Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools

Renzulli, Joseph S.; Beghetto, Ronald A.; Karwowski, Maciej

doi:10.1177/02614294211042333

Cited by 8 publications

(7 citation statements)

References 41 publications

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“…Moving forward, researchers and teachers can work together to assess what kinds of opportunities already exist and possible areas that can be opened in the curriculum for JLCs and evaluate progress. Formative evaluation approaches such as those described in Renzulli et al ( 2021 ) can be helpful in supporting these efforts.…”

Section: Discussionmentioning

confidence: 99%

Accepting the Challenge: Helping Schools Get Smarter about Supporting Students’ Creative Collaboration and Communication in a Changing World

Beghetto

Madison

2022

J. Intell.

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Although the purpose of schools can be (and has been) debated, one common goal that most people agree upon is that schools can and should play a role in preparing young people for the complexities of the future. This goal is somewhat paradoxical in that the future is unknown. So how might schools prepare young people for the unknowable? The prototypical response has been to design learning experiences based on what is already known in the hope that the knowledge, skills, and experiences in school will be durable enough to equip students for navigating the complexities of the problems they will encounter in the future. Consequently, most of what students learn in schools is predetermined. Although we recognize that some of these experiences can be beneficial for helping students in the future, we assert in this concept paper that schools can (and need to) get smarter about the kinds of educational experiences that students engage with if we are to prepare them for addressing the uncertainty of complex problems that they face now and into the future. More specifically, we open this concept paper by briefly discussing the prototypical curricular experience that schools provide young people and how these experiences sometimes fall short in providing students with the opportunities, experience, and confidence necessary to creatively engage with, resolve, and communicate about their experiences addressing complex problems. We then introduce a collaborative creative curricular experience called Journalistic Legacy Challenges (JLC). JLCs can support students in learning how to identify, address, document and communicate about complex problems that can make a difference in their communities and in their own and others’ lives. The experiences offered by JLCs differ from prototypical learning experiences because they require young people to identify problems that matter to them, collaborate with skilled others to address those problems, develop their creative confidence, and learn how to use journalistic learning to document and communicate about their work to broader audiences.

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Section: Discussionmentioning

confidence: 99%

Accepting the Challenge: Helping Schools Get Smarter about Supporting Students’ Creative Collaboration and Communication in a Changing World

Beghetto

Madison

2022

J. Intell.

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“…Although opportunities for ICI are somewhat infrequent in schools and classrooms (Beghetto, in press), there is evidence that teachers would like to see more time in school spent on such activities. Findings from a study (Renzulli et al, 2021) aimed at exploring how frequent opportunities for ICI are offered to students indicate that teachers tended to believe that spending more time on such activities would be ideal. More specifically, as part of the study, teachers ( n = 268) were asked to indicate the actual and ideal frequency of time spent on providing opportunities for students to engage in imaginative, creative, and innovative action.…”

Section: Educating For Possible Futuresmentioning

confidence: 99%

“…Learning experiences based on the logic of U 3 D thereby require imagination, creativity, and innovative action (ICI, Renzulli et al, 2021). More specifically, U 3 D learning experiences involve providing students with opportunities and support necessary to use their imagination to generate new possibilities (i.e.…”

Section: Educating For Possible Futuresmentioning

confidence: 99%

“… 5. Based on descriptive statistics reported in Renzulli et al (2021), Teacher reported mean ideal amount of time spent (1–5 scale) on Imagination (4.34), Creativity (4.21), and Innovation (3.61) compared to mean predicted time spent on Imagination (3.26), Creativity (3.14), Innovation (2.75) represents an average percent increase in time across ICI of approximately 32.8%. …”

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confidence: 99%

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Broadening horizons of the possible in education

Beghetto

2023

Possibility Studies & Society

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The social project of education always and already has a future orientation, which is filled with unrealized possibilities. In this way, educational settings serve as sites of promise and hope. This promise and hope, however, is riddled with a paradox: If the future is unknowable—and education can only occur in the known present—then how can the social project of education fulfill the promise and hope of preparing young people to realize the possibilities of an unknowable future? The purpose of this paper is to explore how educators have attempted to resolve this educating for unknown futures paradox (EUF-paradox) and push beyond it by considering whether a more expansive approach to education can broaden the horizon of what is possible in education.

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“…• mismatch between the learners' perception of their potential for creativity, imagination and innovation, their appreciation of creative personality, with the perception of teachers -specialists in "gifted education"; related under-representation of gifted children in groups with improved learning conditions [37][38][39][40]; • differences between gifted underachievers and other gifted learners in terms of perfectionism and ability to overcome difficulties (41); • specification of giftedness against retaining the basic models [42];…”

Section: Literature Reviewmentioning

confidence: 99%

Interdisciplinary approach to the study of giftedness

Kalinina¹,

Иванов²,

Nikitin³

2022

P Sci Edu

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Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.

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Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools

Cited by 8 publications

References 41 publications

Accepting the Challenge: Helping Schools Get Smarter about Supporting Students’ Creative Collaboration and Communication in a Changing World

Accepting the Challenge: Helping Schools Get Smarter about Supporting Students’ Creative Collaboration and Communication in a Changing World

Broadening horizons of the possible in education

Interdisciplinary approach to the study of giftedness

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