Discuss the ideas Eubanks, Murphy, and Mumford have for helping offset creative advantage in some students to benefit all students in the classroom?
In the article, the positive affect paradigm associated with hypothesis #3 “individual differences in intuitive ability will be more strongly related to creative problem-solving when people are working under conditions of neutral as opposed to positive affect” (Eubanks, Murphy, & Mumford, 2010. p. 172) was the most relative in helping offset creative advantage in some students to benefit all students. Most notable is that “individual differences in intuitive ability within a domain may not be the only variable influencing performance” (p. 171) but that “some importance in this regard is positive affect” (p. 172). Thus, every student regardless of their intuitive ability could be influenced to think more creatively when presented with a positive influence. “In fact, Isen and Daubman (1984) and Kahn and Isen (1993)have found that under positive affect people appear to (a) formulate patterns more readily, (b) incorporate a wider range of material , and (c) recognize the similarities and differences among elements of this pattern” (p.172).
Consider the ideas of convergent and divergent thinking, the “network of possible wanderings,” and close and remote …show more content…
Because of this view, I fell that the authors would suggest that educators seek out additional learning opportunities that can be brought back to the school or school district and shared with other team members within the school or school district. I am fortunate to be working in one the larger school districts in the state and for a principle that will seek out funding for learning experiences that will expand knowledge base that can be shared with the school or specific team
In the article, the positive affect paradigm associated with hypothesis #3 “individual differences in intuitive ability will be more strongly related to creative problem-solving when people are working under conditions of neutral as opposed to positive affect” (Eubanks, Murphy, & Mumford, 2010. p. 172) was the most relative in helping offset creative advantage in some students to benefit all students. Most notable is that “individual differences in intuitive ability within a domain may not be the only variable influencing performance” (p. 171) but that “some importance in this regard is positive affect” (p. 172). Thus, every student regardless of their intuitive ability could be influenced to think more creatively when presented with a positive influence. “In fact, Isen and Daubman (1984) and Kahn and Isen (1993)have found that under positive affect people appear to (a) formulate patterns more readily, (b) incorporate a wider range of material , and (c) recognize the similarities and differences among elements of this pattern” (p.172).
Consider the ideas of convergent and divergent thinking, the “network of possible wanderings,” and close and remote …show more content…
Because of this view, I fell that the authors would suggest that educators seek out additional learning opportunities that can be brought back to the school or school district and shared with other team members within the school or school district. I am fortunate to be working in one the larger school districts in the state and for a principle that will seek out funding for learning experiences that will expand knowledge base that can be shared with the school or specific team