them
the destination and letting them choose their path to reach that
destination, this will help them to give attention and think to overcome
the challenges and every child will deal with it as per its creativity. So if
you want children to participate in creative things provide them with
creative things and time alone with them.

II. Value process over product. We all love a good craft project that comes
out looking as perfect as the photo on internet, But there is no better
creativity killer than ―make this look exactly like this example‖…or it‘s
wrong. Provide kids with lots of opportunity to create open-ended,
uniquely their own works of art, music, dance, or style.
III. Engage and encourage. Show the children you care about what they are
creating by asking them to tell you about their creation, or asking ―how
does this piece make you feel?‖ Avoid statements like ―that‘s so nice‖ or
―what a pretty dinosaur‖ (when it turns out they were trying to make a
unicorn), oops. They don‘t need your adult- approval of their creative
explorations. Let them make those judgments for all themselves.
IV. Be cool with all those MESS-terpieces. Creativity is often messy…or
loud, or unpredictable, or unruly, or a little risky. Be cool with that.

V. Tap into your own playful and creative spirit. Teacher and parents are
the most important models in the children‘s lives, whether we always like
it or not. If you want children to be creative then you must also engage in
the activity to explore, learn and adapt with them. The motivation to
perform something which children do not know comes from their
children and parents and So, you need to project yourself as a part of the
learning group and not some instructor.

QUIZ Method
Quizzes are very engaging and fun to do, this helps teacher to easily engage
each children to participate and get there answer or opinion about any topic, the
main aim behind this activity is not to test the knowledge of children but getting
them participate and express as quizzes are not of question and answer nature
but about daily things and processes where children has to discuss about it for
an example teacher can teach children about Aeroplane by asking question like
What you think how aeroplanes fly? And then ask for their ideas. This will
indulge the students in thinking and imagining creatively overall enhancing
their creative spirit.

Why quiz method is important in Schools ?

I. Quizzes raise confidence
II. Quizzes for children can help in planning and identify progress
III. Quizzes can support individualised learning
IV. Quizzes are great for end of topic assessments
V. Quizzes encourage children‘s self-awareness of progress and self-
assessment
VI. Quizzes can help teachers have rich feedback dialogue with Children